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 Conceptions of a Good English Language Teacher at Tertiary Level in the People s Republic of China written by Qunying Zhang (Ph. D.) and published by . This book was released on 2007 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teacher Training and Professional Development of Chinese English Language Teachers written by Faridah Pawan and published by Routledge. This book was released on 2017-06-26 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions. English is a mandated subject for approximately 400 million Chinese public school students. Making transparent the training and professional development received respectively by pre-service and in-service teachers, this book provides a rare window into how Chinese English Language teachers (ELTs) reconcile the two needs with the responsibility to teach large numbers of students while also navigating societal, cultural, and institutional cross currents. It also explores the range of ways China invests in the training and professional development of its English language teachers.

Download or read book Internationalizing Teaching Localizing Learning written by Paul McPherron and published by Springer. This book was released on 2016-12-27 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on ethnographic and policy data collected over a ten-year span at a university in the People’s Republic of China, this book analyses the history of English Language Teaching (ELT) polices in Chinese higher education. The book uses the university as a lens in which to investigate the creative imaginations and divergent (re)appropriations of teaching methods, learning materials, and language use in the Chinese ELT context. Book chapters move beyond mere descriptions of tensions and point to the local understandings and practices of English teachers (both local and foreign) and students. Working together, these teachers and students are constantly articulating new social and political conditions and meanings outside and inside given discourses and traditions of ELT. The book’s main argument is that these multiple stakeholders must be given a more prominent role in shaping policy and curriculum at universities and other English language contexts around the world.

Download or read book A New Representation of Chinese Learners written by Yingmei Luo and published by Springer Nature. This book was released on 2021-07-26 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines Chinese tertiary students' experiences of learning English in Sino-Australian programs in China. Using an institutional ethnography, the book examines one well-established Sino-Australian program based at a Chinese university. The book explores the ways that participant students used the Chinese words, tropes and their meanings to describe their English learning experiences with both local Chinese and foreign English teachers. This book introduces an innovative theoretical framework, “representation theory with a multilingual perspective”, to analyse how Chinese students' everyday experiences are constructed and mediated through language, discourse and identity. This framework also highlights graphic examples of how concepts are created in both Chinese and English, and thus serves as a powerful tool for deconstructing dichotomies between China and the West. The aim of this book is, then, two-fold: to show how a novel theoretical lens can help us to develop more nuanced understandings of Chinese students, and to propose a new methodological and theoretical framework through which one can challenge the monolingual subjectivity and parochial views of both Chinese and Western conceptions.

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 Crossing Borders in East Asian Higher Education written by David W. Chapman and published by Springer Science & Business Media. This book was released on 2010-11-18 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book’s focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialized countries to lower and middle income countries has given way to collaborations that place the latter’s participating institutions on a more equal footing.

Download or read book China English in World Englishes written by Deyuan He and published by Springer Nature. This book was released on 2020-09-12 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book fills the gap in World Englishes studies in terms of the pedagogic implication of China English and its use in the Chinese workplace. Using three triangulated methods, namely, questionnaire survey, matched-guise technique, and focused interview, the book adopts an innovative research methodology that combines quantitative and qualitative data from 3,493 participants. Overall, the participants still believe that the standardized Englishes are desirable models of English in China and that China English should be well codified and promoted before being adopted as the pedagogic model. In addition, the book proposes that the curriculum design of university English should include an introduction to the well-defined characteristics of China English and world Englishes. Last but not least, the book reveals that English is being used more widely and frequently in the professional world than before and has become increasingly important in China.

Download or read book China s English written by Bob Adamson and published by Hong Kong University Press. This book was released on 2004-04-01 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book traces the history of English education in the People’s Republic of China from 1949 to the present day. It uses the junior secondary school curriculum as the means to examine how English curriculum developers and textbook writers have confronted the shifting ambiguities and dilemmas over five distinct historical periods. The study of the processes of curriculum development and the products such as syllabi and textbooks offers insights into the construction of an ‘official’ English, as well as what was considered as acceptable content in English. This book addresses fundamental and significant questions concerning the English promoted in China, namely its characteristics; its changes over time and explanations for such changes; and the kind of content that has been viewed as appropriate for textbooks. To investigate these issues, the analysis draws on qualitative and quantitative data, such as interviews with principal stakeholders and analysis of the syllabus and recommended textbooks. Specifically, it looks at the choice and organization of linguistic components, and the orientation and messages of the curriculum. “Language education in China during the second half of the twentieth century might arguably be called the world’s largest language engineering project. In this comprehensive study, Dr Adamson examines a part of that project by charting the twists and turns of English language education from the pre-revolutionary period to the present. He successfully illustrates how tensions in China’s massive educational system are negotiated from center to periphery, how textbook writers adapt to the socio-political mandates of their time to construct formal school curricula. Adamson also raises significant questions regarding the contradictions inherent in Chinese globalization.” —Heidi Ross, Professor, Department of Educational Leadership and Policy Studies, School of Education, Indiana University at Bloomington “Bob Adamson has provided in this book one of the first detailed studies published in English of the history of a school subject in the PRC. The study provides fascinating insights into the changing nature of the English curriculum, the shifting socio-political context of the PRC and their complex inter-relationships.” —Paul Morris, President, The Hong Kong Institute of Education “The learning of English is a crucial aspect of China’s opening up to the world and increasingly prominent global role. This welcome volume provides an in-depth historical perspective on this important subject, including the recent periods of modernization (1978–1993) and globalization (1993 to the present). It should be compelling reading for all those involved with contemporary China across a wide spectrum of areas.” —Ruth Hayhoe, University of Toronto; President Emerita, The Hong Kong Institute of Education

Download or read book Investigating Chinese HE EFL Classrooms written by Lin Lin and published by Springer. This book was released on 2014-11-03 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: ​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.

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 Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Asia Literate Schooling in the Asian Century written by Christine Halse and published by Routledge. This book was released on 2015-04-10 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Globalization, migration, transnational movements and the development of the tiger economies of Asia have led education leaders and policy makers around the world but particularly in Australia, the USA, Canada, and New Zealand to view schools as key sites for developing ‘globally competent’, ‘Asia literate’ citizens who have the capabilities to live, work and interact with the peoples, cultures and societies of Asia. In what has been dubbed the ‘Asian Century’, nations are increasingly seeking to transform their schooling policies, curricula, and teaching workforces to engage with the growing influence of the peoples, cultures and societies both within and beyond Asia. This is the first book to subject to critical scrutiny and analysis the concepts, policies and practices of schooling involved in building intercultural relations with the diverse contemporary manifestations of ‘Asia’. It brings into dialogue scholars who are at the forefront of current thinking, policy and practice on Asia-related schooling, and contributes to a broader, international debate about the future shape of intercultural schooling in a global world. Asia Literate Schooling in the Asian Century offers chapters on: • Learning Asia: In search of a new narrative • Asia Literacy as Experiential Learning • Professional Standards and Ethics in Teaching Asia Literacy • The Feasibility of Implementing Cross-Curricular Studies of Asia • Deparochialising Education and the Asian Priority: A Curriculum (Re)Imagination This book will appeal to scholars and practitioners in Education, and is suitable as a reference for teacher education courses. It will also interest scholars specialising in Asian Studies.

Download or read book The Role of Teacher Interpersonal Variables in Students Academic Engagement Success and Motivation written by Ali Derakhshan and published by Frontiers Media SA. This book was released on 2022-07-05 with total page 636 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book General Reports of the XXth General Congress of the International Academy of Comparative Law Rapports g n raux du XX me Congr s g n ral de l Acad mie internationale de droit compar written by Katharina Boele-Woelki and published by Springer Nature. This book was released on 2020-12-17 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores convergences of legal doctrine despite jurisdictional, cultural and political barriers, as well as divergences due to such barriers, examining topics that are of vital importance to contemporary legal scholars. Written by leading experts from all continents, its 26 chapters present a comparative analysis of cutting-edge legal issues of the 21st century. While each of the countries covered stands alone as a sovereign state, in a technologically advanced world their disparate systems nonetheless show comparable strategies in dealing with complex legal issues. Several of the chapters show how, in addition to state normative production and state adjudication, a growing panoply of non-state instruments and non-state adjudication are becoming more and more central to the legal field. This book is a key addition to the library of any scholar wanting to keep abreast of the major trends in contemporary law. Representing the current state of law in a vast range of areas, it covers each topic from a comparative perspective. Cet ouvrage, en examinant des sujets d'une importance vitale pour les juristes contemporains, traite des convergences de la doctrine juridique malgré les barrières juridictionnelles, culturelles et politiques ainsi que des divergences dues à ces barrières. Écrits par d'éminents universitaires de tous les continents, ses 26 chapitres présentent une analyse comparative de sujets juridiques majeurs du 21e siècle. Dans un monde technologiquement avancé, bien que chaque pays analysé dans cet ouvrage demeure autonome en tant qu'État souverain, l’ensemble des systèmes disparates présente néanmoins des stratégies comparables pour traiter des questions juridiques complexes. En outre, plusieurs chapitres montrent comment, en plus de la production normative et de la résolution des différends étatiques, la panoplie croissante de différents types d'instruments non étatiques et de résolution non étatique des différends devient de plus en plus centrale dans la sphère juridique. Cet ouvrage est un ajout essentiel à la bibliothèque de tout universitaire souhaitant se tenir au courant des principales tendances du droit contemporain. Il couvre un vaste domaine de sujets traités d'un point de vue comparatif et représente l'état actuel du droit dans chaque domaine.