Effective Strategies to Improve English Teaching
Wenying Wang
, Chaorun Zhou
School of Foreign Languages of Yuxi Normal University, Yuxi, Yunnan, 653100, China
Keywords: English teaching, Classroom strategies, Language and culture.
Abstract: Due to the differences between Chinese culture and English culture, English teaching should focus on the
mobilization of students’ initiative on learning rather than testing skills. Therefore, effective teaching
methods should be applied to English teaching. On the basis of English classroom teaching, teachers should
let students explore independently, improving teaching efficiency through independent reading and
thinking, teacher-student interactions and other diversified teaching forms.
Nowadays, English teaching in China emphasizes
the cultivation of students’ testing skills rather than
its contacting feature. Such teaching method cannot
help students get rid of book-hills fundamentally,
because students’ language application skills cannot
be improved through classroom teaching. Therefore,
teachers should pay attention to language features of
English and adopt effective and scientific strategies
in English classroom teaching. It is helpful to pro-
mote the quality of routine English classroom teach-
ing and students' English comprehensive ability.
Currently, English is the most widely used language
in the world. Since the reform and opening up in the
last century, English has been the fundamental cur-
riculum for China’s school education. In the long
process of China’s English teaching practice, some
new methods and precious experience have been ex-
plored and accumulated. But in China, English
teaching adopts structuralism, the core of which is
the skill-imparting of voice, vocabulary and gram-
mar. According to structuralism, language is a
closed teaching system, and its internal structure
needs to be strengthened in the routine teaching
process. This kind of teaching method artificially
separates mean-ing and language form. English
teaching practice shows that closed language system
can train stu-dents’ answering skills in English
examinations, es-pecially for the comprehensive
ability of testing skills. However, students who pass
the examinations cannot truly master the functional
roles of English. For example, they often have a
comparatively com-prehensive understanding on
English grammar but ignore its practical function of
communication, which results in some ambiguities
in the communi-cation process.
Given the current situation of English teaching
and students’ language application, students’
English comprehensive ability needs to be enhanced
as much as possible. In routine English teaching
practice, appropriate teaching strategies and
application function need to be explored and valued.
In addition, English teaching should be student-
centered and aimed at improving students'
comprehensive foundation and language ability.
3.1 Explanation part of English classes
For English classroom teaching, the primary part is
explanation. In the process of vocabulary explana-
tion, teachers need to make students understand vo-
cabularies in a concrete way, such as using pictures
and actual materials. In the process of vocabulary
understanding, students need to know the different
meanings, avoiding ambiguities in the application.
Therefore, teachers should try their best to explain
vocabularies in a more concrete and comprehensive
Zhou C. and Wang W.
Effective Strategies to Improve English Teaching.
DOI: 10.5220/0006447502170220
In ISME 2016 - Information Science and Management Engineering IV (ISME 2016), pages 217-220
ISBN: 978-989-758-208-0
2016 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
way. In grammar explanation, teachers should pay
attention to links and differences between the new
grammar and the prior grammar, making the process
of explanations more stereoscopic through compari-
son. Different explanation and imparting methods,
such as ideographic way and demonstration, are en-
couraged in teaching. These methods make it possi-
ble for students to acquire knowledge more directly
in a multi-dimension level and ultimately stimulate
students’ interest in English learning.
3.2 Application and expansion parts in
English teaching process
After the completion of explanation part, it is im-
portant for teachers to encourage students to apply
English to practice. After acquiring relevant lan-
guage points, students need to retrospect and consol-
idate their knowledge. In traditional teaching mode,
the reappearance of language points occurs in the
classroom. Teachers present questions to students on
the spot and make some comments on students’ an-
swers. However, this method needs to be refined to
ensure the efficiency of teaching.
Actually, the mastery of language should be di-
vided into two levels, manifesting whether students
master language points accurately and fluently.
Therefore, students should use language points accu-
rately and fluently on both reading comprehension
and language expression. However, some students
can use the language accurately but not fluently.
Therefore, teachers should guide students to learn in
the teaching process. For example, they allow stu-
dents to make mistakes and encourage them to over-
come their own defects in language application.
In the teaching process, teachers should encour-
age students to expand their knowledge on language
application, improving the accuracy and fluency of
language application gradually. Therefore, some rel-
evant tasks should be properly set, which allows stu-
dents to find their language application problems
when completing the tasks.
3.3 Inspections in the process of
English teaching
In English teaching process, inspections play a vital
role. Through inspections, teachers can know how
much students have learned. Especially, it is signifi-
cant for teachers to know students’ language level
and make further teaching plans accordingly.
During inspections, teachers should pay attention
to the pertinence and implement diversified explora-
tions in the designing process. Teaching purposes
are often associated with a variety of properties.
Thus, it is necessary to establish concrete assessment
criteria on students’ English ability, instead of
mechanical language assessments. Then on the basis
of the assessment criteria and language application,
as-sessment methods should be set, scientifically
meas-uring students’ preference in language
learning. Therefore, students should not be assessed
by the fi-nal examinations and the core of the
syllabus. Lan-guage ability assessments should be
added in period-ical English language assessments
and inspections.
According to the actual situation of teaching, teach-
ers should re-cognize and excavate the local culture,
exploring the links between local culture and
English culture. They should also be sensitive in
English language and culture, allowing students to
contact language and culture and acquire English
more com-prehensively.
4.1 Guidance on the differences of
English culture and Chinese culture
Any language and culture is an open system. To im-
prove the efficiency of English teaching, teachers
should update both English and Chinese language
and culture systems timely. That is, teachers’
knowledge base should keep up with the current
trends of language and culture. Only when teachers
equip with a good knowledge of English language
and culture, can they distinguish the differences in
the teaching process. Such discernment makes it
possible for teachers to distinguish essences from
English language and culture. With the comprehen-
sive knowledge of English culture, teachers can bet-
ter guide students to use English culture and express
their viewpoints on local culture smoothly and accu-
Furthermore, the meaning of local culture and
dif-ferences between local culture and English
culture should never be ignored in the process of
English teaching. However, the fact is that
differences cannot be valued, which makes some
students fail to scientifically acquire the national
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culture and solve contradictions of language and
culture. Therefore, English teaching should focus on
students’ contradicting points. Teachers should
impart knowledge of English language and culture
from the perspective of Chinese culture and English
culture, allowing students to better grasp English
language and culture.
4.2 Culture and language integration
through penetration and creation
When promoting the integration of Chinese culture
and English culture, penetration should be used to
avoid cultural indoctrination in the learning process
of English culture. Teachers should be liberated
from the traditional teaching methods and use com-
parative analysis to mobilize students to learn Eng-
lish language and culture. Students should learn and
explore from different aspects in the learning
process of English language and culture. Routine
classroom teaching is important occasion to spread
new knowledge. Teachers should take advantage of
the convenience of routine classroom teaching and
spread knowledge of English language and culture,
thus stimulating students’ interest in English.
Some schools create English application stages
like English Corner, where students can apply what
they have learned to practice. Making full use of
English Corner can strengthen the efficiency of Eng-
lish learning and allow students to express them-
selves more fluently. Teachers should try their best
to create possible conditions and mobilize students’
interest in using English, thus making students get
out of the restrictions gradually. In routine English
teaching, teachers should provide rich material for
English communication and avoid students’ speech-
lessness in classes, helping them acquire more lan-
guage application skills.
4.3 Teaching strategies thinking on the
perspective of thinking expansion
English learning is a part of students’ self-cognition,
and English is an important expression means after
self-cognition. Through English learning, students
can better expand the breadth and depth of their
thinking. In the teaching process, teachers should let
students explore independently, allowing them to
use the language more logically.
In routine English teaching, teachers should
grasp students’ initiative, encouraging them to
explore ac-tively and express viewpoints in English
in different forms. Teachers can carry out such
thought devel-opment of English teaching through
independent ex-ploration, reading, etc. On this basis,
teachers can purposefully guide students to
summarize language points in each period of English
teaching, especially for the difficult and important
ones. It also helps stu-dents tease out a
comprehensive knowledge structure through their
own efforts. In English teaching process, language
features should always be the focus. In the process
of knowledge integration, students should make
advantage of their initiative, especially on the
application of writing methods and thinking mode.
Self-learning can better enhance students' lan-
guage thinking skills. It is also important to optimize
learning process and integrate teaching resources for
the improvement of English teaching efficiency.
Teachers can allow students to go deep into English
articles, thus exploring authors’ purposes and sum-
marizing the knowledge of English language and
culture. Finally, deep impression could be left in
students' minds, helping them expand thinking and
understanding on language and culture.
Actually, language teaching is a kind of profound
thinking activity, and the main purpose of which is
to train students to use language in communicative
activities. Language teaching contains many aspects
including grammar, vocabularies, specific terms,
etc., so does the affecting factors. Currently in
China, schools of different education levels set
English classes. But these schools adopt traditional
teaching methods, emphasizing on the explanation
of gram-mar and specific language structure. This
method ig-nores the cultivation of English
comprehensive abil-ity, regarding language points as
isolate islands in the sea of knowledge. Thus,
students fail to acquire language application
methods through language teaching, making it
impossible to achieve the ulti-mate efficiency of
English teaching. Therefore, more attention should
be paid to the reform of English teaching, especially
on how to mobilize students’ in-itiative. More
explorations should be implemented on teaching
practice to guide students to grasp the differences of
Western culture and Chinese culture, ultimately
achieving the goal of smooth and accurate
international communication.
Effective Strategies to Improve English Teaching
Effective Strategies to Improve English Teaching
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