Teaching English as a foreign language in Chinese universities: The present and future: An appropriate way to teach English in China is to balance teaching activities for elaborating linguistic details and developing students’ communicative competence

In the past two decades, there have been two important events in English as a Foreign Language (hereafter, EFL) teaching in Chinese universities throughout the country. The first event was a gradual growth in student enrolment in universities, and the second was the EFL teaching reform that aimed to introduce Communicative Language Teaching (hereafter, CLT) into the English classroom (Rao, 2010). There is an apparent conflict between the increase in student numbers in each class and the use of CLT in the language classroom, thus resulting in a series of problems for current EFL teaching in Chinese universities. On the one hand, frequent contact with foreigners speaking English nowadays makes it necessary for English teachers to develop students’ communicative competence. On the other hand, some problems such as large classes, high demands on English teachers and a lack of financial resources prevent teachers from getting their students involved in the communicative activities in their teaching process (Rao, 1996; Yu, 2001; Hu, 2002).