近半個世紀以來，由於全球化的潮流以及電腦科技的日新月異、交通運輸的發達、工商業的互動頻繁等因素，無形中將世界變成了一個地球村。而在這個「村落」裏，因為外交、科學以及國際貿易實務所需的往來，使得。「英語」已經成為共通的語言，也因此造成世界各國競相掀起學習英語的熱潮。

中國大陸自一九四九年起因為政治因素的影響，而全力發展俄語教育。但一九七八年十一屆三中全會之後以「現代化」及「三個面向」為前提確立了「改革開放」的方向，因而更為積極培育在學學生的英語能力。一九七八年之後，高等學校英語教學就朝向系統性的集體方向進行，先是受到一九八０年《高等學校理工科本科四年制試用英語教學大綱》指導性的規範，而後再經一九八五、一九八六、一九九九年等三度修訂完成《大學英語教學大綱》更進一步完整高等學校英語教學。自一九八七年起陸續開辦英語四、六級考試及英語專業四、八級考試，用以檢視《大學英語教學大綱》施行的成效，考試開辦之後確實激勵了英語的學習動機；並且提高了高校學生的英語能力，而負責試務的「四六級考試委員會」也漸趨定型化。另外為了適應新時代對於英語更高的要求，近兩年來加入口語考試，並舉行四、六級考試之後的高級英語閱讀能力測試試辦，希望更進一步提升高校畢業生的英語能力。

綜合本論文針對大陸高等學校一九八五後英語教育實施及四、六級考試辦理的研究發現：

一 、高校英語教育的缺失為：:

（一）教學內容偏頗

（二）形式化和應試教學，衝擊正常的教學秩序

（三）未能顧及因地區、學校和學生間的個體差異，而有不同的要求或教法

（四）缺乏兼具專業知識與較高外語水平的合型人才，無法滿足社會需求

（五）師資短缺或水平有待提升

（六）高年級專業閱讀教育未能落實

（七）教材版本紊亂與內容貧乏

（八）教學時數安排未臻合理

二、高校英語教育的成果為：

（一）明確統一的教學管理制度

（二）學生總體英語能力的提升

（三）激勵語言能力之外的知識培育

（四）對師資能力的加強與重視

（五）激勵全民英語的學習風潮

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In the recent fifty years, a global village has formed substantially due to globalization、changing high-tech computer technology、 developing transportation and frequent interaction in industries. In this "village", "English" has become a common language because of diplomatic、 scientific and: international trade needs, therefore, English learning wave has been brought out in countries in the world.

China has developed entirely Russian education since 1949 due to political factors. "Modernization" and "Three Dimensions" after the Third Plenary Session of the 11th Central Committee of the Chinese Communist Party in 1978 asserted "Reformation Opening", and trained actively students' English ability. Since 1978, English teaching of higher education had oriented to systematic collectivity, "English pedagogy program of four-year science and engineering university" instructive normalization in 1980 and "University English Pedagogy Program" revisions in 1985, 1986 and 1999 had completed furthermore university English education-College English Test ( CET ) had been launched continually to review "University English Pedagogy Program" effects; the exam indeed encouraged English learning and improved university students' English ability, "The Fourth and Sixth Exam Committee" responsible for exam affairs is gradually formalized. Moreover, to satisfy stricter needs required in new times, oral test is added in recent two years and advanced English reading test is taken place after the College English Test to improve furthermore university students' English ability.

To synthesize English teaching of higher education in 1985 and the fourth-sixth level exam in this thesis, the conclusions are as below:

The deficiencies on English teaching of higher education

(1) Biased teaching content

(2) Formalized and test-meeting teaching has an impact on teaching procedure

(3) Different requirements or teaching methods can't be given cause of region, school and student's individual difference.

(4) Social needs can't be satisfied owing to the lack of professional and high-standard foreign language talents

(5) Short of teachers or the level needs to be improved

(6) High-level professional reading education can't be carried out

(7) confused material revision and poor content

(8) Unreasonable teaching hours.

The achievements on English teaching of higher education

(1) Explicit and unified teaching management system

(2) Improvement of students' overall English ability

(3) Inspiration of knowledge outside language skill

(4) Enforcement and appreciation of teacher capacity

(5) Encouragement to people's English learning.