孫瑞等

【Abstract】From 1970s，the research findings of applied linguistics in foreign countries began to cause attention of Chinese linguists.Several decades later，linguistics teaching for students of English has made great breakthroughs and fruits in many different aspects.It is constructive to review the past steps.

【Key Words】English Linguistics； Teaching Development

1.The Development of Linguistics Teaching in Different Times

In 1970s，Chinese Academy of Sciences once compiled the Selected Translations of Linguistic Papers and Linguistic Reference.Beijing foreign language university established Linguistic Series.Their translation and introduction of foreign linguistic theories have made a great contribution to foreign language study in China （Bai Xiaohong，2011）.In 1982，the books named Functional English （1-4） compiled by the English department in Heilongjiang University were published by foreign language teaching and research press.The textbooks apply the social linguistics theories and practical achievements of foreign countries to the education in China.This set of textbook absorbed the basic principles of functional-notional approach，highlighted the communicative language teaching，and arranged teaching contents according to the different functions of language in daily communication.

At the beginning of 1983，English Department of Shanghai International Studies University opened “the concise course on English Linguistics” for high grade students of English.This is a course with the guidance of linguistic theory，taking English language as an object of study.This was the first case in national colleges.

Linguistics is the fundamental knowledge for the majors in language literature and language teaching.The reading lists for students in Chinese language and literature department published by Nan Kai university in 1996 arranges linguistics to be the first item，which includes 62 linguistic works at home and abroad.In 1984，the teaching trial program raised at the teaching seminar for college English majors also propose English linguistics to be the requirement courses for English majors of undergraduates.The teaching outline for English majors in universities and colleges published by the Ministry of Education in 2000 identifies it specialized knowledge requirement courses.

2.Experts Studies

The foreign language experts like Wen Qiufang consider that linguistics teaching should focus on quality education，widen and develop students ways and abilities of thinking.In Wens project of “entry into the WTO and foreign language education”，she criticized the education for English majors，which ask students to spend much time and energy in memorizing English grammar，vocabulary and structure，consequently restricts students rational thinking and judging ability.The fact is that learning linguistics can just in time remedy such lack （Wen Qiufang，1999）.

In Applied linguistics and Chinese English Teaching written by Gui Shichun in 1988，she pointed out that the learning of language theories may not directly improve students language and communication abilities.The combination between linguistic theories and foreign language learning practice also needs a long time （Gui Shichun，1988）.Professor Pan Zhixin from Shanghai Communication University conducted a small scale questionnaire survey which focused on students of English who came from 26 colleges and universities in 16 areas throughout the countries and analyzed the results.It is revealed that emphasis on theoretical knowledge impartment and neglect of students ability development has led up to various deficiencies in teaching content and teaching methodology.

In recent years，English educators and teachers from many universities have already realized the necessity of the course and the urgency of curriculum reform.It is still a long way for Chinese Linguistics teaching to go and leave much to be desired.

References：

[1]白曉虹.英語(yǔ)語(yǔ)言學(xué)發(fā)展概述[J].出國(guó)與就業(yè)（就業(yè)版）， 2011（18）.

[2]桂詩(shī)春.應(yīng)用語(yǔ)言學(xué)與中國(guó)英語(yǔ)教學(xué)[M].濟(jì)南：山東教育出版社，1988.

[3]文秋芳.口語(yǔ)教學(xué)與思維能力的培養(yǎng)[J].國(guó)外外語(yǔ)教學(xué)，1999， （2）：1-4.

【基金項(xiàng)目】本論文系延安大學(xué)西安創(chuàng)新學(xué)院2012年教改項(xiàng)目“獨(dú)立學(xué)院非英語(yǔ)專(zhuān)業(yè)大學(xué)生學(xué)習(xí)策略調(diào)查研究”成果（編號(hào)：JG1207）。