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Author: Zhan Jianhua (Editor) / Country:
Publisher:
Publish Date: 2004-01-01
Features: Beyond just effectiveness, there is also a problem of mindset. In recent years, the English book market in China can be described as vibrant, with two major national impacts: "New Concept English" and "Crazy English." The former introduced the concept of "culture" into language learning, breaking the illusion of Chinglish, while the latter took the cultural essence of language from written to spoken form, making it more vivid and authentic. This book, "Don't Learn English," also has the potential to become a national phenomenon. If it has any advantages over "Crazy English," it might be the teacher's attitude and mindset improvement. Not being "crazy" is also a step forward in human nature. Currently in China, the sacred phenomenon of everyone learning English is not only present but also escalating. From primary school to university, from schools to society, even kindergarteners are learning English. A significant portion of Chinese people cannot escape the torment of English exams from birth to retirement, which is truly a tragedy. When English learning has, to some extent, become a tool for Chinese people to pass exams and climb the career ladder, when can it become a medium for us to interact and understand the world on an equal footing? Sanctifying and absolutizing English learning has already gone against the purpose of learning a foreign language. Demanding that everyone learn "Standard English" seems a bit extreme. We must admit the rationality of the current wave and trend, but taking it to such a tormenting extent is clearly abnormal. Why does English torment people to such a degree? Is it because of English itself? The answer is no. According to "Silly English," the most important reason is that we have made English overly difficult.
Section 5: How Deep Is English? Why do Chinese people study English with such dedication yet still struggle to master it? Is it because they don't complete their studies or because the training courses are poor? Many people cannot finish the training courses, which is an undeniable fact. Usually, students are most numerous in the first few days, but by the end of the month, less than a quarter remain. This could also be a reason for poor English proficiency. However, those who say this are still practical learners who want to complete the courses. But they claim that even then, their English level doesn't improve, and once they stop attending classes, they quickly forget, which is quite strange. So, is there a problem with the language textbooks? People say the textbooks are written by linguistics PhDs from American universities or long-term residents in the U.S., so they shouldn't have any issues. Although there are some truly subpar books, most of them are well-crafted. If this isn't the problem and that isn't the issue, could it be that the oral structures of Chinese people are simply unsuitable for speaking English? Clearly, the answer is no. Therefore, Chinese people need to seriously reflect on the characteristics of English learning.
As is well-known, formal schools in China teach foreign languages starting with reading and writing. As a result, many people are very proficient in grammar. Especially when interacting with top-performing students, you are amazed by their vast vocabulary. Even specialized terms, such as the names of parts of a fishing rod or the abbreviations of various international organizations, come to them effortlessly. Yet, they still struggle with speaking and listening skills. Why is this? Why is the gap between our efforts and achievements so enormous? The answer is very simple: we have made English overly difficult. Here, "difficult" does not mean it is hard, but rather that our misunderstanding of English's function and role has led to inappropriate methods and outdated concepts. This is manifested in the following ways:
★ Grammar First: Thinking about grammar before speaking or writing, fearing mistakes, leaving behind one of the most serious aftereffects of rigid classroom English teaching.
★ Psychological Fear: Not understanding leads to fear of speaking; not reading fast enough leads to fear of writing, all out of fear of grammar mistakes. Many students believe English is a mysterious subject, and that their teachers' way of thinking is the only correct one, producing many exam-high-scoring but low-ability students in real-world English use.
★ Learning Without Application: Studying English is not for use and expression but for exams and passing, leading to misguided motivation. The more you study, the more you forget; you fail to turn English into a tool for expressing ideas and communicating, wasting time and money.
★ Fantasy of Quick Success: Many people fantasize about becoming English masters quickly, perhaps because they have studied for too long with poor results. The more people have this fantasy, the deeper it becomes, and the more varied the fantasies.
★ High Expectations for High Fees: External factors acting through internal ones also apply to language learning. In reality, many people hope to learn a language without hard work, only to feel greater disappointment.
★ Overemphasis on Written Learning: Many students see English learning as a burden, believing its only purpose is to pass exams. They focus only on textbook learning and ignore practical use. Learning English and not using it is equivalent to stagnation! Therefore, students must seize every opportunity outside the classroom, dare to speak up, and not fear mistakes, gradually accumulating knowledge and growing.
★ Developing an Obsession with Learning English: In China, the importance of learning English is no news. Its greatest utility for us is its tool-like nature, but in daily life, we have attached too much to this tool—such as success and taste, as well as the complex psychological perceptions of developing countries toward English. We have an overly strong desire for it, as it almost signifies a different life. Our attitude toward English is also complex. On one hand, everyone hopes to learn English well and envies those who are good at it; on the other hand, we sneer at those who mix English into Chinese, and the attitudes of those who are extremely proficient in English are also strange.
Zhao Ping's attitude is very representative. Zhao Ping stayed in the U.S. for several years. In the first two years, everyone knew she was a student abroad, but later, no one knew what she was doing there. One year, she returned to China with a friend to go shopping. After coming out of the shopping mall's restroom, she disdainfully told her companion, "There were two girls in there talking in English! You could tell they were Chinese just by their accents. Look at the way they spoke!" Coincidentally, her friend was also someone who liked to speak English with a slight Chinese accent, so she was very unhappy to repeat this to others, still resenting it today: "What's wrong with knowing English? The Americans speak it better than she does."
Philosophically speaking, failure is caused by a lack of correct understanding and grasp of the laws of objective things. However, it should also be noted that many laws, though objectively existing and acting, are not always immediately apparent to anyone, at any time, or under any circumstances. The dialectics of things are often inexplicable. The more one suffers, the clearer one's mind becomes. In the midst of excruciating pain, all feelings and experiences become more vivid, real, and accurate, carrying a solemn atmosphere that makes failures take things more seriously than ever, turning crises around.
One of my students started learning English in the fourth grade of primary school. To this day, I can't even count how many textbooks and tapes he has used, but almost none of the self-study materials after high school were completed. Now his daughter is in the first grade of junior high school, and he still can't follow the conversation with her. Why did he put so much effort into learning English in the past? In truth, I never understood why. The lack of a clear learning purpose was a major reason for his poor English. Now, thinking carefully, isn't English just a language—a tool for communication? There are basically only two motivations for learning English: one is immediate use, learning as you go; the other is future use, learning for a dream. In any case, only when you feel it's useful will you study it, and only then will you have motivation.
For example, he is still studying English now, but his purpose is very clear—to read with his daughter, falling into the category of "learning for immediate use." His success is simply being able to hold a conversation with his daughter, which helps create an English-speaking environment for her and supports her in achieving her dreams. Viewing English pragmatically has made his learning much lighter and more enjoyable. If he can progress alongside his daughter, perhaps English will not only help her achieve her dreams but also bring changes to him. Of course, what changes it will bring to him is something he doesn't need to think about now. However, one thing is certain: he has already found the joy of learning.