Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To under...Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content.展开更多
This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured in...This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China.展开更多
Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behav...Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.展开更多
Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about la...Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.展开更多
Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nes...Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg,& Rosen, 2015). It is urgent for us to know how to prepare competent teachers.展开更多
With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition ...With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition of employment facing unprecedented challenges. Based on the severe employment situation, Teacher Education in Local Comprehensive Universities need to start improving their own quality of graduates, and actively guide the graduates to change jobs ideas, updating the concept of employment, and use existing resources, and actively expand employment channels, and explore new ideas and open up new market, employment path is becoming more diverse to ensure employment stability and sustainable development.展开更多
Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher dev...Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.展开更多
This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic k...This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.展开更多
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
CLT as one of the learner-centred approaches,which has been widely used in classrooms all over the world.In the AsiaPacific Region,many schools adopt CLT as a main teaching approach,especially in East Asian countries(...CLT as one of the learner-centred approaches,which has been widely used in classrooms all over the world.In the AsiaPacific Region,many schools adopt CLT as a main teaching approach,especially in East Asian countries(e.g.,China,Japan and Korea).In fact,CLT attracts thousands of scholars and researchers at home and abroad.This paper research on CLT in English classrooms of Chinese university from the Chinese teachers'opinions,the Chinese EFL students'attitudes and the Chinese government's position.Through the analysis,it is concluded that the CLT is suitable for college English classes in China,and the implementation of the CLT needs to be improved.展开更多
In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules ...In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.展开更多
文摘Currently,intercultural language education is a topic which receives much interest due to the rise of globalization,but theories and practice in this field are on the preliminary stage of development in China.To understand ILE better,its background,theory basis,goals,related researches are reviewed and analyzed.Since ILE is relatively new in China,language teachers are facing new challenges in developing intercultural teaching competence to achieve the success of language education.Such challenges consist of understanding the language itself,the difficulty in understanding and teaching culture,designing practical classroom activities and selecting content.
文摘This article reports on part of the findings of an investigation into the perceptions of Chinese English as a foreign language(EFL)education stakeholders on native-speakerism.Data were collected via semi-structured interviews with 26 students,14 teachers and eight EFL program administrators from six Chinese universities.The analysis of data reveals that the three groups of participants as an entirety expected their universities to hire native English speaker teachers(NESTs),particularly those from Britain and/or America and a certain proportion of them expressed preference for white native English speaker(NES)teachers.The vast majority of the students and teachers were also found to be unaware of workplace inequalities between NNESTs and local Chinese EFL teachers,contending that NESTs deserve better treatment.Although many administrators displayed critical awareness on this issue,they argued that the inequalities need tolerating for the well-being of their EFL programs.All these findings are indicative of the persistence of native-speakerism among Chinese ELT stakeholders and by extension the tenacity of this chauvinistic ideology across the terrain of EFL education in China.
文摘Teachers’stereotypes of students affect teaching behaviour.Correctly perceiving stereotypes of international students helps teachers to understand the student population more deeply and adopt effective teaching behaviour.This study focuses on the stereotypes of international Chinese language teachers towards international students in Chinese universities and its impact on teachers’classroom management and students’classroom performance.Summarizing the findings,we conclude that international Chinese language teachers have both positive and negative stereotypes of the international student body,and that negative stereotypes account for more than positive stereotypes.On this basis,this study further discusses the importance of international Chinese language teachers being aware of the existence of stereotypes of international students,and makes suggestions to strengthen the positive influences and weaken the negative ones.
文摘Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.
文摘Teaching is a special profession with complex pedagogical procedures. It prepares qualified workers and citizens who are expected to yield values and bring benefits to the society, the nation, and the whole world (Nessipbayeva, 2012). This makes the profession require well-qualified teachers. In light of this, teachers must have (and be able to exercise) a broad range of competency array every day in an especially complex environment so that students can realize their full academic potential with the help of teachers (Jackson, 1990). The more competent a teacher is, the better students' achievements will be (Johansson, Myrberg,& Rosen, 2015). It is urgent for us to know how to prepare competent teachers.
文摘With the increasing amount of college graduates every year, the employer needs structural contradiction, traditional college graduates employment difficulties. Chinese Language and Literature is as a strong tradition of employment facing unprecedented challenges. Based on the severe employment situation, Teacher Education in Local Comprehensive Universities need to start improving their own quality of graduates, and actively guide the graduates to change jobs ideas, updating the concept of employment, and use existing resources, and actively expand employment channels, and explore new ideas and open up new market, employment path is becoming more diverse to ensure employment stability and sustainable development.
文摘Chinese language teachers grow with certain characteristics in their professional development.Knowing these characteristics can reveal a teacher’s developmental needs which can inform the teachers and the teacher development facilitators.This case study examines the professional development of one Chinese language teacher that works in a high school in the United States.The Five-Stage Theory is employed to direct the examination of the teacher’s growing path.Findings cover the challenges,efforts to cope with the changes,successes,and failures.
文摘This paper aims to explore how the study of sociolinguistics can benefit teachers,particularly in the context of teaching English as a Foreign Language(EFL)in China.The article will first examine how sociolinguistic knowledge can reshape teachers’perceptions of“English,”focusing on aspects such as English varieties,World Englishes,and Chinese English.Following that,the article discusses the necessity of rethinking current practices in English language teaching,including the nativeness paradigm and the concept of communicative competence based on a reconceptualized view of“English.”Additionally,the discussion will focus on how teachers,informed by sociolinguistic awareness of non-native teachers’identities and teacher agency,can address and resolve existing challenges in EFL teaching.Finally,the article will conclude by summarizing the key issues discussed and highlighting the significance of studying sociolinguistics for language practitioners in China.
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CLT as one of the learner-centred approaches,which has been widely used in classrooms all over the world.In the AsiaPacific Region,many schools adopt CLT as a main teaching approach,especially in East Asian countries(e.g.,China,Japan and Korea).In fact,CLT attracts thousands of scholars and researchers at home and abroad.This paper research on CLT in English classrooms of Chinese university from the Chinese teachers'opinions,the Chinese EFL students'attitudes and the Chinese government's position.Through the analysis,it is concluded that the CLT is suitable for college English classes in China,and the implementation of the CLT needs to be improved.
文摘In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.
