Failed exam for university position opens the door to linguistic proficiency
Istarted to take English- language classes in 2007 when I was a student at Beijing Institute of Technology preparing for an exam that would enable me to join a key university department for two years.
However, I failed the exam, as my score for English was one mark below the qualification level.
After being bedridden for a week with an illness that defied medical categorization, I decided to put my greatest efforts into learning English to make up for the disappointment I had caused myself and my family.
I have always found the language a challenge, and scored fewer than 100 marks in the English test for the gaokao, or national college entrance exam, where a maximum of 150 marks was available.
I signed up for a package of English- language classes that combined offline lessons and online learning modules.
I studied online in the mornings and attended physical classes in the afternoons, where I practiced speaking the language with teachers and classmates, and also took notes. For 14 months, I worked extremely hard.
The students in my class were highly motivated. We learned English mainly through conversation and by memorizing expressions and grammar.
I made good progress during those months of intensive learning. I could not have spoken to a foreigner in English beforehand, but the lessons gave me the confidence to do so.
Gradually, I realized that learning English not only allowed me to familiarize myself with the language but also to learn about other things.
For example, a theme was set for each lesson, such as “Wines of the world” and we learned about the different categories, production origins, how to taste wine properly and why the bottles need to be a certain shape.
Speaking English has also given me the opportunity to make friends with expatriates, understand how they live, how they think about China and Chinese people. I have also begun to correct their misunderstandings or bias toward the country.
After graduating from university, I was offered a job at an English- language instruction institution, where I have been able to make full use of my passion for the language.
The job involves organizing outof- classroom events for students to give them more observation scope. For example, we took students to ethnic group villages to experience the locals’ way of life. We also held classes in these villages.
Through such activities, we aim to broaden students’ knowledge and give them more confidence to learn about Chinese culture.
After they learn English, students will be able to talk with foreigners in the language regardless of whether they stay in China or go overseas for studies or work.
They will also be able to influence foreigners’ understanding and attitude toward China.
When I started English classes in 2007, most of my classmates were either from wealthy families who were learning the language to prepare for studies abroad, or were in mid- level or senior management roles at companies.
The latter group frequently asked teachers about English expressions commonly used in import and export negotiations.
Now, students at languagelearning institutions are younger and many of them are taking up English as a hobby, rather than to help them at work.
A student once told me he wanted to improve his English skills so that he no longer had to rely on group tours when traveling overseas.
When people from different age groups and classes gather together and communicate in their mother tongue, there is an awareness of their social dissimilarities.
However, when they talk in a second language, these hierarchical barriers seem to disappear.