Appendix 1（第2页）

（3）Embragalleffectiveteagmethodsandteiquesthatdevelopstudents’languageskillsandpreheies。WiththemethodologicalflexibilityoftheCBIapproach，avarietyofteagmethodsandteiquescorporatedieagoft-areaknowledge。Suchideasofquestioput-driventeabeieagtoes’iheirstudy。Activitieslikedissaihsolowork，pairworkandteamloyedtois’parti，boosttheiri，aheircreativity，developingtheirlanguageskillsandgeneralqualitieswhiletheyareavolvedinthelearningofdisaryknowledge。

g，ZhaoandLi（2008）putforwardaninnovativeCBIcurriculumflishmajorssupportedbycoreskill-orientedcoursesasisiable2below。ThisproposalisiheguideliheaofthegeivesofEnglishasaspecialtystipulatediionalCurridalsoofstudeerests，itiveabilities，languageprofidtheirstageoflanguagelearning，plustheacademicbadoftheEnglishfaculty。

Table2。InnovativeCBICurriculumSupportedbyCoreSkill-OrientedCourses

Table2showsthatthenewcurricorporatesalargemoduleoftbasedcuidedbythephilosophyofCBI。IthastrahealcurriculumasisshowninTable1，bi-BasedoduleandtheSkill-Orientedoduletoexpas’disarykhesametimetheirlanguageskills。Moreover，allthet-basedvofbotht-areakheEnglishlatentiontobothdlaaddressestheproblemseofknooorpreheiesofEnglishmajorsandoffersaneroachtostudents’practiceeskills，anexpansionoftheirdisaryknowledge，aheirpreheies，andaheirmulti-culturalawareness。

theperformaswellastheSOIamongEnglishmajorsintheesetext?Towhatdegreedoesitihedevelopmentofstudents’Englishlanguageskillsandtheirknowledgedevelopmentiareas?Togiveaheeffectsofthereform，aypiglishteastitutionwasduswerthesequestions。

3。Resear

3。1CaseDes

Aquasi-experimentwasdutheEofDaliayuages（DUFL），whieofthemorethan1，000Esihan1000higherinstitutionsina。ThedepartmentmaydifferfromEsiutionsinmanyways，butitbearsablaermsofthegeives，faculty，students，aionalresources。AllthedepartmeheguidaionalcurriculumtoturnoutpositetypeEnglishgraduates。Theirfacultiesaremainlyposedofteachersmajierature。AllofthemenrollstudentsfrommiddlesderthesameedualsystemwithimprovedEnglishlanguageproficyaftera’sreformaotheoutsideworldaofEionina。Therefore，anempiricalstudyinthisinstitutionmaynotonlyhelpuhispartistitution，butalsohelpuaiaryEnglishteastitutionsingeneral。

3。2Partits

&itsoftheexperimeactclassesofEnglishmajrade2007intheEofDUFL，wherefourclasseswereassigheexperimentalgroupaherfourtothetrolgroup。Thestudentsweresimilarinmanyways:allofthemwereEnglishmajors;theywerefromdifferentprovincesofawiththemajorityofthemfromLiaoningProviheysharedthesameedualbadinthatallofthemfiheirhighschooledudertheguidaioionstandardsaedintotheuhroughthenatioraion;allclasseshadthesamegeeagobjectivesstipulatediionalCurriculum;allclasseshadthesameeaghours;alltheteacherswerequalifiedEnglishteachersmajinEnglishlaerature;therewashardlyanydiffereofthefacilitiesavailableoncampus。

Thediffereheseclasseswereasfollows。Ofthefourexperimentalclasses，threewereadmittedintotheuyaspartofthesedaryratinggroup。Theyreceivedlowersthepreheioraionsinese，English，soaturalsdtheyoorintheirEnglishlanguageaswell。TheotherexperimentalclassboastedrelativelyhighEnglishlanguageprofidicatedbythefactthattheywereadmittedintotheuyaspartgroup。However，allthefourthetrolgroupwereadmittedintotheuyaspartgroup。Itwassafetoassumethatthe107studerolgroupweresuperiortothe130studentsialgroupintheirEnglishlanguageprofidacademidation。

3。3Teachers

Boththeexperimentalgrouparolgrhtbyteaajlishlaerature。Bothgroupsofteachershadatleastfouryears’experieheEnglishlaoEnglishmajorsbeforetheytaughttheexperimentalandtrolgroups。Thetwogroupssharedteachersforskill-orientedcoursessuchasthelishdtheEnglishlistenieacherspartitheteagofCBIcourses。Theywereyouheteachersofthetrolgroup，sotheyhadarelativelyshorterexperienguageteag。TheyheldMAdegreeswithaterestsinEnglishlaudy，glishtranslation，andEnglishliteraturejustliketheotherteachers。Thetwogroupsofteacherswereparableingeneral，andotherdifferencescouldbeignoredasiioalstudies。

3。4Treatment

&alandtrolgroupssharedfourskill-basedEnglishpronun，Englishlistening，Englishspeaking，andEnglishwritiheydifferedinothercoursesoffered。Eleve-basedintroductorycourseswereofferedtotheexperimentalgroup，asisiable2。Eachweek，theexperimentalgrouphadfhoursofaprehensiveEnglishcourse，theobjedtofwhichweresimilartothebasiglishcoursewhichwasofferedtothetrolgroupforsixtoeighthoursperweek。Altogether16courseswereofferedtothestudentsialgroup。Withthesameteaghours，allthethetrolgroupwereofferedsixalskill-orientedpulsorycoursesofBasiglish，ExtensiveEnglishReading，EnglishListening，andEnglishSpeaking，allrunningthroughfourterms，andEnglishPronundEnglishGrammarrunningthroughthetwoacademicyearsrequiredbythenationalcurriculumasisiable1。

Allthecourseswereduclasseswiththeirteachersemployieiques。t-basedcourseswerenottaughtaslecturesbutahiioheskill-orientedlanguageclassesofthetrolgroup。Besidesteachers’presentations，therewerealsostudeioionsandanswers，groupwork，pairwork，etc。

3。5IsandData

Intheresearch，apre-testandapost-testwereemployedasisofdata。ThelanguageproficypartofthetestswasintheformofTEM-4，whosereliabilityandvalidityarereizedina。

&wasdugalltheeightintactSeptember2007，ingdi，listeningprehension，ar-vocabulary，readingprehensi。Inaddition，italsoiiple-choicequestioraphy，history，ayahedifficultyleveloftheEwasequivalenttothatofhighschoolgraduatesina。

&woyearsofinstrufollowiwodifferentcurricula，thepost-testwascarriedoutinJuly2009，inglisteningprehension，cloze，vrammar，readingprehensi。Inaddition，italsoineralkhegeography，history，dliteratureoftheU。S。，theU。K。，Australia，NewZealand，andada。Thedifficultylevelofthelanguageprofithepost-testwasbasicallythesameasthatofTEM-4，anationalEnglishproficytestflishmajorsfinishingtheirsedyearofuyedu。Thequestionsongeneralkakenfrrade8testsflishmajors，whichisanizedflishmajorsattheexitoftheflishprogramandboastsofaowledgedreliabilityandvalidityina。Thequestionsongeneralknowledgeedthegeography，historyandcultureofEnglish-speakingtries，buttheydidheknowledgeacquiredbytheexperimentalgroupinsut-basedcoursesasiuraluni，eseculture，EuropeaheBibleandCulture。

Iaest，allthequestioheformofobjectivemultiple-choicequestiofordidwriting。Toguarahereliabilityofthetestscores，didwritingweregradedbyfourandthreeexperieeachersrespectively。Thetotalscoreofthepre-testaestwereboth175points。

&sandDis

4。1PerformaheCBIexperimentalGrouparolGroup

4。1。1Pre-TestDataoftheExperimentalandtrolGroups

&estDataoftheExperimentalandtrolGroups（September2007）

Table3i，iheexperimentalgroupdidnotperformaswellasthetrolgroupinEnglishlanguageproficy。Therewasasignifitdifferealscoreoftheexperimentalgroupandthatofthetrolgroup（t=-3。359;p=。001