Abstract
Our research study is focus on the major causes that are responsible for the problems afflicting English education in China (EEC), from different perspectives. In terms of history, EEC was not built on a wholesome and well-connected foundation; in terms of structure, EEC is ineffective due to an incomplete administrative faculty and a poorly connected system; in terms of practice, EEC suffers from a misplaced identity (linguistic instead of educational) and deviated focus; in terms of cognition, EEC suffers from poorly conceived ideas, including mistaking intercultural communication for the goal of EEC and misplacing testing on an unduly high position. It is the interweaving work of these causes that not only ends in the “high timeconsumption and low efficiency” of EEC but also makes it so resistant for correct diagnosis and effective cure.
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