WHY TRADITIONS DIE HARD

2.6 Teachers' low level of English

The sixth and final point I wish to make about the problem is that the low level of English proficiency among many middle school teachers hinder the extent to which the communicative approach can be effectively pursued. Take classroom English for example, some teachers can hardly express themselves in English. As a result, it is difficult for them to organize a two-way communication in the target language with their students. No wonder some people say, "The higher grade you are in, the less English you will hear." Of course, we mean no complaint to our teachers here. There are many objective things that account for it.

3. Suggestions

The suggestions offered below are primarily based on my personal observations, study and experience in middle schools. They are, of course, far from complete and perfect. Nevertheless, I hope that they will contribute to solution of the problem.

3.1 Enhancing the English proficiency

As far as teachers' English proficiency is concerned, I think first we should work out the qualifications for middle school English teachers and require them to reach the minimal level at least in a period of given time. Secondly, we should provide them with varies types of courses, the objective of which is not to get diploma but to enhance the English ;proficiency.

3.2 Promoting familiarity with good approaches

Some teachers assume that the communicative approach is a kind of oral way without teaching grammar. Obviously that is not correct. In order to clear up the misunderstandings like this, I recommend that we should try our best to help broad teachers know what the communicative approach is and how to use it in the classroom by means of lectures, demonstration classes and short-term training programs.

3.3 Supporting the pioneers

Not all the teachers stick to the conventional ways in teaching English. Many teachers, young teachers in particular are active in trying the new ways. On the other hand, they are lack of experience. There always exist two possibilities in their experiment. That is failure or success. As for those pioneers in teaching reform, the department concerned should support them not in words but in deeds, understand them and show tolerance towards them if the result turns out to be failure. Only in such an easy environment are the teachers willing to join us in teaching reform.

3.4 Improving the examination system

Objectively speaking, the present examination system has been improved a lot compared with that in 1980's. But it is still far from satisfaction. The absence of listening comprehension and speaking skill in the college entrance examination still remains the biggest problems. Restricted by the objective conditions, we can't solve the problems all at once in the whole country; however, in the developed coastal arrears, the education administration should allow them to go ahead of the rest.

4.Concluding remarks

Why traditional approaches still remain so strong in our classroom? Partly because they do have their own advantages which have been proved effective in teaching English in the Chinese context, but mainly because the new teaching approaches such as communicative approach , restricted by the objective conditions, can hardly be adopted to a great ex