摘要:本文是一篇留学生英语教学论文,从学校董事、社区学生的父母和学习者那里无数的讨论中我们得到一些轶事证据,大多数学生是想学英语的,但学校不能满足他们英语教学的要求,因为他们缺乏老师,教室,学习和教学材料。
language in non-English-speaking countries, are
recipients of globalization and its impact as well (Capella, 2000).
Background
of the Study
English
language was officially taught as a foreign language at secondary schools in
Cambodia only from 1989. Prior to 1975, the principal Foreign Language taught
in schools had been French but 1970-1975 because of American involvement
(politics and military) in Indochina War, the study of English was also
encouraged (Nou, 2002). From 1975 to 1979, the study of foreign language had
been forbidden due to the fact that this country had been plunged into civil
wars (Nou, 2002). From 1979 to 1989 Vietnamese and Russian were the languages
officially including in school’s curriculum. The study of English/French was
prohibited, if one was found to be learning them, they would be severely
punished and even imprisoned (Nou, 2002). There was some anecdotal evidence
from countless discussions with schools' directors, community of students'
parents, and learners, that most students wanted to learn English but schools
could not afford English Language Teaching to meet their demands because they lacked
teachers, classrooms, and teaching and learning materials (Nou, 2002).
MoEYS,
however, has realized that all levels of the Cambodian people had been willing
to learn English, and without any more delays, the study of this language had
to commence from a very low resource base, with no curriculum, no textbooks,
and with a very limited number of Cambodian Teachers of English (Pit, 1996).
That is why there have been lots of constraints which firstly need to be
thoroughly studied, and analysed before some appropriate solutions can be
identified so that those constraints can subsequently be solved (Nou, 2002).
English
is recently the most popular foreign language in Cambodia. It is the language
used for business and education context internationally (Clayton, 2007). The
main reasons that promoted the use of English in Cambodia including the
presence of the United Nations Transitional Authority in Cambodia (UNTAC)
during 1992-1993 and full member of the Association of Southeast Asian Nations
(ASEAN) in 1999 (Igawa, 2008).Furthermore, English language is only official
language for this association and it is not only limited to politics, but also
in the fields of economy and other sectors as well (Igawa, 2008). The
Government and people of Cambodia have chosen English as the second language to
communicate and do business with people, organizations and companies from
abroad. In this respect, Cambodia shows a clear example of language policy and
its impact on the people’s life, education and future of a country in
transition (Igawa, 2008).
English
language education in Cambodia is growth very fast and more popular for
learners because those people get a better job and a better pay if they are in
good level of communicative competence in English language (Igawa, 2008). Also,
the remarks by former U.S. Ambassador to Cambodia, Joseph A. Mussomeli, at an
international conference of English language teachers in Cambodia (CamTESOL)
mentioned:
“You
are doing more than just teaching a foreign language. You are teaching a life
skill that will be crucial to the future prosperity of this country. English,
as I have often stressed, is no longer a language. It is, inste
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