Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional group...Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional groups within Chinese higher educa-tion. This research seeks to focus specifically on a less-studied group within the Chinese College English curriculum: vocationalstudents—especially vocational students studying within an educational institution in the southwestern Chinese city of Chongqing.This small-scale survey(n = 129) was conducted in College English classes to determine if the motivational factors of vocationalstudents remained aligned or distinct from those of their peers across Chinese higher education. Subsequent analysis from the sur-vey findings have shown that while gender differences remain manifested and are aligned with established trends and assumptionspertaining to L2 motivational factors within this context, more research is required to delve into the reasons and rationale behindthe choices made by vocational students in southwestern China within this particular survey instrument.展开更多
This paper first analyses the current situation and problems of Chinese culture courses for international students in high⁃er vocational colleges and then four strategies are put forward to improve its construction:en...This paper first analyses the current situation and problems of Chinese culture courses for international students in high⁃er vocational colleges and then four strategies are put forward to improve its construction:enhance the importance of Chinese cul⁃tural education for international students,strengthen the cultivation of teachers for teaching Chinese culture,form standard of Chi⁃nese culture curriculum and highlight teaching characteristics of Chinese culture course.展开更多
As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writing...As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.展开更多
文摘Predominant research within Chinese academic contexts focusing on students’ L2 motivational factors remain rooted inlarge-scale research that does not draw a distinction between students from different regional groups within Chinese higher educa-tion. This research seeks to focus specifically on a less-studied group within the Chinese College English curriculum: vocationalstudents—especially vocational students studying within an educational institution in the southwestern Chinese city of Chongqing.This small-scale survey(n = 129) was conducted in College English classes to determine if the motivational factors of vocationalstudents remained aligned or distinct from those of their peers across Chinese higher education. Subsequent analysis from the sur-vey findings have shown that while gender differences remain manifested and are aligned with established trends and assumptionspertaining to L2 motivational factors within this context, more research is required to delve into the reasons and rationale behindthe choices made by vocational students in southwestern China within this particular survey instrument.
文摘This paper first analyses the current situation and problems of Chinese culture courses for international students in high⁃er vocational colleges and then four strategies are put forward to improve its construction:enhance the importance of Chinese cul⁃tural education for international students,strengthen the cultivation of teachers for teaching Chinese culture,form standard of Chi⁃nese culture curriculum and highlight teaching characteristics of Chinese culture course.
文摘As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students＇ writings. Using a dialogue format representing ＂narratives of classroom life＂ （Nelson, 2011a）, this paper demonstrates two polemic views held by teachers and researchers： one view sees students＇ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students＇ linguistic and cultural diversity and accordingly, more strategic ways to give ＂error feedback.＂ By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.
