A Study on Strategies to Enhance the Status of English Subject

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Introduction
At the 2021 National People's Congress, Xu Jin, a member of the National Committee of the Chinese People's Political Consultative Conference (CPPCC), made a proposal at the meeting to reform English at the compulsory education level, as English is taught about 10 percent of the time, but is used by less than 10 percent of college graduates.The result is a low percentage of applications and a poor curriculum for universal access.At the same time, the translation industry will gradually decline as translation software continues to evolve.Eliminating the English course as a compulsory subject can effectively solve the problem of students' lack of class time in quality education, so the current situation that the state invests in all students to learn English in compulsory education should be reformed.
Bates points out that the body, mind and spirit can be combined through English education.A holistic instructional guide for middle and high schools enables English learners to have experiences that engage with body and mind to see the world, existence, and connections in a deeper way.This timely resource, written to support veteran educators and in-service teachers, addresses the purpose of holistic ELL instruction (Bates, 2020).Beck, Storm, and Jones use text-based English classroom conversations to understand how youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.Drawing on data from a year-long social design experiment, qualitative coding is used and indexical discourse markers are tracked.The study developed youth maintained, remixed, and evaluated interpretive communities in navigating across disciplines and fan discourses to construct hybrid English classroom interpretive communities (Beck, Storm, & Jones, 2022).Based on scholars' relevant studies, it can be found that current scholars have conducted relevant research on classroom learning, but there is overall lack of research on enhancing the status of the English language discipline, and it is important to explore strategies for enhancing the status of the English language discipline in the context of its increasing importance.
In this context, the author researches the status of English as a subject in high school, and after clarifying the importance of improving the status of English as a subject, based on a questionnaire survey, understands the basic situation of the current status of English as a subject in high school, and proposes strategies to effectively improve the status of English as a subject in high school based on in-depth reason analysis.It is hoped that based on this research, the public can be motivated to pay more attention to the status of English as a subject, actively apply English in their study and working life, and form a good environment for learning English.

Research Methodology
First, the literature method.On the basis of the Internet, libraries and other platforms, the relevant data and literature are reviewed and organized to derive the background significance of the study of the status of the English discipline, the current state of research, etc., Which is an important literature base for the subsequent research to be conducted.
Second, the questionnaire survey method.A questionnaire was designed and distributed to students to understand their perceptions of the status of English as a subject, to clarify the problems that exist in the process of improving the status of English as a subject, and finally to put forward suggestions for improving the status of English as a subject, in the hope of promoting the smooth progress of English teaching and learning.

Theoretical Foundation
Constructivist theory: Pidgia, the founder of constructivist epistemology, conducted numerous experiments on children's cognition and concluded that the relationship between response and stimulus is consistent with the SR formula, that is, the interaction between response and stimulus is a two-way process.Conformity is the adjustment of an individual's behavior by adjusting his or her organization in a situation; one way of perceiving and knowing the world is to express it graphically.In short, assimilation and conformity have something in common, but they also have something different.The difference is that assimilation is an individual's understanding and awareness of the environment, while conformity is a facilitation, and equilibrium is a balance.The constructivist view is that before entering a situation, one must have certain experiential knowledge, and at the same time the teacher must have some knowledge of the students' cognitive level and guide them to integrate and reflect at the same time in order to achieve the dual construction of subject and object; "assimilation" refers to the process of regulating one's own internal structure by which the individual's acquired The term "assimilation" refers to the regulation of one's own internal structure through which the individual's acquired motivation is incorporated into the original process, resulting in a new experience (Hughson, 2020).The educational view also highlights the students' own internal mental world and their own special abilities to develop a different structure of knowledge.
Constructivist theory has important implications for enhancing the status of the subject of English: when instructing students, teachers are expected to act as tutors so that students become participants in English teaching activities and constructors of knowledge.Teachers are expected to enable students to form their own body of knowledge in the English classroom through a variety of teaching techniques such as contextualization and dialogue.In the process of participating in social and cultural activities, students internalize the relevant tools, skills and knowledge, which is "learning".In this process, teachers can design English assignments so that students can acquire knowledge in specific contexts and social practices.

Questionnaire Design and Distribution
To further understand the status of English as a subject, this project sent out questionnaires to some undergraduate colleges and universities in China to analyze the various reasons for the current decline in the status of English in China.This project is based on the premise of the survey, to accurately position the status of English, to maintain the status of the national language and English culture.A total of 50 questionnaires were distributed, and 47 valid questionnaires were finally collected, with a 94% valid return rate.From the results of the respondents' responses on the status of English as compared to other subjects, 37.6% of the respondents think that the status of English is more important, while 62.4% of the respondents think that the status of English is not more important than the status of language and mathematics.At the same time, some respondents pointed out that in the context of China's increasing comprehensive strength, compared to English, Chinese export is more important, with 54.9% of the respondents and 45.1% of the respondents considering English export to be more important.It is clear from this that the vast majority of respondents attach more importance to the status of language subjects than to subjects such as Mandarin, and the lack of attention to the status of English subjects makes the development of English subjects extremely unfavorable.

Misconceptions about the Status of the English Subject
3.2.2Poor Perception of the of the English Subject In terms of the respondent's perceptions of the role of learning English, 37.3% of the respondents considered learning English to be very useful, and 28.6% considered it to be relatively useful, but what should not be overlooked is that the respondents who considered learning English to be average and less useful accounted for 34.1% of the respondents.This data indicates that respondents are not yet aware of the importance of the subject of English, which may harm the learning of English.Meanwhile, among the respondents who answered the role of learning English, 77.3% of them did it for examination and promotion, 64.5% did it to meet employment needs, and 25.7% and 21.1% did it for personal interest and self-improvement, respectively.From this data, we can find that many respondents not studying English as a subject of their own volition; in many cases, they study English as a last resort based on the pressure of exams and employment, which also reflects the lack of a clear perception of the role of English as a subject.The investment in learning is proportional to the return 16 34.7

Limited Time and Effort Devoted to the Subject of English
The difference between input and return is not significant 10 21.2 The difference between input and return is large 9 20.1 Very little difference between input and return 12 24 From the respondents' answers to the question about the proportion of investment in English learning, it can be understood that 26.1% of the respondents invested a very large proportion, 24.7% invested a relatively large proportion, and 43.8% invested very little in English learning.From the data, we can see that many respondents do not invest much time and effort in English learning, which will have a very negative impact on their English learning.In terms of the proportionality between investment and return on English learning, 34.7% of the respondents think that the investment is proportional to the return, 21.2% think that the difference between investment and return is not big, and 44.1% think that the difference is big and the return is small.Based on the above data, it can be found that more than half of the respondents think that input and return will be proportional, but some of the respondents think that input and return are not proportional, which will affect the respondents' motivation to learn English.In terms of respondent's responses to the proposal to abolish the status of English as a major subject, 39.1% of respondents are somewhat aware of it, 13.7% are very aware of it, and 40.6% are not aware of it.What is clear from the data is that many respondents are not concerned about the proposal to abolish the status of English as a major subject, nor do they even care about the status of English as a major subject.In terms of how respondents view the abolition of the status of English as a major subject in high school, 39.1% are in favor of abolition and 13.4% are neutral.From this data, we can find that some respondents do not approve of the status of English as a major subject in high school and are in favor of abolishing the status of English as a major subject.After the abolition of the status of English as a major subject, 29.8% of the respondents thought it would not have much impact, 58.3% in total thought it would have an impact on learning motivation and employment, and 28.4% thought it would have an impact on overall personal development.From this data, it can be found that in the opinion of many respondents, the abolition of the status of English as a major subject will harm learning and employment, and those who think it will not have much impact are mainly not concerned about the status of English as a subject.

English Course Teaching Content is Boring
Based on the results of the questionnaire survey, it can be found that many respondents lack a clear perception of the role and status of the English subject, which is mainly influenced by the boring content of the English course.
In the process of teaching English courses in high school, because English is a foreign language, many students have less exposure to it in their daily lives and lack the necessary motivation to participate in the classroom.When teachers teach English subjects, they still use the traditional teaching board form to narrate the content of the textbook, lacking the application of new information tools, making the teaching content more boring, which makes it difficult to improve students' enthusiasm and initiative in learning high school English (Resplandor, 2021).

Poor Professional Quality of Teacher Teaching
In the context of the continuous promotion of quality curriculum reform, the English curriculum has put forward higher requirements for the professional quality of teachers.From the results of the questionnaire survey, it is understood that many respondents believe that the investment in learning English subjects is not proportional to the return, and many students work hard in learning English but lack the necessary guidance from teachers in learning, and teachers do not teach students the skills of learning English subjects, making learning English only in the way of language learning.Long-term in this way of learning, students invest a lot of time and energy, but still struggle to obtain an improvement in their English grades, which can greatly dampen students' motivation to learn English.

The Status of English as a Subject has not Received Attention
From the respondents' opinions on the abolition of the status of English as a major subject in the questionnaire survey, a considerable number of respondents agree more with the abolition of the status of English as a major subject, mainly because it is not much applied in life.Some other respondents pointed out that the process of promoting English subject reform would affect their study or employment, which reflects that the respondents do not pay enough attention to the status of the English subject.In such a long-term situation of not paying attention to the status of the English discipline, the status of the English discipline will continue to decline, which will lead to many new problems.From the domestic point of view, although many colleges and universities have made foreign language classes compulsory for students, there is no unified and standardized standard for its teaching contents and methods, resulting in many people having vague or even wrong perceptions about the subject.However, in foreign countries, foreign language teaching is a separate course from second language teaching, and anyone who wants to become a foreign language teacher, even a native, must also obtain a certificate or degree in the subject.Therefore, in our country, the level of specialization of foreign language teachers is much lower than in other countries.

Changing the Content of High School English Teaching
The crisis in the high school English course shows that the original general English teaching content of the course has been unable to adapt to the development of the subject and social development needs.A foreign language course that ignores the development of the situation, ignores the needs of the national international talent training strategy, and insists on the direction of building a good language foundation to learn the language, will end up with nothing but extinction.When the situation changes, it is necessary to make strategic adjustments in English education in China, and the main idea is that all teaching tasks of general English should be delegated to the secondary school level, to allow students to concentrate on learning professional English once they enter higher education.The results of many large-scale social surveys and demand analyses confirm that students in high schools in China acquire English as a communicative tool and use it to obtain information needed for their careers and express their professional ideas, so high school English teaching is essentially a kind of English for specialized purposes.In the process of promoting English curriculum reform, it is necessary to enhance the improvement of classroom content, introduce more interesting teaching content, and combine information-based teaching methods to create good conditions for high school English teaching.Today, as basic foreign language education is being promoted and improved, students preparing for a university entrance have acquired language skills in the target language.Therefore, the purpose of high school English teaching, which relies on the development of language skills, no longer meets the requirements of learners, and it is a time-consuming and inefficient way of public foreign language education, which is a source of promotion and student dissatisfaction for both societies and schools.In the current situation, how to make English curriculum reform can better serve basic education and quality education is a matter of public concern, and it is necessary to promote high school English from language skill-based to professional knowledge-based (Setren, 2021).

Strengthen the Teaching Training of English Teachers
The connotation of English in high school has changed, both to allow the curriculum to meet the requirements of the discipline and social development of human resources, thus promoting the development of the high school English curriculum, and to allow high school English teachers to see the direction of their training and research, and even to find their place in the discipline.The difference between English for Special Purposes and English for General Purposes requires both a solid basic knowledge of the English language and a high theoretical knowledge of ESP teaching; it does not mean that teachers with beautiful English or even a background in English and American literature or theoretical linguistics will be able to do the job.Therefore, high school English teachers must learn and keep up to date with the latest knowledge in their field of expertise.These facts suggest that it is difficult to mix ESP and EAP teaching when it comes to saying that good English, or superior English skills, can also have a job in basic English teaching.Therefore, from the current point of view, it is necessary to educate high school English teachers professionally.In the process of teaching English as a subject in high school, teachers need to make reasonable arrangements for the number of courses and the status of examinations, which requires a high level of professionalism from English teachers.Based on a reasonable curriculum and examination status, students' dissatisfaction with learning English can be weakened, which is extremely important to improve students' interest and motivation in learning English.The transition from basic English to English for Special Purposes will inevitably lead to a restructuring of the high school English teaching force, which will certainly stimulate the desire of high school English teachers to conduct research and will inevitably set off a new wave and content very different from the traditional teacher training boom.

Establishing the Subject Status of ELT
Although under the discipline of foreign linguistics, some schools try to run foreign language teaching courses, only second language acquisition, language testing, and some other sporadic classes, there is almost no system of a core curriculum of foreign language teaching, such as psycholinguistics, sociolinguistics, educational psychology, etc., Educational sociology, educational management, etc., Educational technology and psychometrics, foreign language teaching has never been considered as a course.We must be conscious of the fact that there is a lack of subjects in English teaching, which has seriously affected the improvement of our English teachers' professionalism and even promoted the teaching of English in our country.Therefore, strengthening the study of cultural factors in foreign language teaching and improving the quality of foreign language teaching have been put on the agenda without delay.The theory of foreign language teaching reveals to us that a person who does not have the theory of foreign language teaching and who relies on the knowledge of English and American literature and linguistics alone cannot be a good foreign language teacher.Therefore, foreign language teaching cannot be considered only from the perspective of language.English and American literature is completely irrelevant to foreign language teaching.Because language is a communicative tool, it can only have an effect when it is used.As well as linguistics in terms of grammar, vocabulary, phonetic, etc., Semantic will also only tell the teacher what is being taught and what is being taught first and what is being taught later.So it is necessary for English teachers to teach the basics of the language and to teach general cultural knowledge in the classroom (Tilson, & Sandretto,2022).However, the absence of this major component of English teaching, how teachers teach and how students learn, makes English teachers unable to teach efficiently.English teachers must look for a breakthrough in classroom teaching if they want to improve the effectiveness of English classroom teaching.It has to be admitted that high school English teachers are dedicated, and not bad in voice intonation and basic competence, but English teaching is always inefficient, which is a very important factor that causes high school English teaching to be time-consuming and inefficient.If this situation is not changed, it will be difficult for high school English education to cultivate talents who can meet the needs of social development.Therefore, China should establish the subject of English teaching as early as possible, determine the status of English teaching as a major subject, and effectively supervise the improvement of the status of English science.

Conclusion
The emergence of the idea of "de-foreignization" indicates that high school English is at a critical juncture as to whether it can continue to survive.But this crisis also contains half an opportunity, which gives us an opportunity to rethink the status of English as a major subject, to rethink the development trend of high school English, and to find a way out and a research direction for English teachers.We believe that if high school English teaching remains focused on general English, the status of high school English as a major subject will be unstable, and there will be no way out for high school English teachers.If professional English is the goal, high school English and high school English teachers will find a new direction for the development, thus providing a favorable environment for foreign language education in China.Based on the construction of the subject of high school English teaching, high school English teachers should find their research direction and find an accurate position suitable for high school English, which will help solve the current problems of relatively backward English teaching research, insufficient high school English teachers and poor research ability in China, and is of great significance both theoretically and practically.

Table 1 .
Perceptions of the status of English as a subject

Table 2 .
Perceptions of the Role of English Subjects

Table 3 .
Time and effort devoted to English subjects

Table 4 .
Time and effort devoted to English subjects