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Let's work on our language
According to a 2003 report by the Standing Committee on Language Education and Research, most students recognize the importance of language ability for landing a good job.
Another survey, this one by the Hong Kong branch of the Association of International Accountants, shows that most companies in Hong Kong regard local students' English as merely average, and some think that mainland students are more proficient in both English and Mandarin.
This reminds me of my experience as a tutor for newly arrived mainland students a few years ago. Though they were studying in Primary 4 to Secondary 1, their English standard was no better than that of Primary 1 students. Some of them could not even recognize all of the letters of the alphabet.
Their strong motivation to learn impressed me, though. I was supposed to help them only with their schoolwork, but they were so eager to learn that they asked me to teach them vocabulary, grammar and daily conversation. Each of them brought at least two dictionaries-one printed, one electronic-every day.
What are we local students doing while students on the Mainland are equipping themselves to compete against us in the future?
"We have to study for exams and participate in extra-curricular activities. We have no time at all," say some local students.
Don’t forget that our mainland counterparts also have exams. They also have to join after-school activities. They, too, have only 24 hours a day.
Besides concern for employment, according to the survey by the Standing Committee, students also appreciated the social value of language as a tool of communication.
The most common forms of communication among local students include chatting face to face, on the phone, through ICQ or MSN, and sending SMSs and emails.
We speak Cantonese. We use "Chinglish" on the Internet. Our only concern is getting the message out as fast as possible. Grammar? Leave it behind, in the classroom.
We rely on mass media. According to the Standing Committee’s survey, the most popular mass medium among students is TV. Thirty-six percent of students seldom or never watch English TV programs, and 65 percent seldom or never watch Mandarin programs.
With the rise of new communication technologies, we are becoming more used to multi-sensual stimuli. With computers, we listen to the radio and at the same time read newspapers; we watch TV programs and at the same time click on websites. We are losing the ability to concentrate on listening and reading, which is essential for learning any language. This effect, I believe, is especially strong among young people, who are the heaviest users of computers.
Look, we don’t communicate in correct Mandarin or English with our friends; we don’t watch Mandarin or English TV programs; we are losing our ability to concentrate. . . . The decline in our language ability is unavoidable.
Are you sure? In any case, the process is reversible.
Why not speak in English or use correct grammar and usage in ICQ? Why not watch Mandarin or English TV programs? Why not make good use of new technologies to improve your language? These are not that difficult, right?
After
all, education is for students. We should be the ones who actively seek
ways to learn.
Iris Cheng
Editor-in-Chief