Investigating Chinese He Efl Classrooms
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Investigating Chinese He Efl Classrooms
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Author : Lin Lin
language : en
Publisher: Springer
Release Date : 2014-11-03
Investigating Chinese He Efl Classrooms written by Lin Lin and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-11-03 with Education categories.
This book presents a study on corpus-driven distribution as the main method of prediction, concentrating on individual semantic features to predict the senses of non-defined words by using corpora and tools, such as the Chinese Gigaword Corpus, HowNet, Chinese Wordnet, and XianDai HanYu CiDian (Xian Han). With the help of these corpora, the study determines the collocation clusters of four target words: chi1 “eat,” wan2 “play,” huan4 “change” and shao1 “burn” through character and concept similarities. The results of this sense prediction study demonstrate that it was able to use off-line tasks to test some participants’ intuition, which supports the theory that different clusters can represent different senses when pursuing a corpus-based, computational approach.
The Use Of First And Second Language In Chinese University Efl Classrooms
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Author : Yi Du
language : en
Publisher: Springer
Release Date : 2016-08-23
The Use Of First And Second Language In Chinese University Efl Classrooms written by Yi Du and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-08-23 with Language Arts & Disciplines categories.
This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teachers who were teaching non-English major students at four different proficiency levels. It examines these four teachers' actual use of L1 and L2, including the distribution of their L1 and L2 use; the circumstances, functions and grammatical patterns of their language use; and their language use across different frames of classroom discourse. It also explores their attitudes and beliefs regarding this issue in depth, as well as their own perceptions of and reasons for their language use and possible influencing factors. Through its detailed analysis of the teachers' language use, as well as their respective beliefs and decision-making techniques, this book contributes to L2 teachers' professional development and L2 teaching in general, especially with regard to establishing a pedagogically principled approach to L1 and L2 use.
Teaching And Researching Chinese Efl Esl Learners In Higher Education
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Author : Zhongshe Lu
language : en
Publisher: Routledge
Release Date : 2021-06-21
Teaching And Researching Chinese Efl Esl Learners In Higher Education written by Zhongshe Lu and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-06-21 with Language Arts & Disciplines categories.
China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners. This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts—Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia. Students and scholars of TESOL and applied linguistics will be interested in this title.
Native And Non Native English Speaking Teachers In China
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Author : Zheng Huang
language : en
Publisher:
Release Date : 2018
Native And Non Native English Speaking Teachers In China written by Zheng Huang and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with English language categories.
This book explores the responses of Chinese English teachers (CETs) and learners to the Native English-Speaking Teacher/Non-Native English-Speaking Teacher (NEST/NNEST) issue by examining the self-perceptions of Chinese English teachers, the perceptions of Chinese learners, and the real practices of the two groups of teachers in the classroom. It reveals how Chinese students' and teachers' perceptions are influenced by the combined forces of Chinese traditional culture and globalization, how Chinese English teachers' classroom practices reflect their perceptions, and how Chinese English teachers struggle to (re)construct their professional identity as English teachers in the dominant ideology and disempowering discourse of native-speakerism. The findings also shed light on the impacts of globalization on Chinese English teachers' professional identity and provide ways to empower them as English language teaching professionals. This book wi ll appeal to a broad readership, including foreign-language teachers - especially NNESTs - around the world, graduate students majoring in sociolinguistics, and scholars of globalization.
Learner Engagement With Teacher Written Corrective Feedback In Chinese Tertiary Level Efl Classrooms
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Author : Ye Han
language : en
Publisher:
Release Date : 2017-01-26
Learner Engagement With Teacher Written Corrective Feedback In Chinese Tertiary Level Efl Classrooms written by Ye Han and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-26 with categories.
This dissertation, "Learner Engagement With Teacher Written Corrective Feedback in Chinese Tertiary-level EFL Classrooms: a Sociocognitive Perspective" by Ye, Han, 韓曄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Written corrective feedback (WCF) has drawn intensive attention over the past two decades as a prevalent but controversial teaching technique in L2 classrooms. While previous research has generated useful insights into WCF, our knowledge needs to be expanded, as quasi-experimental studies taking the cognitive perspective have often marginalized the social aspect involved in WCF, had limited ecological validity, overlooked individual differences, and examined the effectiveness of WCF but under-explored learner engagement with WCF. This naturalistic, qualitative multiple-case study, which took a sociocognitive perspective, was an attempt to fill this void by investigating how Chinese EFL non-English major college students cognitively, behaviorally, and affectively engage with teacher WCF, and what learner factors and contextual factors influence their engagement. Two teachers of different linguistic and cultural background were involved, together with three students of different performance levels from each of the two integrated skills classes. Data included the six students'' drafts of all writing assignments throughout the semester with teacher written feedback, semi-structured interviews with teachers and students, students'' retrospective verbal reports, transcripts of teacher-student writing conferences, students'' written reflective accounts, classroom observation notes and audio-records, and class documents. The six student cases revealed the great complexity of learner engagement with WCF. In the cognitive dimension, the quality of noticing induced by WCF, as well as the cognitive operations used to process WCF, was regulated by a number of metacognitive operations. Students'' behavioral engagement involved not only revisions operations, but also revision approaches and actions to implement cognitive operations. Affective engagement, especially emotional reactions to WCF, was also dynamic and multi-faceted. The differences within and across student cases also contributed to the complexity of engagement. While the depth of engagement with WCF varied across individuals, the same student could engage with WCF differently under different task conditions over the semester. The findings suggested that the complexity of engagement can be accounted by the interaction between learner factors (including proficiency levels, prior knowledge, beliefs, motivation and goals), and complex contextual factors, ranging from textual-level context to macro-level sociocultural context. Learner factors shapes learner agency, which are exercised in the decision-making process which takes place as learners receive WCF. Extensive engagement is more likely to occur when learners perceive the learning opportunities afforded by the context and are willing to take actions. The study contributes to the existing research firstly by refining the framework of learner engagement with WCF, which can serve as a useful tool for further analysis of students'' processing and use of WCF in different contexts. It also extends our current knowledge by specifying learner factors and contextual factors that mediate learner engagement and offering insights into the impacts of the interaction between these two sets of factors on engagement. Using a sociocognitive perspective that jointly looks into both the cognitive and the social aspects of WCF has also allowed for a cont
Willingness To Communicate In The Chinese Efl University Classroom
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Author : Jian-E Peng
language : en
Publisher: Multilingual Matters
Release Date : 2014-02-26
Willingness To Communicate In The Chinese Efl University Classroom written by Jian-E Peng and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-02-26 with Language Arts & Disciplines categories.
This book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the proposition of an ecological model of WTC in the Chinese EFL university classroom, which reveals that WTC is socioculturally constructed as a function of the interaction of individual and environmental factors inside and beyond the classroom walls.
Gender Construction And Negotiation In The Chinese Efl Classroom
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Author : Huajing Zhao
language : en
Publisher: Cambridge Scholars Publishing
Release Date : 2011-05-25
Gender Construction And Negotiation In The Chinese Efl Classroom written by Huajing Zhao and has been published by Cambridge Scholars Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-05-25 with Language Arts & Disciplines categories.
This book is developed from an ethnographic case study which investigated Chinese adolescents’ construction of their gender identity and the way it is negotiated in the course of learning English as a foreign language (EFL) from a sociolinguistic, sociocultural and sociopsychological point of view. It documented the unseen connections between the micro-level of the students’ face-to-face verbal interactions and the macro-level of the role of learning EFL that can play in students’ construction and negotiation of their gender identity. The book aims to help both teachers and students to develop a more comprehensive view of English learning as a means to social and educational development. On the whole, the study showed that second language learning pedagogy which integrates CLT can be used as an important tool to open up opportunities for the improvement of gender awareness in cultures where gender and sex are not linguistically differentiated. It demonstrated that the EFL class can be used as a means of opening up a space where adolescents can become aware of gender and play around with this awareness. It can be educationally valuable with regard to making students and teachers think about a number of social and intercultural issues alongside cross-linguistic issues. The fieldwork of the research showed that interventions directed at attracting students’ attention to gender roles and the way they behaved in interactions in English highlight an educational function of the place of EFL in the curriculum which is so far unrecognised in China.
Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom
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Author : XiaoDong Zhang
language : en
Publisher: Peter Lang Group Ag, International Academic Publishers
Release Date : 2017-09
Understanding Chinese Efl Teachers Beliefs And Practices In The Textbook Based Classroom written by XiaoDong Zhang and has been published by Peter Lang Group Ag, International Academic Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-09 with Education categories.
Textbooks have long been considered a pivotal learning and teaching resource in classrooms. However, there is a paucity of research on how teachers use textbooks in relation to their beliefs, with analytic methods in such studies mainly restrained to content-based thematic analysis. To this end, from the perspectives of Halliday's (1994) systemic functional linguistics (SFL) and Vygostky's (1978) socio-cultural theory (SCT), this book explores how a Chinese college English teacher acts upon his beliefs and uses textbooks to mediate his students' English learning in his classroom. Drawing on constructs of the SFL-based appraisal and speech function as well as interview excerpts, the study reveals that in the textbook-based classroom the Chinese college English teacher acts upon his beliefs that are constructed by diverse contextual factors. Implications of this study include using SFL and SCT to explore educators' beliefs and practices and also providing effective teacher education for Chinese college English instructors to reshape their beliefs so that they are better prepared to use textbooks in classrooms.
Teacher Beliefs As A Complex System English Language Teachers In China
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Author : Hongying Zheng
language : en
Publisher: Springer
Release Date : 2015-10-05
Teacher Beliefs As A Complex System English Language Teachers In China written by Hongying Zheng and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-05 with Education categories.
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
The Asian Efl Classroom
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Author : Soo-Ok Kweon
language : en
Publisher: Routledge
Release Date : 2018-11-02
The Asian Efl Classroom written by Soo-Ok Kweon and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-11-02 with Education categories.
This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely. This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.