Down to basics
Simplicity and a strong focus on the fundamental issues are keys to greater insights. Focusing on the simple truth in the current debate regarding an economic agreement between China and Taiwan will help us all to grasp the consequences of an accord.
The simple truth is that China has set the “one China” principle as a precondition for an agreement. China has been consistent about this simple truth. The truth is that China wants Taiwan to be a part of the People’s Republic of China.
This simple truth is valid no matter the name of the agreement. In addition, it is valid even if Premier Liu Chao-shiuan (劉兆玄) recently apparently tried to change the name of the “one China” principle to a “one China political framework,” which no one has heard of.
It does not help the heated debate in Taiwan to change titles and talk about a “one China political framework” that does not exist. It will only add confusion.
The simple truth is that Taiwanese have to answer one simple question about an economic agreement with China: Does Taiwan want to be a part of the People’s Republic of China? If yes, then accept China’s “one China” condition. But if the answer is negative, Taiwan has to avoid the “one China” condition. If the debate is focused on this fundamental question first, it is much easier to understand the consequences and discuss the remaining economic topics.
MICHAEL DANIELSEN
Chairman, Taiwan Corner
Copenhagen
More English reading
It is interesting that some educators are eager to provide explanations for a phenomenon that may not exist. The Taipei Times reported that there was a sharp increase in the number of students who scored zero in English composition in their college entrance exams, although the writing exam contained “a more complicated and difficult writing topic” (“Teachers lament poor scores in English,” March 15, page 2).
Whether or not writing ability in English really is deteriorating, those interested in improving students’ written English might consult the research, which says consistently that writers acquire the conventions of the written language largely by reading. This is true in first and second-language development, and much of the research has been done in Taiwan.
Improvement in student writing therefore requires access to a large amount of interesting and comprehensible reading material in English, which is sadly not available to many students.
STEPHEN KRASHEN
Los Angeles, California
I believe that the article on poor English scores misses an important point: Reading significant amounts of understandable English throughout the learning process is more important than writing classes.
I work with ESL/EFL students from all continents. The best writers are the readers — always. When I complimented a recent TOEFL tutoring student from Spain on his superb writing, I asked him how he learned to write so well. Without hesitation he replied: “Reading essays from the New York Times.”
Virtually all English instruction focuses on memorizing rules and vocabulary, while most fluency comes from understandable input — reading and listening to high-interest English that the student can understand. Time to read and listen, accompanied by more reading and listening resources, is the key.
WARREN EDIGER
La Habra, California
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