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
For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and ...For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and concepts that it is often considered as ＂a hot potato＂ in classroom teaching. Based on a case study from ＂Approaching Fiction＂ in China Youth University of Political Studies （CYUPS）, the present paper claims that application of literary theory in teaching literature not only greatly broadens students＇ horizon but also deepens their interpretation and understanding of literary works. With proper selection of teaching material and carefully designed teaching approaches, application of critical theory plays an increasingly important role in the undergraduate literature classroom.展开更多
When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Eng...When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Engineering University has initiated a mini-class model in recent years, which has received positive responses from both teachers and students who have experienced the class. By comparing the lecture-style class with mini-class, this paper will introduce the strengths and weaknesses of mini-class according to the author＇s observation of the class as well as the feedbacks from teachers and students. As is found out, its strengths far outweigh its weaknesses, and therefore the model is highly recommended for college English class in other schools展开更多
Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English educ...Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English education. The article analyzes the basic quality that college English teachers should have and discusses the current English teaching status in order to improve the quality of English teachers and promote the development of English teaching in China.展开更多
Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been...Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.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For most universities and colleges in China, literary theory is taught at the graduate level of literary studies. Most English teachers think literary theory is such a complex field with jargon-ridden disciplines and concepts that it is often considered as ＂a hot potato＂ in classroom teaching. Based on a case study from ＂Approaching Fiction＂ in China Youth University of Political Studies （CYUPS）, the present paper claims that application of literary theory in teaching literature not only greatly broadens students＇ horizon but also deepens their interpretation and understanding of literary works. With proper selection of teaching material and carefully designed teaching approaches, application of critical theory plays an increasingly important role in the undergraduate literature classroom.
文摘When it comes to the practical use of English, the traditional college English class, which has big size and uses lecture-style teaching, has increasingly showed its disadvantages. The English Department of Harbin Engineering University has initiated a mini-class model in recent years, which has received positive responses from both teachers and students who have experienced the class. By comparing the lecture-style class with mini-class, this paper will introduce the strengths and weaknesses of mini-class according to the author＇s observation of the class as well as the feedbacks from teachers and students. As is found out, its strengths far outweigh its weaknesses, and therefore the model is highly recommended for college English class in other schools
文摘Enhancing the teaching quality of college English teachers in China is an important guarantee to improve the level of English teaching and is a realistic choice of promoting the sustainable development of English education. The article analyzes the basic quality that college English teachers should have and discusses the current English teaching status in order to improve the quality of English teachers and promote the development of English teaching in China.
基金funded by a joint scholarship between China Scholarship Council(CSC)and Macquarie University,Sydney,Australia
文摘Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.
