摘要
In China, English language teaching effectiveness appears as a complex thing to assess, prinlarily because variousvariables exist in evaluating a teacher, foreign or otherwise. One obvious consideration is the fact that classrooms are large, with 50-60 students attending a lecture. Class size must be considered in any evaluation regarding methodology, especially methodologies that advocate for communicative language learning strategies. Nevertheless. many people have asked me to comment on what makes an effective English teacher in China.
In China,English language teaching effectiveness appears as a complex thing to assess,primarily because various variables exist in evaluating a teacher,foreign or otherwise.One obvious consideration is the fact that classrooms are large,with
