SWOT Analysis on Chinese EFL Teaching

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SWOT Analysis on
Chinese EFL Teaching Learning

• Lecturer Li Jing Associate Professor
• Foreign Language Institute of
• Nankai University in China

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SWOT (TOWS Analysis or Matrix) which is widely
used in Business Administration

• S strength, competence
• W weakness, inefficiency
• O opportunity, challenge
• T threats, plight

Weihrich
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SWOT Matrix
Strengths 1.Policy-makers 2.Teachers 3.Students Weakness 1.Teaching resources 2.Teaching methods
Opportunities 1.Teacher 2.Student Threats 1.Cultural perspective 2.Chinese ESL ways 3.Identity of the students
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General Look on EFL in China

• 300 million English Learners

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Dewey

• Change puts a definite responsibility upon the
  schools to sustain our true national democratic
  spirit. The virtues of mutual esteem, human
  forbearance and well-wishing, which in our
  earlier days were unconscious root of an
  education which forms the deepest springs of
  character.

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Strengths

• 1.Government launched lots of policies to sponsor
  the educational reform and projects in EFL.

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Strengths

• 2. More and more teachers are aware of the
  emergency of educational reform, so they brought
  some new concepts into classroom practice.
  (project-based learning, website resources
  sharing, multimedia teaching,entrepreneur
  encouraging, etc.)

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Strengths

• 3. Students are more competent and active in the
  presentation of intellectual English
  potentilities.

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Weakness

• 1. Teaching resources
• 1)Teaching resources are short. Technology is not
  made full play in EFL teaching and learning.
• 2) Majority of EFL teachers are lack of
  training.

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Weakness

• 2.Teaching Method
• 1)Test-oriented approach is outstanding.
• 2)Unable to integrate language and content in
  language classroom
• 3)Inability in producing integrative students who
  are professionally competent
• 4) Assessment approach is still single.

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Opportunity

• 1. China is in the transitional period, not only
  on economy, but on education.
• a)From nationalism to internationalism
• b) From foreign language education to eduaction
  for intercultural citizenship
• c) From centered to decentered

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Opportunities

• 2. Students have more creativity and insight in
  doing things.
• a)From linguistic competence to intercultural
  competence
• b)From closed-minded to open-minded
• c)From instrumental to integrative

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Threat

• 1. Cultural awareness in the modern world is
  still the weakness of EFL teaching and learning
  in China.
• 2. China hasnt got its own systematic theories
  in EFL teaching and learning.
• 3. Misposition of identity is the potential
  danger for Chinese students.

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The Transforming Role of Teacherat Transitional
Period
One of the policy-maker
practioner
witness
Source edited by the speaker
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• Schools can be a vehicle for social change, but
  let us not overestimate the strength, actual or
  potential, of that impact. Far more powerful is
  the impact of society on schools, an impact that
  in recent decades has been as fruitless as it has
  been powerful.
• (Seymour B.Sarason 1990)

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• The Socialization Process

identification
reorientation
changing ones citizenship
changing direction of ones life
Re-evaluation
giving up of certain values for new ones
appreciation
perception
process of changing ones values
Coming to know and to like

• Sourceedited by the speaker from Paulston,
  1992124

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There is a joke It is about a man who in the
dead of winter was ill and went to his physician.
After a through examination he was told to go
home, take off all his clothes, open all the
windows, stand in front of them, and breathe
deeply and long. To which the man responded in
amazement But, doctor, if I do that I will get
pneumonia! And the doctor replied That is
something I know how to deal with. Educational
reformers take note.
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Strategies on EFL Teaching and Learning

• Cultural awareness should be the first lesson to
  learn.
• Integrate our Chinese culture into the EFL
  teaching and learning. Such as Buddhism,Taosim,etc
  .
• The tertiary position not replace national
  identity with an international identity.

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EFL reform is at the transitional period
Teaching Form teacher-centered student-centered
Classroom environment passive active
Language Content grammar-oriented content-oriented
Learners motivation instrumental integrative
Psychological factor externalized internalized
Course design text-based Content based /project-based
Source compiled by the speaker
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Tactics on EFL Teaching and Learning(refer to
some of the paras. of Stephen B. Betty Leaver,
1997)

• Learning by doing should be the main theme of the
  classroom tactic.
• Total integration of language and content
  learning.
• From top-down to buttom-up in organization of
  classroom activities.
• Affective factors(studentsfeeling and emotional
  reactions) should play more important role in
  students motivation.

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• Classroom goals are focused on all of the
  components of communicative competence and not
  restricted to grammatical or linguistic
  competence.
• Language techniques are designed to engage
  learners in the pragmatic, authentic, functional
  use of language for meaningful purposes.

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• Fluency and accuracy are seen as complementary
  principles underlying communicative techniques.
• In the communicative classroom, students
  ultimately have to use the language, productively
  and receptively, in unrehearsed contexts.
• Varify the check for students performance
• Link to some websites such as
• Computer Chronicles Newswire TED

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ConclusionMy understanding on teach
effective
tolerant
academic
human
cooperative
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All Roads Lead to Rome
Democracy and Education
the Analects of Confucius
Humanism
Sourceedited by the speaker
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• As a Chinese minister said
• For English language teaching in China, we need a
  method that is Chinese.

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The fittest can survive
not only a jungle law
but the spirit of education
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Acknowledgement

• Raymond CRLC Organizer
• Carol Fraser My wise mentor and true friend
  during my Glendon trip
• Brain Morgan My enlightner on research road
• Ian Martin My model to be a qualified teacher
• Linda Steinman My respected professor
• Ron Sheese My leader to Dewey
• Sunny My workmate
• Lanxia Zhang My workmate

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Many Thanks!
xbz91_at_yahoo.com.cn jianadalijing_at_gmail.com
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Q and A