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Chapter Three The Comparison of the Four Engish...........30-41
    3.1 The Framework of CECS........30-32
    3.2 The Framework of SECS........ 32-34
    3.3 The Framework of CEF ........34-37
    3.4 The Framework of ELP........ 37-39
    3.5 Conclusion of the Comparison of the Framework........39-41
Chapter Four The Comparison of English Competence Level Standards ........41-61
    4.1 The Comparison of the Definition ........41-49
    4.2 Compariosn of the Description of Cognitive Objective........ 49-55
    4.3 Comparison of the Guiding Principle behind........ 55-61
Chapter Five The Comparsion of Curriculum Rationale........ 61-66
    5.1 The Curriculum Rationale of CECS ........61-62
    5.2 The Curriculum Rationale of SECS........ 62
    5.3 The Curriculum Rationale of CEF ........62-63
    5.4 The Curriculum Rationale of ELP ........63-65
    5.5 Conclusion of the Comparison ........ 65-66

Conclusion

As the outcomes of curriculum reform, the four English curriculum standardshave the distinct features of the times and reflect the international trend ofcontemporary English education, however, due to the different historical, social andcultural background, they also display significant differences. It is true that the fourEnglish curriculum standards share some similarities. They all put forward a completesystem of English curriculum objective; they all cover the main content of Englishcurriculum like language knowledge, skills and tlinctions, themes, text types，and soon; they all construct a comprehensive assessment system; and they all value makinguse of teaching and learning resources, to name a few. But since this comparativestudy aims at finding out the gap so as to draw inspirations and suggestions for theimprovement of CECS and SECS, the comparative study is mainly focused on thedifferences. Through the comparison in the framework, English competence levelstandards, and curriculum rationale of the four English curriculum standards, the maindifferences are briefly described in the following passage.
Since the comparison of English competence level standards is carried out in thedefinition of English competence, the description of cognitive objectives of Englishlearners, and the guiding principle behind the level standards, the differences areaccordingly displayed in the above three aspects.CEF and ELP give a comprehensive analysis to English language competence byrevealing linguistic, educational，and sociocultural factors covered by Englishlanguage competence，and meanwhile points out the interrelation between thesefactors. CECS makes no mention to discourse competence, pragmatic competence, orregister knowledge, which are also the integral components of English languagecompetence. English language competence defined in SCEC is much simpler bysimply referring to language knowledge and skills, cross-cultural communication,affect and attitude and other factors, while there lacks elaboration on the above factors,learning strategies, context for language use, discourse and pragmatic competence andso forth. That makes it hard to tell th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。