This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentiona...This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.展开更多
In this paper,the author uses data-driven and contrastive interlanguage analysis approach,applying AntConc 3.2.1 as the tool,to make a comparison between corpus FLOB and CLEC on the using of the word "avoid"...In this paper,the author uses data-driven and contrastive interlanguage analysis approach,applying AntConc 3.2.1 as the tool,to make a comparison between corpus FLOB and CLEC on the using of the word "avoid".The result shows that the se mantic prosodic tendency between the two communities is in great similarities but also have differences.Through comparison and analysis,the author finds the hidden reason and summarizes how to improve.展开更多
Culture is widely regarded as imperative for foreign language (FL) education because culture and language intertwine when people use language for communication. Many teachers and scholars who agree with this argument ...Culture is widely regarded as imperative for foreign language (FL) education because culture and language intertwine when people use language for communication. Many teachers and scholars who agree with this argument tend to integrate culture into advanced-level language courses. However, culture is insufficiently integrated into beginner-level FL courses. This insufficiency comes from teachers’ limited cultural literacy regarding the integration of communicative culture into beginner-level language courses. It also reflects inadequacies of the mainstream FL pedagogical frameworks and paradigms. In an increasingly globalized world, highlighting the role of culture in FL curricula can help people understand FL programs’ contributions to educating globalized citizens. Culture is particularly important for U.S. Chinese language education because Chinese is a truly difficult language for English-speaking learners and relies heavily on culture to make communication successful. This article analyzes five approaches to integrating culture into language instruction: (1) culture exists as “add-ons” in Chinese language education;(2) culture provides contexts to understand language behaviors;(3) culture conventionally forms a specific linguistic system;(4) culture and language intertwine and merge into linguistic codes and language behaviors;and (5) culturally- situated speech events work as sequencing units to organize Chinese language curricula. These approaches are discussed and exemplified through beginner-level Chinese language examples. Overall, this article provides Chinese teachers with specific strategies for integrating Chinese culture into beginner-level Chinese language teaching.展开更多
基金This work was supported by the MOE Project of Key Research Institute of Humanities and Social Sciences in Universities in China.
文摘This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.
文摘In this paper,the author uses data-driven and contrastive interlanguage analysis approach,applying AntConc 3.2.1 as the tool,to make a comparison between corpus FLOB and CLEC on the using of the word "avoid".The result shows that the se mantic prosodic tendency between the two communities is in great similarities but also have differences.Through comparison and analysis,the author finds the hidden reason and summarizes how to improve.
文摘Culture is widely regarded as imperative for foreign language (FL) education because culture and language intertwine when people use language for communication. Many teachers and scholars who agree with this argument tend to integrate culture into advanced-level language courses. However, culture is insufficiently integrated into beginner-level FL courses. This insufficiency comes from teachers’ limited cultural literacy regarding the integration of communicative culture into beginner-level language courses. It also reflects inadequacies of the mainstream FL pedagogical frameworks and paradigms. In an increasingly globalized world, highlighting the role of culture in FL curricula can help people understand FL programs’ contributions to educating globalized citizens. Culture is particularly important for U.S. Chinese language education because Chinese is a truly difficult language for English-speaking learners and relies heavily on culture to make communication successful. This article analyzes five approaches to integrating culture into language instruction: (1) culture exists as “add-ons” in Chinese language education;(2) culture provides contexts to understand language behaviors;(3) culture conventionally forms a specific linguistic system;(4) culture and language intertwine and merge into linguistic codes and language behaviors;and (5) culturally- situated speech events work as sequencing units to organize Chinese language curricula. These approaches are discussed and exemplified through beginner-level Chinese language examples. Overall, this article provides Chinese teachers with specific strategies for integrating Chinese culture into beginner-level Chinese language teaching.
