Foreign Language Teaching in China

This chapter provides a comprehensive overview of foreign language education in China, with a particular focus on English as a Foreign Language (EFL) instruction at the university level. It begins by outlining the structure of the Chinese education system and the extensive duration of English learning, which spans 12 years and encompasses over 1300 hours of instruction. Despite significant progress since China’s Reform and Opening Up policies in 1978, dissatisfaction with EFL instruction persists. The chapter introduces the 2020 Guidelines of College English Teaching approved by the Ministry of Education, which set high standards for English instruction and learning outcomes. However, several challenges remain, including the disconnection between input and output in language learning and a shortage of qualified English teachers. The chapter identifies three major symptoms of these challenges: a focus on linguistic forms without practical output, an emphasis on meaning without adequate processing of linguistic forms in input, and opportunities for communication without relevant supporting materials. To address these issues, the Production-Oriented Approach (POA) is proposed, advocating for the seamless integration of input and output in EFL instruction. The chapter concludes by emphasising the teacher’s pivotal role in ensuring that students achieve learning objectives, supported by the teacher’s professional training and accountability.