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hing mode? What reasonable suggestions can beproposed for regular lower secondary schools by comparison? The author is going togive a much clearer and more complete representation about such key questions, andattempt to offer relative References to improve the present secondary school Englishteaching.
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Chapter Two Background of the Private Tutoring

2.1 The Nature of Private Tutoring
Private tutoring has existed for a long history, but it didn’t attract much attentionin the academic and education policy literature until the 1990s. The supplementaryinstitutions are named variously around the world, such as ‘hagwon’ in Korea, ‘juku’in Japan, ‘buxiban’, ‘fudaoban’ or ‘peixunban’ in China. Then, what’s the nature ofprivate tutoring?Private tutoring is usually compared to ‘shadow education’ in the existingliterature. Such usage firstly appeared in a survey about Malaysian extra-schoolinstruction in 1991(Marimuthu et al., 1991). Then, a number of studies referred to‘shadow education’(e.g., Stevenson and Baker, 1992; Bray, 1999; Baker andLe Tendre, 2005). These studies highlight its relationship to mainstream educationsystems with four characteristics: first, private tutoring only exists because themainstream education system exists; second, as the shape and size of the mainstreamsystem change, so do the shape and size of supplementary tutoring; third, in almostall societies much more public attention focuses on the mainstream than on itsshadow, the supplementary tutoring; and fourth, the features of the shadow are muchless distinct than those of the mainstream system, making it more difficult to study,analyze, and monitor.(Bray, 1999) On this basis, Mark Bray, a leading figure in thisfield, did a systematic research and defined private tutoring as tutoring in an academicschool subject(e.g., mathematics, history or English), which is taught in addition tomainstream schooling for financial gain(Bray & Silova, 2006). Hunter(1999) notedthat these tutorial institutions are usually funded by individual or social organizationswhich belong to the non-governmental and non-degree education. Most of them isn’tauthorized to grant government certificates or diplomas. Hence, if the parent getswhat he or she wants to buy, all is OK. If not, one stops buying it.
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2.2 The Scale of Private Tutoring
It is very common that students participate in two school systems simultaneouslythe fee-free regular schools by day and the fee-paying private tutorials in their freetime. Private tutoring as a substantial parallel educational sector of the formaleducation system, has become a widespread phenomenon and it is still expandingnow. Although the extent of demand for private tutoring varies in different settings,such industry appears to be growing. Table 1 presents the scale of private tutoring inselected countries with some statistics.The statistics of Table 1 help to sketch a picture that private tutoring is found inmany countries of the world with different size, level of economic development,political institutions or geographical locations. Available research gives prominenceto Asian Societies, while the incidence appears to be highest in East Asian countries,especially in Japan, South Korea and China. In such countries, private tutoring hasbecome an almost universal activity and a very large enterprise. Table 1 also indicatesthat private tutoring is growing in other parts of t