The present paper analyzes the strategic choices for learning Chinese by 300 Hungarian university students. The survey summarizes the most often used Chinese language learning strategies and verbal language learning s...The present paper analyzes the strategic choices for learning Chinese by 300 Hungarian university students. The survey summarizes the most often used Chinese language learning strategies and verbal language learning strategies of Hungarian language learners one by one. With the help of the method of multidimensional scaling, the survey got to the result that the preference of the general language learning strategies is characterized by a strong opposition. In the case of the choice and use of three strategies--the social, the meta-cognitive and the cognitive strategies, language learners prefer a combined choice or non-choice. While in the use of the emotional, compensation and memorization strategies, a strong opposition emerges. Those using memorization strategies less prefer the emotional and the compensation strategies. This is true vice versa as well, those using emotional strategies, use memorization and compensation strategies less often. While the relation of the general language learning strategies was characterized by a certain opposition, in the use of the verbal strategies a strict continuity could be detected. Hungarian language learners consider the use of almost all verbal strategies with few exceptions to be successful in their communication. The results of the Variables path analysis with Partial Least-Squares Estimation （LVPLS） model revealed all those connections that structurally exist among the three exogen background latent variables （language level, language learner style and the ascriptive background） and the two endogen latent variables （the language learning strategies and the verbal strategies）. All of these latent variables measured with several manifest variables of the second exogen background variables, the language learning style showed the biggest affect to strategy use, this variable influences the successfulness of the learning of Chinese most strongly.展开更多
The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of l...The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of learning contexts upon their strategic engagement. This paper reports on the findings of an investigation of the impact of learning contexts upon the use of learning strategies of two cohorts of EFL learners in China. Both cohorts were non-English majors, one from a university where English is the medium of instruction （EMI） and the other from an EFL university. The data were collected using questionnaires and semi-structured interviews. Results reveal that learners from the EMI university demonstrated a higher level in their overall use of learning strategies over their counterparts from the EFL university. Independent T-test shows that the two cohorts were significantly different in their use of cognitive, meta-cognitive, affective and social strategies. These findings were discussed from a socio-cultural perspective. Implications are presented for the reform of English language education in China and beyond.展开更多
Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of...Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of this, studies show that to this day Chinese ELT classrooms in higher education have rarely taken a cultural turn and teachers＇ understanding of interculturalism remains insufficient. This paper reports an action research study on how intercultural awareness was developed in the context of an English reading course at an independent college of a major Chinese university. The study followed a teaching flow that integrates intercultural learning with critical thinking by challenging students to select, analyze, and raise questions about English texts on aspects of Chinese culture. Mapping the outputs of a cohort of 77 second-year undergraduate students onto Baker＇s （2012; 2015） model of intercultural awareness, the study shows that a majority of participants demonstrated a level beyond basic awareness. The paper concludes that reading courses can be used to help foster intercultural awareness among Chinese students, and it offers some pedagogical and theoretical reflections on integrating intercultural learning with ELT, and formulates a number of suggestions for further studies.展开更多
文摘The present paper analyzes the strategic choices for learning Chinese by 300 Hungarian university students. The survey summarizes the most often used Chinese language learning strategies and verbal language learning strategies of Hungarian language learners one by one. With the help of the method of multidimensional scaling, the survey got to the result that the preference of the general language learning strategies is characterized by a strong opposition. In the case of the choice and use of three strategies--the social, the meta-cognitive and the cognitive strategies, language learners prefer a combined choice or non-choice. While in the use of the emotional, compensation and memorization strategies, a strong opposition emerges. Those using memorization strategies less prefer the emotional and the compensation strategies. This is true vice versa as well, those using emotional strategies, use memorization and compensation strategies less often. While the relation of the general language learning strategies was characterized by a certain opposition, in the use of the verbal strategies a strict continuity could be detected. Hungarian language learners consider the use of almost all verbal strategies with few exceptions to be successful in their communication. The results of the Variables path analysis with Partial Least-Squares Estimation （LVPLS） model revealed all those connections that structurally exist among the three exogen background latent variables （language level, language learner style and the ascriptive background） and the two endogen latent variables （the language learning strategies and the verbal strategies）. All of these latent variables measured with several manifest variables of the second exogen background variables, the language learning style showed the biggest affect to strategy use, this variable influences the successfulness of the learning of Chinese most strongly.
基金supported by a research grant of the Project of Foreign Language Education under the National Education Science Plan 2010 (GPA105613)a grant of the 2011-2012 Teaching and Research Fund for the Teaching of English Majors,Association of National Normal Universities (NNETRP2011009)a project of the National Social Science Research Fund (12CYY025)
文摘The past three decades have witnessed a proliferation of research on Chinese English as a foreign language （EFL） learners＇ use of learning strategies, but little has been examined about the potential influence of learning contexts upon their strategic engagement. This paper reports on the findings of an investigation of the impact of learning contexts upon the use of learning strategies of two cohorts of EFL learners in China. Both cohorts were non-English majors, one from a university where English is the medium of instruction （EMI） and the other from an EFL university. The data were collected using questionnaires and semi-structured interviews. Results reveal that learners from the EMI university demonstrated a higher level in their overall use of learning strategies over their counterparts from the EFL university. Independent T-test shows that the two cohorts were significantly different in their use of cognitive, meta-cognitive, affective and social strategies. These findings were discussed from a socio-cultural perspective. Implications are presented for the reform of English language education in China and beyond.
文摘Since the turn of the century, higher education policy in China has highlighted the importance of cultivating students＇ intercultural competences, particularly in the context of English language teaching. In spite of this, studies show that to this day Chinese ELT classrooms in higher education have rarely taken a cultural turn and teachers＇ understanding of interculturalism remains insufficient. This paper reports an action research study on how intercultural awareness was developed in the context of an English reading course at an independent college of a major Chinese university. The study followed a teaching flow that integrates intercultural learning with critical thinking by challenging students to select, analyze, and raise questions about English texts on aspects of Chinese culture. Mapping the outputs of a cohort of 77 second-year undergraduate students onto Baker＇s （2012; 2015） model of intercultural awareness, the study shows that a majority of participants demonstrated a level beyond basic awareness. The paper concludes that reading courses can be used to help foster intercultural awareness among Chinese students, and it offers some pedagogical and theoretical reflections on integrating intercultural learning with ELT, and formulates a number of suggestions for further studies.
