Academic journal article English Language Teaching

Evaluation on Degree and Result of Bilingual Education of Business Courses in GDUFS

Academic journal article English Language Teaching

Evaluation on Degree and Result of Bilingual Education of Business Courses in GDUFS

Article excerpt

Abstract

From the connotation of bilingual education in higher education in China, this paper analyzes the factors that may affect the quality and result of bilingual education, such as faculty and students' English level, teaching materials, curriculum system, classroom instruction, teaching quality control, as well as incentives and other factors. The paper focuses on Fuzzy-AHP model as a university bilingual education quality evaluation system, and build an evaluation index system for quality control of bilingual teaching. It also conducts quantitative analysis using analytic hierarchy process and fuzzy comprehensive evaluation on the degree of the bilingual education of business courses in Guangdong University of Foreign Studies (GDUFS), China. By selecting evaluation indicators and using analytic hierarchy process, the paper determines corresponding weight of the indicators. It also establishes sets of standard on evaluation and fuzzy relationship matrix, and conducts an empirical study on the degree of bilingual education of business courses in GDUFS. The paper has certain theoretical and practical significance for bilingualism in higher education in China.

Keywords: bilingualism, business courses, degree of bilingual teaching, evaluation

(ProQuest: ... denotes formulae omitted.)

1. Introduction

Currently, the research on bilingual education includes the following fields: theoretical exploration of bilingual education, bilingual teaching mode, international comparison of bilingual education, curriculum design in bilingual education, teaching materials for bilingual education, teacher training in bilingual education and evaluation on the classroom teaching for bilingual education. There are three main modes in the bilingual teaching: immersion bilingual education, transitional bilingual education and conservative bilingual education. Lack of immersive language environment for bilingual teaching, bilingual education in China only applies to part of the discipline in some universities, and it belongs to transitional or conservative bilingual education. According to English teaching situation in China and English language proficiency and ability of university students in China, Fan.et al (2006) proposes to classify bilingual teaching modes into three categories: half-English, mixed-English, all-English from the view of gradual acceptance of degree of English usage in class. This series of bilingual teaching modes define a gradual process from the unfamiliarity to the familiarity of English way of thinking for students, and also reflects the psychological development of Chinese way of thinking to the English way of thinking.

In bilingual education practice of business courses in GDUFS, the following problems are detected: Firstly, ineffective implementation of bilingual teaching in the course teaching. Students may not grasp the necessary knowledge of related subject, nor can they broaden the vision of disciplines and understand recent development of the subject. Secondly, language learning has ineffective results. Students can not improve the ability to use English, and cannot develop good habits of English way of thinking. Thirdly, in general, goals of bilingual education are difficult to be achieved. With poor learning environment, students learning enthusism has been gradually reduced, and cross-cultural and innovation abilities of student cannot be substantially improved. The degree and proportion of usage of English may be one of the important reasons for the above problems. Analysis of degree of bilingual education is an essential part of the research of bilingual education, and it is also a refinement of the specific mode on bilingual teaching.

The first teaching objective of bilingual education is clear: the language of instruction is only a tool, not the educational purposes for bilingual education. This is particularly important for business courses. The teaching quality of the course cannot be reduced only because it uses English as the medium of instruction. …

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