Abstract
This paper reviews selected literature published since 2000 to explore the increasing concern among scholars and educators in Mainland China, regarding the phenomenon of “dumb English” among secondary school students. Existing research primarily analyses the main causes of “dumb English” from the perspectives of deficiencies in English teaching in rural areas, the absence of native language culture in English instruction, deviations in students’ focus during oral English training, and psychological factors, etc. Corresponding strategies have been proposed to address these issues. Future research could focus on adjusting and optimizing the traditional English teaching models and evaluation systems in secondary school classrooms.
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