A Study of English Teaching Differences Between China and The United States

Abstract

According to the existing literature, the analysis of the teaching content, teaching method and assessment model in China and the United States has the same trend: Scholars generally believe that compared with the English language teaching system in China, the methods of English language education in the United States are more diverse, the educational goals are more realistic to life, and the evaluation criteria are more comprehensive. The factors cause this difference is worth investigating. This paper evaluates the applicability of these views in today's world through a questionnaire survey. Specifically, this paper attempts to assess whether the similarities and differences that scholars have found between the English language teaching systems in China and the United States still exist today or whether the development trends between the English language teaching systems of the two countries are trending in the same direction today. The study surveyed Chinese students in the U.S. - a target group with dual English learning experiences in China and the U.S. The results of the paper show that the effectiveness and applicability of the English teaching systems of the two countries need to be discussed in the cultural environment of the two countries, and there is no one-sided argument that either system is better.