Foreign Language Teaching in Chinese Universities - Research Proposal Example

To shed more light on this approach, the relevant literature on this important issue is consulted and the correlation is drawn between the Chinese way of TBLT implementation and that of the Western world. Interesting facts are revealed through this literature review. The results of the research are documented, tabulated and properly analyzed using simple statistical tools like a bar chart, pie chart, and percentages. These interesting results are discussed to demonstrate the possible factors responsible for the improvement in the language acquisition process in Chinese university students.

The discussion makes use of relevant educational theories and principles in order to provide a link between language acquisition and educational practices. Human and statistical errors are minimized to the barest level. A befitting conclusion is provided at the end of the paper with three related appendices which offer better insights to the performance of TBLT in typical Chinese university these days.The phenomenon of foreign language acquisition in China is as old as the history of the country itself.

Modern China was established in 1949, and ever since then, the Chinese policy-makers have always made language acquisition, most especially English Language, as one of the core educational policies (Lam, 2005). Now, an estimated 155 million Chinese people do speak English: 10 million in primary school, 80 million in High School, and roughly 5 million at the Universities (Saville-Troike, 2006). This tradition has continued well into this globalized age when language acquisition is at its most useful state.

However, the main concern lies in the method or approach employed to teach a foreign language like English at numerous Chinese Universities.Undoubtedly, over the years, the pedagogical techniques or procedures adopted by Chinese universities in language teaching vary from one institution to another.