Her answer is simple: "Come back!"
There is a video lecture by Professor Fujimori on the podium of Beijing Foreign Studies University, and his views are also very clear. He said: "I don't think anyone who learns English well will fail to memorize it." He also listed the morning reading garden for students of Beijing Foreign Studies University and the concept of recitation advocated by Master Xu Guozhang.
I really memorized it, with a sense of language and correct usage. Authentic English absorption. Overcome the interference of mother tongue. But reciting is difficult. I hope students will talk more about how to recite and exchange ideas and experiences with each other in this lecture. The following is teacher Li Ji's speech on recitation from NTU Foreign Languages Institute.
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Reporter: Miss Li, after reading your special feature "Pay at the Bottom of the Pot, Reciting China's English Education with New Concept English", all colleagues in the editorial department thought it was a rare good article. Everyone agrees with your idea. Perhaps because of the space, we feel that some topics in the article have not been developed. We have prepared a few questions and would like to take this opportunity to ask you. In your article, you mentioned that the English teaching level in China is low, not only behind Britain, the United States, Australia and New Zealand, but also behind India, Pakistan, the Philippines and Malaysia, whose economies are less developed than China. Please further explain the reasons and the necessity and feasibility of reversing the backward situation by reciting.
Miss Li: To understand this problem, it is necessary to understand several English teaching models in the world today. The first mode is English-speaking teaching mode, which exists in the United States, Britain, Australia, New Zealand, South Africa and other countries. This is an acquisition mode that combines English natural environment with English education in primary and secondary schools. The dual advantages ensure the incomparable advantages of English teaching. Whether reading or writing, listening and speaking are not a problem for native English learners. The second is the English teaching mode with English as the second language. In the countries you mentioned, such as India, Pakistan, the Philippines and Malaysia, all subjects in universities, primary schools and middle schools are taught in English, which makes English learning semi-learned. In addition, English is the official language of these countries, and English is the working language of media, industry and commerce. Without learning English well, it is difficult for them to survive in society, and the motivation of learners is enormous. These two factors have contributed to the relative success of English teaching in these countries.
Reporter: Then, the third mode must be the teaching mode of English as a foreign language, such as in China.
Miss Li: You are right. In China and Europe, English is learned as a foreign language. For a long time, English has been listed as a self-sufficient language course in China, which is one of more than a dozen courses. In China, there is neither the natural acquisition environment of the first mode nor the semi-natural acquisition environment of English-medium school education of the second mode, so learning English is quite painful. It is natural that English education level is low. In recent ten years, bilingual schools have blossomed all over the country, only extending English education to primary schools and kindergartens, increasing the number of English classes, and the teaching mode has not changed essentially. To put it mildly, it is normal to learn English badly under the existing system, but it is not normal to learn it well.
Reporter: Miss Li, it seems that you are pessimistic about English teaching in China. After listening to your analysis, I feel reasonable and can't help but feel a little depressed.
Miss Li: Actually, I am not pessimistic, but I am more willing to face the present situation of English teaching than some people.
Reporter: After listening to your above analysis, I can generally grasp your logic, so you should use recitation to boil the "warm water" of English education in China.
Miss Li: Exactly. I think that under the situation that the existing English teaching system cannot be fundamentally changed, only reciting can approach the effect of the first and second English teaching modes. Recitation is of special importance and necessity in English teaching in China. In short, reciting is the last word. It is impossible to learn English well in China without memorizing one or two hundred articles.
Reporter: You added the qualifier "new idea" before reciting, and put forward five breakthroughs compared with traditional reciting. Review the past and learn the new. Could you please talk about the concept and practice of traditional recitation again?
Miss Li: Since China has English teaching, recitation has been one of the ways of English teaching. From the teaching point of view, teachers require students to recite the text mainly and take recitation as one of the auxiliary means of text learning. However, texts often have some shortcomings, such as long length, single style and few articles suitable for reciting. Another material to recite is a popular foreign textbook, such as New Concept English. In fact, this set of teaching materials is not suitable for rote learning. The first book is mainly about listening and speaking, so I won't talk about it. The second and third volumes are mainly narrative, with a single style, and narrative is not the main direction of reciting materials. The selection of the fourth volume is too old, too difficult and inappropriate.
Reporter: As far as I know, there have been several sets of reading books with great influence in the past 20 years.
Miss Li: Yes, in the past twenty years, there have been three sets of influential reading anthologies. The first set is Selected Works of English Recitation published by Shanghai Foreign Language Education Press. The editor in chief is Chen Guanshang. This four-volume Selected Works of Recitation is a complete selection of English classics, which can be said to embody the traditional concept of English recitation. This set of books had a great influence in the 1980s, with nearly 200,000 copies issued. In the early 1990s, Mr. Yang Ziwu, the editor of Shanghai Foreign Language Education Publishing House, edited a set of recitation anthologies consisting of primary schools, middle schools, universities and graduate students. Editors are saddened by the proliferation of exam-oriented books, and have a tragic feeling when writing. Although they are not accepted by readers, they have no regrets. Under the recommendation of famous artists such as Yang Zhizhong and Hou, Yang Edition recitation is all the rage. However, the breakthrough of Yang Edition is mainly reflected in the lively way of dividing papers and editing, and the basic concept is not innovative. Even primary school volumes are literary classics. It is not difficult to understand that western food ruined the appetite of readers and quickly withdrew from the market. The third set of recitation is two sets of recitation anthologies compiled by myself. Selected Works of College English Reciting published by Nanjing University Press 1999 (Volumes IV and VI), and Reciting 100 Masterpieces published by Xueyuan Press in 2000 (Volumes IV and VI). These two sets of recitation anthologies are against the traditional idea of accepting famous poems and essays, and the articles included are mainly current essays, emphasizing recitation and practicality. It can be said that the new concept of recitation was first put forward, and it was warmly welcomed by readers after publication. In five or six years, more than 200,000 copies were sold. Later reciting books, such as Wang Changxi's Reciting Manual, all take this as an example, with current affairs articles as the mainstay and famous articles as the supplement. These two sets of recitation anthology can be said to be the representatives of the second generation of recitation books, if the two sets of Shanghai version of recitation books are regarded as the first generation of recitation books. At present, I have completed the revision of the second edition of Nantah Edition and the third edition of College Edition. The new points are as follows: First, excellent English works with China cultural content have been added; Second, add "enlightening words" to increase interest and stimulate keen thinking.
Reporter: You think that reciting the Selected Works should focus on vivid essays and add articles about China culture. This is really innovative and easily accepted. However, the concept of memorizing what you have learned is not easy to accept. People have always thought that recitation is to subtly moisten things and "recite" for application. Why use it? How to use it?
Miss Li: I always think that memorizing without using can't last long. People need time to see the effect. Only by combining memory with use (oral and written) can people maintain their long-term interest in reciting. Let me make an analogy. I don't take Chinese medicine, but take it slowly. It takes time to get results. I'll use it immediately when I go back. It's a western medicine injection, and it will take effect immediately.
Reporter: Is it suspected of plagiarism to know what you have learned by heart?
Miss Li: Here we need to clarify the concept of plagiarism. Plagiarism is an academic term. Plagiarism mainly refers to quoting the author's point of view without indicating the source. Language is everyone's property. For example, a word, a sentence, one person can't use it, and no one else can use it. For language learners, memorizing words is very practical. In oral and written expressions, we think that we can not only choose words that have been memorized, but also borrow them in paragraphs-as long as you don't copy down every word easily. Learning spoken English and writing is essentially a process of imitation. What's more, if you have too much back, it will inevitably "melt" the materials you have memorized. In addition to living and using, I also want to put forward a slogan: use first. It means that if you want to make an English speech or write an article on a certain topic, you can collect several articles on the same topic and recite them first. To sum up, our slogan is: memorize and be practical, use flexibly, and memorize first in case of emergency.
Reporter: Miss Li, I appreciate your Chinese humor. You "applied" the slogan of learning Mao Xuan advocated by Lin Biao in the mid-1960s. It seems that English learners in China are sometimes timid. Finally, after you have sorted out the history and present situation of recitation, please make a tentative explanation of the future of recitation.
Miss Li: I think the following points are worth noting. First of all, English teaching circles and competent departments should fully realize the main position of recitation in English education and the special importance and necessity of recitation in English teaching in China. Only by unifying thoughts can we have firm beliefs and powerful measures. At present, I think it is necessary to have a big discussion on English recitation. Both the pros and cons can be released, and the more you argue, the clearer the truth becomes! Secondly, for English teachers who work in the front line of English teaching, they are also faced with the problem of changing their concepts. Recitation is not a mechanically painful learning method, but a flexible and happy learning method. At present, it is necessary to encourage front-line teachers to practice new reciting concepts in practical teaching. After one or two semesters of experiments, it is really convincing to see whether the new concept recitation has any effect, whether students' interest in English learning has improved, and whether their practical application ability has been strengthened. It is really convincing to write the experimental results into articles and come up with "hard goods" such as comparative data. Thirdly, on the basis of the second generation of recitation textbooks, the introduction of the third generation of recitation textbooks is more conducive to teaching. I have been thinking about this problem for several years, and I have a more mature idea and am compiling teaching materials. I think the third generation textbooks should have the following breakthroughs. First, replace the original single article with a topic unit. Each book can contain 10- 15 theme units closely related to daily life (such as: inspiration, affection, friendship, science and technology, entertainment, geography, etc. ), and each unit has 2-4 model essays to recite. On the one hand, students can choose to recite articles freely; On the other hand, several articles on the same topic provide a great space for teachers to explain the model essay. It is not only good for learning, but also convenient for teaching. Second, write model essay comments systematically and systematically. In today's recitation book, the standard practice is to attach comments to the model essay or the head or tail; This is undoubtedly a great progress compared with the practice of presenting model essays naked in traditional books. But after reading several books carefully, I feel that the writing of comments is extremely random. The author doesn't have a general idea in mind, just say a few words casually for writing. I think the author of comments or explanations should have a comprehensive consideration. Although the writing is fragmentary, the reader should have a complete schema in his mind when reading a complete book. For example, my own recitation textbook, I consciously write from three angles: planning and layout, structure and cohesion, words and rhetoric. Of course, there is more than one angle. Thirdly, on the basis of comparing English and Chinese texts, the products corresponding to the audio and video of the texts are made. Language is sound first, and sound is always right. For China students, they imitate in memory-first the pronunciation and intonation, then the structure and content of words, sentences, paragraphs and chapters. Previous recitation textbooks did not do enough in this respect, and most of them were not accompanied by corresponding audio-visual products.
Reporter: Your historical review of recitation teaching and teaching materials and your prospect for the future have given us a clear understanding of the evolution and development of recitation teaching. Thank you for clearing our minds for us and our readers. The new concept of English recitation you put forward is convincing based on the investigation of history and reality. Today, it is boring to talk about abstract English teaching theory and summarize teaching experience too concretely. Your theory comes from practice and is also sublimation. Coupled with your insight into history and reality, it has more methodological significance for today's English teaching research. I hope I can consult you again in the future.