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网络信息技术的迅猛发展给我国英语教育带来了新的希望和挑战。OICQ是现今校园内流行的交流方式，可以聊天也可以进行议题讨论。
Chapter One Introduction
1.1 Research Background
New national English Teaching Syllabus for English Majors(Syllabus hereafter)was issued by the Ministry of Education in April,2000,which gives a detailed description about the cultivation objectives and the course design requirements for English majors under the requirements of the new era of the 21st century.According to the Syllabus,students’ thinking ability and creativity are required to be strengthened.And students’thinking ability on analysis and synthesis,abstraction and summarization，multi-dimension analysis and creativity on finding problems and solving problems should be enhanced consciously in the process of teaching.
The relationship between language skill training and the improvement of students’thinking ability and creativity can neither be neglected in teaching.Nevertheless, this goal in Syllabus has not yet been paid due attention and students’development of thinking ability is less than satisfactory in actual classroom teaching.He Qizi said:“In the process of language skill training,imitation and memory are laid stress on students’thinking ability,but creativity,analysis and proposing their own independent opinion are overlooked.”(He Qizi et al,1999:26)In addition,research group of WTO and Foreign Language Education submits a report on Reflection on the Reform of Foreign Language System and Teaching Model I and states sharply:“Compared with other liberal art majors, graduates of English majors perform worse in logical thinking and orderliness,and are lack in stronger ability of analysis,synthesis,judgment,reasoning,reflection and discrimination and much more worrying is the lack of speculation.”Wen Qiufang and Liu Runqing’s(2006) analysis on 120 compositions from students of four grades in one famous university also confirm above-mentioned view points.
The reasons for English majors’poor thinking ability can be the following:
(1)Foreign language level is lower than that of mother tongue,which is also a restriction on the development of thinking.With the development of expression in foreign language, thinking ability can be improved as well.But the foreign language level can not surpass the level of mother tongue;hence,their thinking ability in foreign language can not reach that level of their mother tongue for native Chinese speakers who study English as a foreign language.(Bilinguals are not included in this study).
(2)Teachers do not pay much attention to the improvement of students’thinking ability and do not quite understand thinking ability.In English teaching,most teachers put language skills as the top priority,taking how to increase English language difficulty and how to develop their ability in listening,speaking,reading,writing and translating into account,while paying little attention to students’thinking ability.Even some teachers think being creative is the patent for science students,as for art students,especially for English majors,accumulation is the most important.This point of view is obviously not acceptable.

Bibliography
(1)Baron J.1994.Thinking and deciding.Cambridge,New York:Cambridge University Press.
(2)Beardsley,M.C.1950.Practical logic.Englewood Cliffs,NJ:Prentice Hall.
(3)Benesch,S..1999.Thinking critically,thinking dialogically.TESOL Quarterly,33(3), 573-582.
(4)Boeckx,C.2010.Language in Cognition:Uncoveri本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。