ABSTRACT
Teaching English as a Foreign Language at tertiary institutions plays a special role with some unique features in China which may be considered from the following perspectives. The perspectives are English for Academic Purposes [EAP], and English for Academic & Special Purposes [EASP]. The last two decades have witnessed a continuing process of revising course syllabus, reforming English Language Teaching (ELT) models, initializing the reform of assessment instruments and enhancing English faculty development in order to improve the quality of College English teaching in China. According to the model, there was a task allotment for both human instructors and computers, an integration of different teaching resources and an administrative reinforcement to ensure optimal outcomes of the course. It was inevitable that the ELT reform led to the exploration of some fundamental issues concerning foreign language teaching and learning, curriculum development, pedagogical approaches, teaching and learning assessment, etc.
