Yue Hong

 School of Foreign Languages, LANZHOU INSTITUTE OF TECHNOLOGY

Abstract：

To have a more in-depth and systematic discussion on the current positioning of the English discipline in our country, it is necessary to place it in a historical and comparative context. Over the past four decades, English education both at home and abroad has undergone sweeping changes. Internationally, the emphasis has shifted from grammar knowledge to language use, from language errors to the learning subject, and from the abstract cognitive structure of language to the practice of social communities. Domestically, the demand for English has been increasing, grammar and intensive reading teaching have shifted to communicative teaching, skill development has upgraded to the cultivation of cross-cultural critical thinking abilities, language testing has moved from being single to diverse, teacher education has evolved from teacher training to teacher development, and teaching research has transitioned from experiential talk to scientific empirical research. The educational practice path has changed from learning from others to exploring based on the local context. Behind these changes lie paradigm shifts in ontology, epistemology, and methodology, corresponding to historical, cultural, social, economic, and ideological changes. This means that the current vigorous discussion on the re-launch of English education in China, apart from exploring its scientific positioning and affiliation, must not overlook its historical, cultural, social, and economic ecological realities.

Key Words：

new liberal; arts construction; foreign language majors