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【Abstract】English， as an international language， is becoming more and more important in our society. Its proficiency has become a major requirement for attaining the highest level of professional and economic success around the world. We， English learners mainly learn English in Classroom， so classroom is regarded as the most important place where we learn English language. This paper gives out an analysis of the problems which lead to the ineffective English learning and discusses the solutions of an effective English learning in class according to the author’ s own experience in English teaching in secondary schools and colleges.
【Key words】English learning； effective； problems； solutions
I. Introduction
It is true that English has become the dominant medium for worldwide communication. Hundreds of thousands of books， newspapers and magazines are printed in English. English is spoken in international meetings and on many occasions. English language proficiency has become a major requirement for attaining the highest level of professional and economic success throughout the world. In many countries， English language proficiency enables you earn more money. So does it in China. Having English proficiency can offer you greater opportunities and better life. It becomes especially true after China’ s entering the WTO and the successful applying for the Olympic Game in 2008. At present， English is arguably the most popular subject of studying for many Chinese. Many employers requires the job hunters to pass the College English Test at Band 4 or Band 6 in interview. Thus， more and more college students put their heart in English learning and more English teaching scholars pay more attention to the classroom-teaching. So far， New English teaching programs and teaching methods have been introduced in many papers. The purpose of this paper is to analyze the problems which lead to the ineffective learning in class and discuss the solutions to these problems.
II. Analysis of the problems leading to the ineffective learning in class
1. The repeated English grammars in class.
The first problem is the repeated English grammars in class. In China our teaching is mainly for testing ， not for cultivating communicative ability. Thus， in class the teachers mainly teach the students the grammars to meet the demands of all kinds of tests. In middle school the students have to pass the examination if they want to go into high school. In order to continue their education in college the students also have to pass the entrance examination， besides， students have to pass many tests during the schooldays. The teachers take a lot of time to help the students review the grammars again and again to remember them well in class so that the students could get a good mark in every test. This results in the long-term learning period which makes the students bored with learning English. But in native speaking English countries the speakers remember the grammar by practice. 2. The students’ tiredness of English learning.
This is the second problem which results from the easy and boring contents learnt in the secondary school. After several years English learning， many students can’t communicate with the foreigners in English. The fact makes the students feel very unsuccessful. The purpose of learning English is just to pass different English tests not to use English in daily life. This can’ t inspire the students with interest in classroom learning. The TV programs can be the effective way of learning but the contents are not so good in language practice. These cannot make the students go on learning patiently. Thus causes the ineffective learning results.
3. The lacking of English practice.
The students learn English grammars in class mainly and take little time to practice them. After class there is no environment to inspire the students to practice their spoken English. Some students fail to practice the oral English mainly because of losing face. Something they learn in class is less used in daily life. This makes them feel unsuccessful in learning and forget them easily. In addiction， just as David Grook claims that Language is for the exchange of idea， for communicating. It is no good knowing all about a language if you can’t used it.
4. The big classes in English learning.
One class usually has about sixty students in non-major English class. For Examples， in the classes which the author teaches there are seventy students each. Such a big class is very difficult for the teachers to care about every student’s need， that is another reason of the ineffective learning in class.
How to solve these problems？ This paper gives out four suggestions to make the classroom-learning effective.
III. The solutions to the problems
1. Adjust the teachers’ role in class.
A good teacher is very important for the students in class. Many papers has discussed the teacher’s role in class. As Eckersley says that “ A text book， even the best text-book， is not a substitute for a teacher； and by placing one in his hand you have not done his work for him.” The teachers should try to be friendly and sympathetic to a class but not look down upon them. They should have more concern with freshmen because they are the first time to be away from their families and need time to adjust themselves to the new life and challenges. With the teacher’s care they will get used to the changes quickly. Learning English is a partnership where students and the teacher work together. A happy partnership brings a real success of English learning in class. The teacher should make the lesson interesting by keeping the students constantly active and eager to use English. In class the teachers are not only teachers but also facilitators， organizers， guides， consultants and assessors of the course. 2. Use the useful textbooks used in class.
“The teacher and the textbook are the two pillars of instruction. Each without the other is inadequate.” This is from Hall Quest .The contents used in class are also important for Chinese students. Good textbook will provide the learners with proper language backgrounds and well-informed materials. Chinese students seldom have the chances to communicate with foreigners directly. Thus the textbooks become the very important source for them to get the proper English. We are pleased that at present many scholars have the textbooks changed so as to meet the needs of the students and they are useful for both teachers and students. The new teaching textbooks provide us more authentic language sources which are closely related to our daily life. These real and useful textbooks can make students become more interested in English learning and practicing the language.
3. Give variety to the teaching methods in class.
There are many teaching methods for the teachers to choose in English teaching Each method has its own especial advantages and disadvantages. We cannot decide which one is the best in teaching. Different teachers have different opinions. The key to attracting the interest of the students is the variety of teaching methods but not in a rut. The best teaching method is the selection of different methods according to the aims of teaching. For examples， while teaching grammars we can use “induction” and direct method for practice listening. The teachers should change the teaching methods to meet the demands of the society. “Everything changes. Only change is never changed.” as the saying goes.
4. Set up new mechanism of evaluating the students.
The teachers used to evaluate the students according to the results of the final test but not according to their acting in class. That is used for the testing education not for the “whole-person” education. Judging a student whether he or she is good or not should mainly depend on the student’s creativity and performance in class not just depend on the result of a test. Thus can cause the students to pay more attention to their acting in class and become active in practicing the language. This can offers them the external motivation—stimulation. For many Chinese students the teachers’ final scores are of great importance. They will try their best to perform well in class to get better comment from the teachers.
IV. Conclusion In summary， some objective factors： the repeated grammars in classroom teaching， the students’ tiredness of English learning， the lacking of English practice and the over big class， prevent the students from learning English effectively in class. To further improve English teaching and make students learn effectively in class， we need to adjust the teachers’ roles， use the new and useful textbooks， give variety to classroom-teaching and set up new mechanism of evaluating the student so as to meet the challenges presented by the rapidly developing society and the unique needs of today’s college students. The teachers should enhance their competence to adjust to the new challenges of teaching. Besides， the students should be encouraged to take an active role in class， for a friendly and lively atmosphere in class can ease students’ inhibition. All in a word， with the teacher and students’ hard-working， English teaching and learning will be a happy and effective if we take the changes mentioned above.
References：
[1]Wu.1991.How to Teach English Effectively—English Experts on English Teaching.Beijing.The people’s Education Press.
[2]Liao Hongzhong.2001.TTEFL in China Must Be Further Improved.Beijing.Foreign Language Teaching and Research Press.
[3]Dou Yan.2002.Course Design in Oral English for An ESP Program to Singapore.Beijing.Foreign Language Teaching and Research Press.
[4]Hu.1993.Essays on English Teaching Methodology.Guangdong.Guangdong Education Press.
作者简介：钟丽君（1973-），女，广东饶平人，副教授，广东轻工职业技术学院应用外语系，研究方向：应用语言学与英语教学。
【Key words】English learning； effective； problems； solutions
I. Introduction
It is true that English has become the dominant medium for worldwide communication. Hundreds of thousands of books， newspapers and magazines are printed in English. English is spoken in international meetings and on many occasions. English language proficiency has become a major requirement for attaining the highest level of professional and economic success throughout the world. In many countries， English language proficiency enables you earn more money. So does it in China. Having English proficiency can offer you greater opportunities and better life. It becomes especially true after China’ s entering the WTO and the successful applying for the Olympic Game in 2008. At present， English is arguably the most popular subject of studying for many Chinese. Many employers requires the job hunters to pass the College English Test at Band 4 or Band 6 in interview. Thus， more and more college students put their heart in English learning and more English teaching scholars pay more attention to the classroom-teaching. So far， New English teaching programs and teaching methods have been introduced in many papers. The purpose of this paper is to analyze the problems which lead to the ineffective learning in class and discuss the solutions to these problems.
II. Analysis of the problems leading to the ineffective learning in class
1. The repeated English grammars in class.
The first problem is the repeated English grammars in class. In China our teaching is mainly for testing ， not for cultivating communicative ability. Thus， in class the teachers mainly teach the students the grammars to meet the demands of all kinds of tests. In middle school the students have to pass the examination if they want to go into high school. In order to continue their education in college the students also have to pass the entrance examination， besides， students have to pass many tests during the schooldays. The teachers take a lot of time to help the students review the grammars again and again to remember them well in class so that the students could get a good mark in every test. This results in the long-term learning period which makes the students bored with learning English. But in native speaking English countries the speakers remember the grammar by practice. 2. The students’ tiredness of English learning.
This is the second problem which results from the easy and boring contents learnt in the secondary school. After several years English learning， many students can’t communicate with the foreigners in English. The fact makes the students feel very unsuccessful. The purpose of learning English is just to pass different English tests not to use English in daily life. This can’ t inspire the students with interest in classroom learning. The TV programs can be the effective way of learning but the contents are not so good in language practice. These cannot make the students go on learning patiently. Thus causes the ineffective learning results.
3. The lacking of English practice.
The students learn English grammars in class mainly and take little time to practice them. After class there is no environment to inspire the students to practice their spoken English. Some students fail to practice the oral English mainly because of losing face. Something they learn in class is less used in daily life. This makes them feel unsuccessful in learning and forget them easily. In addiction， just as David Grook claims that Language is for the exchange of idea， for communicating. It is no good knowing all about a language if you can’t used it.
4. The big classes in English learning.
One class usually has about sixty students in non-major English class. For Examples， in the classes which the author teaches there are seventy students each. Such a big class is very difficult for the teachers to care about every student’s need， that is another reason of the ineffective learning in class.
How to solve these problems？ This paper gives out four suggestions to make the classroom-learning effective.
III. The solutions to the problems
1. Adjust the teachers’ role in class.
A good teacher is very important for the students in class. Many papers has discussed the teacher’s role in class. As Eckersley says that “ A text book， even the best text-book， is not a substitute for a teacher； and by placing one in his hand you have not done his work for him.” The teachers should try to be friendly and sympathetic to a class but not look down upon them. They should have more concern with freshmen because they are the first time to be away from their families and need time to adjust themselves to the new life and challenges. With the teacher’s care they will get used to the changes quickly. Learning English is a partnership where students and the teacher work together. A happy partnership brings a real success of English learning in class. The teacher should make the lesson interesting by keeping the students constantly active and eager to use English. In class the teachers are not only teachers but also facilitators， organizers， guides， consultants and assessors of the course. 2. Use the useful textbooks used in class.
“The teacher and the textbook are the two pillars of instruction. Each without the other is inadequate.” This is from Hall Quest .The contents used in class are also important for Chinese students. Good textbook will provide the learners with proper language backgrounds and well-informed materials. Chinese students seldom have the chances to communicate with foreigners directly. Thus the textbooks become the very important source for them to get the proper English. We are pleased that at present many scholars have the textbooks changed so as to meet the needs of the students and they are useful for both teachers and students. The new teaching textbooks provide us more authentic language sources which are closely related to our daily life. These real and useful textbooks can make students become more interested in English learning and practicing the language.
3. Give variety to the teaching methods in class.
There are many teaching methods for the teachers to choose in English teaching Each method has its own especial advantages and disadvantages. We cannot decide which one is the best in teaching. Different teachers have different opinions. The key to attracting the interest of the students is the variety of teaching methods but not in a rut. The best teaching method is the selection of different methods according to the aims of teaching. For examples， while teaching grammars we can use “induction” and direct method for practice listening. The teachers should change the teaching methods to meet the demands of the society. “Everything changes. Only change is never changed.” as the saying goes.
4. Set up new mechanism of evaluating the students.
The teachers used to evaluate the students according to the results of the final test but not according to their acting in class. That is used for the testing education not for the “whole-person” education. Judging a student whether he or she is good or not should mainly depend on the student’s creativity and performance in class not just depend on the result of a test. Thus can cause the students to pay more attention to their acting in class and become active in practicing the language. This can offers them the external motivation—stimulation. For many Chinese students the teachers’ final scores are of great importance. They will try their best to perform well in class to get better comment from the teachers.
IV. Conclusion In summary， some objective factors： the repeated grammars in classroom teaching， the students’ tiredness of English learning， the lacking of English practice and the over big class， prevent the students from learning English effectively in class. To further improve English teaching and make students learn effectively in class， we need to adjust the teachers’ roles， use the new and useful textbooks， give variety to classroom-teaching and set up new mechanism of evaluating the student so as to meet the challenges presented by the rapidly developing society and the unique needs of today’s college students. The teachers should enhance their competence to adjust to the new challenges of teaching. Besides， the students should be encouraged to take an active role in class， for a friendly and lively atmosphere in class can ease students’ inhibition. All in a word， with the teacher and students’ hard-working， English teaching and learning will be a happy and effective if we take the changes mentioned above.
References：
[1]Wu.1991.How to Teach English Effectively—English Experts on English Teaching.Beijing.The people’s Education Press.
[2]Liao Hongzhong.2001.TTEFL in China Must Be Further Improved.Beijing.Foreign Language Teaching and Research Press.
[3]Dou Yan.2002.Course Design in Oral English for An ESP Program to Singapore.Beijing.Foreign Language Teaching and Research Press.
[4]Hu.1993.Essays on English Teaching Methodology.Guangdong.Guangdong Education Press.
作者简介：钟丽君（1973-），女，广东饶平人，副教授，广东轻工职业技术学院应用外语系，研究方向：应用语言学与英语教学。