Download or read book Beliefs of Tertiary Level Teachers of English in the People s Republic of China about Medium of Instruction written by YANAN. SONG and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Beliefs of Tertiary-level Teachers of English in the People's Republic of China About Medium of Instruction" by Yanan, Song, 宋亞南, 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: Abstract of thesis entitled Beliefs of Tertiary-level Teachers of English in the People's Republic of China about Medium of Instruction submitted by SONG Yanan (宋亚南) for the degree of Doctor of Philosophy at The University of Hong Kong in October 2005 This study investigates teachers' beliefs about medium of instruction (MOI) in their L2 teaching. It draws insights from research on two strands. First, research in general education as well as language teaching suggests that teachers' beliefs play an important role in their teaching practices. Second, studies in L2 learning and teaching have presented arguments and disagreements about the MOI, especially the role of the L1 in L2 learning and teaching. This study explores how teachers look at the MOI issue in their L2 teaching, to what extent their beliefs are reflected in their teaching practices, and what factors are perceived by them as major influences on their MOI-related beliefs and behaviours. This study was conducted in a tertiary institute in the People's Republic of China, where a group of language teachers were surveyed through questionnaires to evaluate their attitudes towards the L1 in their L2 teaching. Based on their responses to the questionnaires, four teachers with contrasting attitudes were selected for in-depth investigation. The case studies elicited the four teachers' beliefs using methods of interview, classroom observation and stimulated recall. The results indicate that the group of teachers presented various attitudes towards the L1 from "anti-L1" to "pro-L1." The close examination of the four teachers suggest that teachers' perceptions of their teaching objectives and the relationship between the L1 and the L2 formed the core of teachers' beliefs about the MOI. In terms of their teaching practices, the four teachers were found to illustrate inconsistency to different degrees between their stated beliefs and their actual behaviours. The inconsistency might be caused on the one hand by some contextual factors such as time pressure and students' L2 abilities that teachers perceived as constraints on their behaviours; on the other hand, it might be due to the fact that teachers seemed not to fully realise the extent of their L1 use in class until they watched their own teaching practices. This suggests that teachers themselves might not be completely aware of their beliefs and behaviours regarding the MOI. The significance of this study is that it sheds light on how teachers look at the MOI issue in their L2 teaching, and enhances our understanding of teachers' beliefs about the MOI. It also demonstrates the importance of teachers' beliefs about the MOI in their language teaching and proposes that teacher education should raise teachers' awareness of and draw their attention to the MOI issue. DOI: 10.5353/th_b3154189 Subjects: English language - Study and teaching (Higher) - China Native language and education - China Language and education - China English teachers - China - Attitudes

Download or read book Beliefs of Tertiary level Teachers of English in the People s Republic of China about Medium of Instruction written by Yanan Song and published by . This book was released on 2005 with total page 716 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Beliefs as a Complex System English Language Teachers in China written by Hongying Zheng and published by Springer. This book was released on 2015-10-05 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Perspectives on Teaching and Learning English Literacy in China written by Jiening Ruan and published by Springer Science & Business Media. This book was released on 2012-11-29 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is one of two volumes by the same editors that explore historical, philosophical, and cultural perspectives on literacy in China. This volume focuses on English literacy in China, while the other volume is on Chinese literacy. In modern day China, English has enjoyed an increasingly important status in education, but not without challenges. The essays in this volume provide a comprehensive, cross-disciplinary look at changes in English literacy practices and literacy instruction in China from the first English school in the 19th century to recent curriculum reform efforts to modernize English instruction from basic education through higher education. Together, the essays address a wide array of topics, including early childhood English education, uses of information technology to teach English, and teaching English to Chinese minority students. This work is essential reading for those who want to expand their understanding of English literacy education in China.

Download or read book Conceptions of a Good English Language Teacher at Tertiary Level in the People s Republic of China written by Qunying Zhang and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Conceptions of a Good English Language Teacher at Tertiary Level in the People's Republic of China" by Qunying, Zhang, 張群英, 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: Abstract of thesis entitled: Conceptions of a Good English Language Teacher at Tertiary Level in the People's Republic of China Submitted by ZHANG Qunying (张群英) for the degree of Doctor of Philosophy at the University of Hong Kong in August 2007 By focusing on tertiary teaching of English as a foreign language (TTEFL) in China, this research explores the attributes that constitute a good tertiary EFL teacher. It consists of three studies which primarily employed different methods to identify and compare the conceptions of such a teacher held by three groups of participants: Chinese tertiary EFL teachers, Chinese university students, and Western teachers teaching EFL in China's tertiary institutions. In Study One, a short essay approach was used to explore free ideas about a good tertiary EFL teacher from 140 participants. Content analysis of these essays led to the development of a coding scheme with which all the essays were coded and qualitative data were transformed into quantitative data. Exploratory factor analysis (EFA) was then conducted and seven underlying dimensions were identified. Multivariate analysis of variance (MANOVA) was applied to analyze group differences in these dimensions. In Study Two, a questionnaire survey was undertaken among 272 participants. The questionnaire data underwent various analyses including EFA, MANOVA at item level, rank orders of items, and rank order correlations. The results of Study Two supported those of Study One and provided more detailed information as what exactly the specific differences were across the three groups. Specifically, the two studies were in accord that Western teachers tended to consider a good tertiary EFL teacher as developing students' integrated English skills, fostering students' higher order learning outcomes, showing adaptability in various environments, etc. Chinese teachers placed considerable emphasis on sound pedagogical content knowledge and high English proficiency, among others. The salient attributes of a good tertiary EFL teacher perceived by Chinese students were the teacher's effective communication with students, encouragement and deep care for students, and so on. The last study involving 55 informants in in-depth interviews dug deeper into the reasons for the group disparities and sought some additional views pertaining to a good tertiary EFL teacher. Four underlying reasons were proposed: social-cultural factors, influence from early schooling, importance of English in China, and the lack of mutual communication and understanding. Of the new views added, an example was that the Chinese students wished their teacher to be able to foster students' individualized development. Being interlocking and supplementary to each other, the three studies yielded informative findings that jointly created three models of conceptions of a good tertiary EFL teacher in China as perceived by the three groups of participants. The research implies that TTEFL in China should set up more appropriate and practical teaching goals so as to make English study purposeful and responsive to the development of Chinese society. It also suggests that a stricter and more effective system is needed for the training, selection, and evaluation of tertiary EFL teachers, particularly the Western EFL teachers in China. In addit

Download or read book Understanding EAP Learners Beliefs about Language Learning from a Socio cultural Perspective written by Chili Li and published by Springer Nature. This book was released on 2021-02-09 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the dynamic nature of EAP (English for academic purposes) learners’ beliefs about language learning in their shift from an EFL (English as a foreign language) environment to an EMI (English as the medium of instruction) setting in mainland China. It adopts a mixed method paradigm, whose quantitative part aims to capture the general dynamic feature of the selected student population, while its qualitative part attempts to unveil the process of change in beliefs about language learning among the sample. It is hypothesized that the change in their beliefs about language learning is the result of the interplay between the learners’ agency and the mediation of the contextual realities at the institutional and social levels.

Download or read book Teaching Reading and Teacher Beliefs written by Xinyu Mo and published by Springer Nature. This book was released on 2020-09-30 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.

Download or read book Language Policy in the People s Republic of China written by Minglang Zhou and published by Springer Science & Business Media. This book was released on 2006-04-11 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language matters in China. It is about power, identity, opportunities, and, above all, passion and nationalism. During the past five decades China’s language engineering projects transformed its linguistic landscape, affecting over one billion people’s lives, including both the majority and minority populations. The Han majority have been juggling between their home vernaculars and the official speech, Putonghua - a speech of no native speakers - and reading their way through a labyrinth of the traditional, simplified, and Pinyin (Roman) scripts. Moreover, the various minority groups have been struggling between their native languages and Chinese, maintaining the former for their heritages and identities and learning the latter for quality education and socioeconomic advancement. The contributors of this volume provide the first comprehensive scrutiny of this sweeping linguistic revolution from three unique perspectives. First, outside scholars critically question the parities between constitutional rights and actual practices and between policies and outcomes. Second, inside policy practitioners review their own project involvements and inside politics, pondering over missteps, undergoing soul-searching, and theorizing their personal experiences. Third, scholars of minority origin give inside views of policy implementations and challenges in their home communities. The volume sheds light on the complexity of language policy making and implementing as well as on the politics and ideology of language in contemporary China.

Download or read book English Medium Instruction in Chinese Universities written by Jing Zhao and published by Routledge. This book was released on 2017-03-27 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book is about the rationale, practice and classroom implementation of English-medium instruction courses in Chinese universities. It specifically focuses on classroom discourse analysis across different disciplines and settings. The main themes of this book are: describing the state educational policies toward English-medium instruction at the tertiary level; distinguishing English-medium instruction from mainstream foreign language learning; analyzing curricula and discourse at the classroom level and evaluating the learning effectiveness of these courses. This book covers the widespread implementation of English-medium courses in China across different disciplines, and it provides a window for researchers and practitioners from other parts of the world to see the curriculum design, lesson planning, discourse features and teacher-student interaction in English-medium classrooms in China. Contributors to this volume consists of a panel of highly respected researchers in the fields of bilingual education, English-medium instruction, classroom discourse analysis and language program evaluation. Chapters include, Balance of Content and Language in English-Medium Instruction Classrooms English-Medium Instruction in a Math Classroom: An Observation Study of Classroom Discourse Asking and answering questions in EMI classrooms: What is the Cognitive and Syntactic Complexity Level?

Download or read book English Language Education in China Japan and Singapore written by Rita Silver and published by . This book was released on 2002 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Self regulated Learning and Second Language Writing written by Lin Sophie Teng and published by Springer Nature. This book was released on 2022-05-30 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners’ motivation and confidence to strategize, reflect and succeed in writing. Teng has established herself as one of the prominent scholars in the discussion of self-regulated learning strategies. Her contribution to the fields of L2 writing and strategic learning are undeniable. This monograph is an excellent showing of how her ​endeavors to bring established theories from educational psychology to applied writing research have progressed over a number of methodologically rigorous studies. It should be required reading for anyone with an interest in cultivating strategic writers not only in the Chinese context but worldwide. Nathan Thomas, UCL Institute of Education

Download or read book Teacher Beliefs as a Complex System English Language Teachers in China written by Hongying Zheng and published by Springer. This book was released on 2016-08-23 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Bilingual Education in China written by Anwei Feng and published by Multilingual Matters. This book was released on 2007 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings a mixed group of researchers together to discuss issues in bilingual or trilingual education for the majority and minority nationality groups in China and to explore the relationship between the two.

Download or read book International Handbook on Education Development in the Asia Pacific written by Wing On Lee and published by Springer Nature. This book was released on 2023-11-20 with total page 2588 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Springer International Handbook of Educational Development in Asia Pacific breaks new ground with a comprehensive, fine-grained and diverse perspective on research and education development throughout the Asia Pacific region. In 13 sections and 127 chapters, the Handbook delves into a wide spectrum of contemporary topics including educational equity and quality, language education, learning and human development, workplace learning, teacher education and professionalization, higher education organisations, citizenship and moral education, and high performing education systems. The Handbook is grounded in specific Asia Pacific contexts and scholarly traditions, using unique country-specific narratives, for example, Vietnam and Melanesia, and socio-cultural investigations through lenses such as language identity or colonisation, while offering parallel academic discourse and analyses framed by broader policy commentary from around the world.

Download or read book Organization Development Interventions on Chinese Language Learners A Learning Community Perspective written by Ling Li and published by Springer Nature. This book was released on with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book English Language Education Policy in Asia written by Robert Kirkpatrick and published by Springer. This book was released on 2015-11-27 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers comprehensive 'state-of-the-art' overviews of educational policies concerning the teaching of English in a large number of Asian countries. Each contribution is written by a leading expert and gives a clear assessment of current policies and future trends. Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt: