From middle school to university, the way of acquiring knowledge has changed, the format of answers has changed, and the criteria for evaluating learning have also changed. The same applies to English learning. There are three types of English learning in university: English coursework for students majoring in English, English coursework for students not majoring in English, and independent study outside of courses. While these three types of learning have different emphases, they also share a common goal: to “think clearly about professional issues using English” and to use an open exploration approach to become a participant in the exchange of knowledge.

However, in reality, many students may still be maintaining their original study habits. When it comes to English reading, one notable practice is consulting dictionaries to understand the content of articles. Building a solid foundation in terms of vocabulary and sentence structure is a key focus of English learning in middle school. However, if one progresses to university, reading English literature still involves marking all unfamiliar words in sentences and translating them into Chinese. As a result, “even though every word is recognized, one may still not understand what the author is trying to convey.”

In university-level English reading, one must move beyond mere vocabulary and grammar to logical argumentation. In other words, the primary goal of reading is no longer to learn new words, but to learn how to argue one’s points within an academic context and to understand how each word, sentence, and text contributes to the argumentation process.

For example, during a middle school English class, reading a short essay on the impact of artificial intelligence on future employment may require understanding the author’s attitude towards AI. Students need to identify key phrases in the text and make judgments based on them. This is a training exercise in information extraction and comprehension. However, when writing a course-related essay in college, you might come across a piece of literature where the author argues that AI will not only not reduce job opportunities but will actually create new ones. When reading this text, your task is not simply to determine whether the author is optimistic or not, but to engage in a more complex dialogue: What is the author’s argumentative logic? Is their argument applicable to the current situation? Have other scholars proposed similar (or entirely different) views? This question is not a yes-or-no question or a multiple-choice question; there is no standard answer. What you need to do is thoroughly read the research of different scholars, compare their research methods, supporting data, and analytical logic, and ultimately form your own judgment.

When it comes to English writing, a common mistake is to first compose the text in Chinese and then translate it into English. Beginners often start by thinking in Chinese and then translate their thoughts into English in their minds. However, the approach to academic writing in English is different – it does not involve building layers, leaving suspense, or hinting at future events. Instead, it emphasizes a structure consisting of “a straightforward topic sentence + arguments + analysis and conclusion.” Texts directly translated from Chinese can immediately be seen to have awkward sentence structures and a “Chinese-style” organization.

The academic writing process in university should shift from “translating from Chinese to English” to English-based conceptualization. In other words, during the stage of developing ideas, one can use the convenience and proficiency of Chinese to quickly and accurately determine the direction and focus. Once the writing phase begins, however, it is essential to cultivate the habit of writing in English. If writing becomes difficult, one can first review English literature and draw inspiration from certain academic expressions used in transitions and conclusions.

How can one better integrate English learning with professional advancement? I offer two suggestions for “near-freshman” students.

One is to step away from words, phrases, and grammar. During the middle school stage, the goal of English learning is to accumulate vocabulary and grasp grammar. In university, English serves as a resource and a pathway, allowing one to connect with a broader academic world. Many important professional texts, the latest research developments, and the most influential academic discussions are all presented in English. When you become curious about a particular professional issue, do not solely search for Chinese-language materials; instead, try searching using English keywords to see how others discuss the topic. Conversations with AI can also be conducted in English, allowing you to gauge whether your words accurately convey your intended meaning based on the AI’s responses.

The second is to develop the habit of “problem-driven study.” In middle school, there is not much to read; more emphasis is placed on practice and solving problems through exercises. In university, the tasks for reading foreign literature are often diverse. How to choose what to read? At this point, it is necessary to approach reading with questions in mind, using reading as a means to find solutions to problems. By reading with direction, depth, and perspective, one can gain insights for further research and develop their own thoughts and answers. (Looking into the New Era)