The localization of IELTS in China

ABSTRACT 
 

In the global IELTS score rankings, China was in the last ranking. And even if Chinese students passed the test, students abroad are still facing the severe communication problems in English. Though Chinese students begin to learn English since childhood, Chinese students are generally studying more than 10 years of English, while Chinese students’ English ability is not good enough. Based on these issues, the research questions of this dissertation is: why is Chinese average IETLS score lower than other countries? how to improve this situation?

This dissertation is composed of five chapters. Chapter One via my own autobiographical http://www.ukthesis.org/MBA/ experience, introduces the research orientation, objectives of the study, and the significance of the study.

Chapter Two reviews literatures concerning globalization and localization of ILETS examination, mainly from two research domains: globalization of IELTS test, and then discusses localization of IELTS test. In addition, it summarizes IELTS in China.

Chapter Three introduces the research design. in this dissertation, I will use literature method and questionnaire to do the empirical study. The primary data is from the questionnaires, the respondents are Chinese students who take part in IELTS test in China. Through designing questions I aims to find out the situation and problems of Chinese students to study English.

Chapter Four answers my research questions by discussing the research findings. First is the basic information of the research objective, and then discusses the problems of IELTS learning, as well as problems of IELTS teaching.

Chapter Five offers a conclusion of the whole thesis. It further discuss its theoretical, pedagogical, and methodological implications, points out the limitations, make suggestions for further research. It first summarizes the findings of the empirical study, centering on the answers to the research questions, which are Chinese IETLS low score in the global, as well as the reasons for Chinese IETLS low score, including Listening, Writing, Reaching as well as Speaking. problems of IETLS learning and teaching, Prospect of IETLS in China. Recommendations contain To breakthrough Chinglish mode of thinking, To master some skills in learning and Teaching suggestions. At last, the limitations are pointed out, and the recommendations for future researches are suggested.

Keyword: IELTS,English education, Chinese, globalization, localization

 
Table of contents

1. INTRODUCTION 4
1.1 RESEARCH BACKGROUND 4
1.2 RESEARCH SIGNIFICANCE 5
1.3 RESEARCH QUESTION 6
1.4 RESEARCH AIM AND OBJECTIVE 6
1.5 RESEARCH CONTENTS 6
2. LITERATURE REVIEW 8#p#分页标题#e#
2.1 GLOBALIZATION OF IELTS 8
2.1.1 Theoretical Background of Globalization 8
2.1.2 Origin of Globalization 10
2.1.3 Meaning of Globalization definition 11
2.1.4 Main Arguments on Globalization 12
2.2 LOCALIZATION OF IELTS 14
2.2.1 definition 14
2.2.3 localization of IELTS 16
2.3 IELTS IN CHINA 18
3. METHODOLOGY 22
3.1 INTRODUCTION 22
3.2 RESEARCH PHILOSOPHY 22
3.3 RESEARCH APPROACH 23
3.3.1 Data collection 23
3.4 RESEARCH STRATEGY 26
3.5 SUMMARY 27
4. RESEARCH FINDINGS 27
4.1 BASIC INFORMATION 27
4.2 PROBLEMS OF IELTS LEARNING 33
4.3 PROBLEMS OF IELTS TEACHING 36
4.4 SUMMARY 40
5. CONCLUSIONS AND RECOMMENDATIONS 41
5.1 CONCLUSIONS 41
5.1.1 Chinese IETLS low score in the global 41
5.1.2 Reasons for Chinese IETLS low score 43
5.1.3 problems of IETLS learning and teaching 45
5.1.4 Prospect of IETLS in China 49
5.2 RECOMMENDATIONS 49
5.2.1 To breakthrough Chinglish mode of thinking 49
5.2.2 To master some skills in learning 51
5.2.3 Teaching suggestions 51
CONCLUSIONS 52
REFERENCES 53
QUESTIONNAIRE 55

1. Introduction
 

1.1 Research background
There has been an enormous amount of talk of ‘globalization’ since the second half of the 1980s. ‘Globalization’ became a universally used term in numerous areas, such as: media, business, intellectual and other circles (Mike 1990:19). It is generally agreed that the organization of economic activity and concentration of economic power have played a crucial role in the process of globalization. For instance: Mike (1990) states that theories of the global condition have generally concerned with its economic and political aspects; Joseph and Nye (2000) considers globalization as the child of both technology and policy, i.e. the capitalist world-economy and Internationalization of the European state. There is no doubt that the United State became more powerful than any state in recent history since the end of the Cold War, as well as its influence all over the world. Even though some scholars argued that America may not maintain its position throughout the century or may dilute its power over the time, it is still unquestionable that the United State still plays a central role in all dimensions of contemporary globalization.

Conclusions
 

In this dissertation, I through questionnaire received data from Chinese IELTS students and discussed about the features of IELTS localization in China. Firstly, IELTS is global test to inspect students’ abilities of reading, speaking, listening and writing, so it is very popular in the world. While Chinese students, especially the mainland students’ average score of IELTS is lower in the world, but we all know Chinese spend more than 10 years to study English, why their performance in English is poor. These are the research questions in this dissertation. In order to study the topic, I sends 120 questionnaires in Beijing. So some information and results are surveyed, the problems of IELTS learning and teaching in China can be found out, Chinese students are good at passing any examinations except for IELTS, and they pay more attention to template, such as oral English speaking and writing. This is not the scientific phenomenon to study a language and deviate from the nature of the language. So in this dissertation, it aims to find out these problems of IELTS in China, and analyze the reasons for these and propose some practical suggestions.#p#分页标题#e#

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