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Since the implementation of CET4/6 in 1987, it has had a very wide impact on the society, schools and students. The implementation of CET4/6 all over the country , which makes people assess English level with a unified reference, signifies that department of English teaching gives enough attention to college English teaching to improve the English learning. And the community recognizes the students' exam results. However, nowadays CET4/6 has been oppugned increasingly in reality since it has its own drawbacks and many bad influences, and some people even propose to abolish CET4/6. According to Gong (2001), "the Beijing Foreign Language Education Research Center Professor Liu Runqing reckoned that the the best way for CET4/6 was to abolish it; Fujian Normal University PhD supervisor Professor Sun Shaozhen put forward that the CET4/6 was destroying the quality of education in China as a sword." Indeed, the CET4/6 has it own limitation, can not test students' level exactly and does not redound to temporary english teaching, that is CET4/6 is not appropriate nowadays.ï¼ˆSupportingï¼‰
(Point 1)CET4/6 itself has many drawbacks, the biggest one of which is that validity is not high because of its exam form. Language knowledge as the core of traditional test method is still the CET basic form and multiple-choice questions account for the vast majority of papers(Zheng,2009). the Multiple-choice questions is a concentrated expression of the dominant discrete view of language testing.This test concept considers the luanguage ability as discrete system which is comprised of vocabulary and grammar.
Zheng.'s (2009) study found the following:
Hughes, the language testing experts, put forward the six drawbacks of Multiple-choice questions: (1) It can only identify skills of knowledge, can not measure productive skills; (2) Maybe there is much speculation when students choose the answers; (3) It severely limits the contents of the tests; (4) To design good items is extremely difficult; (5)It does not have a good backwash; (6) it makes the cheating in the exam potentially. (P 15)
Obviously, multiple-choice questions which just test the students' abilities of reading and reciting are not only contrary to the curriculum, but also contrary to the wishes of the majority of teachers and students and the purpose of language teaching(Zheng,2009). College English Syllabus (Revised Edition) (1999) clearly required that "Train students with strong abilities of reading ,listening, speaking, reading, writing, and translation, so that they can use English to communicate." Thus, the main objective of our language teaching is to teach students how to communicate in English. This purpose means that CET4/6 should focus on students' language abilities so as to make sure that the examination is a good way to promote English teaching and to achieve the purpose.
(Point 2)As the English 4/6 certificate is given by the employs, schools and society' sexcessive attention, the role of CET has undergone a qualitative change and has become the baton towards English teaching. Many schools figure the students' passing rates of examination as the unique criteria of the quality of English teaching, and some even associates the passing rates with teachers' teaching performance. Many English teachers can not fully in accordance with the teaching requirements of the College English Syllabus , give up the training of the language skills and cultural quality for students, mainly focus on explaining the questions in the exam papers and attempt to use the tactics of doing many many excises to improve CET passing rates. Teachers also think the purpose of teaching as how to improve the students' CET4/6 passing rates, which not only affects the normal teaching order, but is not conducive to realize the purpose of College English Syllabus. College English teaching evolves into the most typical exam-oriented education.
(point 3)What's more, there are many problems in students' learning and thinking English. At first, Chinese students learning English is inefficient, and the cost has great gap with the effect should have been obtained. Chinese students have started from the fourth grade in primary school to learn the second foreign language, also with another six-year secondary schools, four-year undergraduate and one to there years graduate. The investment of too much time has seriously disturbed the formal professional learning, even so, some people still don't pass the English exams. besides, according to Fu (2008), many students do not really like the English, just for gaining qualification. Most of their motivation is more practical and temporary, lack of long-term goals and plans, such as to study abroad, to improve professional standards and so on. Although they have ideal test results in the present, once the objective needs is gone, learners will be very difficult to make progress, or even stop foreign language learning. In additional, As CET4/6 don't test students' oral skills, students are complacent with understanding the language knowledge. They learn English isolated grammar by rote and ignore ability of speaking language and ability of practical communication. As a matter of fact, according to Gong(2001), many students who pass CET4/6 can not apply the English knowledge they have learned to communicate with each other, although they have mastered some basic knowledge of English and some of the reading comprehension ability. Most students' oral expression ability is very poor, for which, English has become dumb English or illiterate in English. Furthermore, since students feel like to passing CET4/6 or getting high marks, many of them cheat and participate in CET4/6 many times. Since ancient times, there is a strange law in the examination system: there is a test, there is cheating. Some students will not pass it by rote all day, and only take risks to hire people substituting them cheating in examination. According to Chen(2005),"Some schools even do mass cheating so as to increase passing rates. In 1998 a rare national mass cheating in examination took place in some university. " Cheating is very severe in CET4/6. And some students participate in CET6 frequently until their mark is up to 600, in order to make their resumes prettier, which also lead to an increasing number of CET4/6 candidates.
(Objection)In principle, a scientific test results can provide good feedback for teaching, help teachers to understand the effect of teachingï¼Œimprove teaching methods and quality ,and also help students understand themselves(Xiao,2009). Actually, CET4/6 has played a certain positive role in promoting and raising the level of English language teaching.Recalling the 10 years examination, it can not be denied that in the first years of implementation of CET4/6, the foreign language gain much more attention than before. In recent years, with promulgation of College English Syllabus and the implementation of CET, the quality of English teaching has been enhanced. And the aspiration to pass CET4/6 can spur students on learning English carefully and diligently, since mastering English is still very indispensable under the current situation of world. In fact, CET4/6 is not only to test the students' English level but also to test the students' self-study ability, spirit of hard work and sustainable perseverance.
However, it is undeniable that because of its inherent flaws and significant negative effect, CET4/6 has been deviated from its service .Therefore, in order to make CET4/6 more suitable for today's society, it needs to reform. Therefore, Assessment of student achievement in foreign languages should be considered to reform in the examination methods, evaluation system; teachers, based on the previous findings, should explore useful methods and strategies to enhance students' motivation, such as, applying meta- cognitive strategies, using communicative method in their teaching, improving teaching methods, cultivating the students' autonomous learning(Wang,2002); students in modern time should make full use of modern educational resources, broaden the learning channel, strengthen communication and comprehension abilities.