US-China Foreign Language, August 2019, Vol. 17, No. 8, 362-367
doi:10.17265/1539-8080/2019.08.002 China’s Standards of English and Its Applications in English Teaching and Testing on Visually Impaired College Students *
ZHENG Yu-rong
Changchun University, Changchun, China
China’s Standards of English (CSE) issued by The Ministry of Education Examination Center in June 2018, is
mainly ud to guide language asssment, and also provides a reference for English language learning and
teaching. Bad on the asssment results of the visually impaired students’ English proficiency using the
lf-evaluation Level 5 subscale, we can u the scale to implement language proficiency asssment, and can
diagno the English teaching and learning of visually impaired students. It is recommended that the results of the
scale asssment be ud to strengthen the construction of English cours for visually impaired students, to
improve the teaching content and strategies, and implement the process evaluation methods. Students can enhance
lf-learning and personalized learning bad on lf-asssment results.
Keywords: lf-evaluation, visually impaired students, China’s Standards of English, college English teaching
Introduction to China’s Standards of English (CSE)
China’s Standards of English Language Ability as National Language Standard was implemented on
1 June, 2018 by Ministry of Education of the People’s Republic of China and National Language Commission of the People’s Republic of China, hereinafter referred to as the CSE. Its groundbreaking significance is unquestionable—China’s first national standard for English proficiency asssment. CSE focus on the core of language u in the vertical direction, dividing the learner’s English ability from low to high into nine competency levels. Each of three levels corresponds to three general stages of the beginning, the middle, and the high. In the horizontal direction, the CSE builds a complete English ability description framework, covering language comprehension (i.e., listening, reading), language production skills (i.e., speaking, writing), translation skills, language knowledge, and language u strategies, among which the scales on interpreting ability, translation ability, and pragmatic ability are references that the learners did not have in the past. After a comprehensive, clear, and detailed description of the capabilities of each level, CSE also provides a lf-evaluation scale to facilitate language learners and urs to judge and diagno their English proficiency. Self-evaluation subscale includes lf-evaluation in terms of organizational knowledge, listening comprehension, written comprehension, verbal communication, written expression, pragmatic competence, interpreting ability, and translation ability. As early as CES being under the development, Liu Jian-da (2015a, p.
8) pointed out that the CSE will be widely applicable to various English learners and urs. Scholars expect that
* This paper is the phad rearch results of the 2018 Jilin Province Educational Department Thirteenth Five-Year Social Sciences Rearch “Study on the Practice of the English as a Minor Major of Visually Impaired College Students in Inclusive Class” (Project Number: 2018LY503w12).
ZHENG Yu-rong, master, lecturer, Foreign Language College, Changchun University, Changchun, China.
