Teach English in CuiyuehuZhen - Chengdu Shi

I would like to start my essay with the presumption that Russian learners are not successful with English Language because of two reasons, such as subjective and objective. These factors have a serious impact on the study of English language. I do estimate false learning technique, lack of good teachers and lack of best methodology, absence of real interaction with native English-speaking people as subjective reasons. Objective reasons include the complexity of English grammar tenses, phrasal verbs and slang, as well as problems with the variety of the English language. I want to start with subjective reasons, because it is possible to change all these wrong things. False learning technique. In 2010 year, the Russian government changed the system of a school’s knowledge evaluation. From a first look, final graduate exam on English language is a normal standardized test, but the level of expectations is extremely difficult. The problem is to pass this test successfully, you don’t need to know English language, you must know the technique of how to pass this test. If you are acquainted with main themes/tasks or you have been given a lot of tips beforehand, or if you are good in intuition you can probably pass the text without knowing the subject. So, the presence of tests affects the way that students are taught (especially in higher/final grades). Some teachers adjust their curriculum in order to better match an upcoming assessment their students will take. Often teachers don’t want do anything other than make sure students can answer test questions. As an example, the learners take English lessons every year from 1 or 3rd grade until graduation. However most of them are dysfunctional in English. Why? Because the instruction and teaching revolve purely around getting the students to pass the exam, not to ensure linguistic competency in the language. Lack of good teachers/ Lack of best methodology. Course materials described the variety of teacher roles during the lesson. Typical teacher’s roles in Russia is still manager, organizer and assessor. I am not sure that teachers here are behaving like tutors, facilitators of participants, which is huge disadvantage for the learners. I don’t want to blame school’s teachers for their roles, methodology or language skills. Unfortunately, it is not very respectful and well-paid job in Russia. Therefore, most people, who really know English language and had experience abroad, prefer not work as a teacher. The quality of most teachers in the public school is still very poor. Exceptions can take place in Moscow or Saint Petersburg, where skillful teachers are working in the private schools or commercial training centers. After completing this course, I am sure that the root of the problem, why our learners are not successful in English, is hidden in methodology. Most school teachers avoid Engage and Activate stage. (I don’t know why? Because of the wrong methodology or their own personality/preferences?) Russian learners do have a motivational stage before the language course starts. This Stage includes explanations from their parents/teachers/etc. how important it is to study English language for future careers. It doesn’t look like engagement at all, more like obligations, which will demotivate students even more. Most teachers are concentrating their efforts on the Study stage, on reading and writing skills (including grammar). Engage and Activate stages with right tasks and games are rarely included in the lesson. They can be used by young teachers, who are fun and active, but still not very often. In general, teachers don’t do much to teach listening or speaking skills. Maybe teachers have been taught in this way or maybe they are afraid of doing listening and speaking activities because of their own insufficient knowledge and ability. Absence of interaction with native English-speaking people. Absence of this experience doesn’t help to develop English skills. Unfortunately, lack of opportunity to travel abroad and practice real English language decreases a learner’s confidence and their motivation. Nothing we can do to help learners to travel abroad because of political or economic reasons. Hopefully, internet and on-line resources/apps will change the situation, interaction between different nations will become easier and cheaper. Now I am moving to the objective reasons. First of all, complexity of grammar tenses in English language. As you mentioned in the course, different nations have different problems with English. I do think Russian learners are having problems with English grammar, especially with the number and variety of tenses and with conditionals. Grammar rules in the Russian language are completely different from the grammar rules in the English language. Nothing we can do to escape from huge gap between two different languages. But suitable syllabus, coursebooks and professional teachers can help to diminish these difficulties. Secondary, there is a huge number of phrasal verbs in English. Russian language doesn’t have a lot of phrasal verbs. Even if we have some, they are mostly formed with inflection. English phrasal verbs formed in different ways (adding additional information after as a post position or as a particle). So, it is kind of tricky to learn English phrasal verbs for Russian learners. In additional, some phrasal verbs have more than one meaning. Because most of our learners don’t have native teachers and aren’t used to listen to phrasal verbs in the natural environment they supposed to memorized them without any practical context. This doesn’t make the language process easier. Thirdly, a huge amount of Slang in the spoken language. Slang and informal speech have been increasing a lot during recent years. I do understand the importance of it in the current language culture and there no way to get rid of it. But unfortunately, Russian schools or universities have never presented this topic to the learners. When learners faced up with real, authentic language, which included slang as well, they are very confused. They have been taught English language, proper and classical. Fourthly, the variety of the English language. All coursebooks and learning materials are based on either American or British English. Nowadays, I assume most preferable materials are American course books. For example: If students are fortunate enough with a coursebook and ancillary materials they will practice American English. Students will listen to the American accents, will study American vocabulary. But they might be disappointed, while after 10 (or 12, 14 years of studying) they will not be capable to understand the British, Australian or Ireland accent, their vocabulary, idioms and slang. The answer is very simple – they aren’t use to study this type of English. To summarize, all these factors effect learners and their learning process.