This study reflects a two-fold structure: it first examines major traditions of Chinese thinking about education and then uses these traditions to examine a recent curriculum for English majors in Chinese universities. The curriculum selected was the 391-page 1989 Curriculum of Fundamental English for English-as-Major Programs of Higher Education (XXXXXXXXXXXXXXXXXXXXXXXXX) published in 1989 by Shanghai Foreign Languages Education Publishing House.;Although this curriculum was, in principle, designed around a Western approach to foreign language teaching and learning, the purpose of this study was to determine in what significant ways, if any, traditional approaches to education in general, and to language learning in particular, were reflected in the curriculum.;This study has shown that traditional Chinese thinking about education is reflected in the curriculum in a number of ways: for example, it focuses on vocabulary learning, accuracy rather than expressivity, and rote learning styles. There is also a strong concern with conformity as well as ideological control over linguistic and cultural exposure to the target language.;The final chapter includes a number of policy recommendations. It is recommended that while traditional thinking has a role to play in modern education, English programs should begin to emphasize communicative proficiency in order to meet China's needs in the next century. It is also suggested that a wider exposure to the target language and culture is necessary for Chinese learners of English to meet the ever-increasing demands of effective communication within the international community. Finally, vigorous teacher training programs for preparing qualified English teachers are regarded as a crucial step in order to guarantee a successful shift from the traditional philosophy and practice to a more proficiency-oriented English curriculum.
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