Download or read book The Use of First and Second Language in Chinese University EFL Classrooms written by Yi Du and published by Springer. This book was released on 2016-08-23 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Exploratory Study of Chinese University English as a Foreign Language EFL Teachers Cognitions and Practices about English Grammar Teaching written by Qiang Sun and published by . This book was released on 2017 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis reports on Chinese EFL teachers’ cognitions and practices about grammar teaching in university English classrooms in China. Teachers’ cognitions are personal and situated teaching principles including their beliefs and knowledge through which teachers enact their practices in classroom teaching. Despite much research conducted on language teachers’ cognitions and practices about language teaching, little has been reported on Chinese university EFL teachers’ cognitions about grammar teaching in a context where teachers’ thinking and decision-making in the classroom are influenced by a range of psychological and socio-cultural factors. These factors range from deep-rooted Confucian teaching principles, a highly centralized education system, high-stakes examinations, to little exposure to any English language environment. This is especially true when the new College English Curriculum Requirement (Ministry of Education [MoE], 2007) was established, which was intended to develop university students’ ability to use English, in particular their ability to listen and speak in English. In order to address this issue, this study investigated Chinese EFL teachers’ cognitions and practices about grammar teaching, as a response to the new English curriculum development, in a province of China. Framed in Borg’s theoretical framework that teachers’ cognitions are not only mediated by their previous language learning experience, teacher education programs and classroom experience, but also by contextual factors, a sequential exploratory mixed-methods approach was adopted and implemented in two phases. In Phase One, a large scale questionnaire survey of 314 university teachers provided an overview of Chinese university EFL teachers’ cognitions and practices about grammar teaching. In Phase Two, an in-depth study was conducted on 10 teachers selected from the participants in the first phase. The purpose of Phase Two was to explore teachers’ cognitions and practices qualitatively and examine the relationship between their cognitions and practices as well as the reasons for any incongruence between them. The research findings reveal that, in general, Chinese university EFL teachers embraced the focus on form instruction and perceived that grammar teaching should be completed in a communicative context so that students knew how to use grammar in their speaking and writing activities. However, with regard to their practices in the classrooms, the in-depth study showed that most of the 10 teachers still adopted the focus on forms instruction in their grammar teaching. Subsequent interviews indicated that teachers’ insufficient knowledge of using the focus on form instruction and multiple contextual factors such as institutional issues, especially national examinations that are closely related to their students’ needs restricted their classroom practices. This study makes several significant contributions to teacher cognition research. First, it adds an understanding of teachers’ cognitions about language teaching and teacher professional development in different educational contexts, such as EFL environments in one Chinese province. Second, it provides further insight into the research methodology that can be used in investigating teachers’ cognitions about language teaching. The mixed-methods approach not only provides insights into teachers’ cognitions that can be generalized in similar and related contexts but also sheds light on individual teacher’s deep, personal, and situated understanding of language teaching, especially in relation to teaching English grammar. Finally, the study confirms that Borg’s theory about teachers’ cognitions provides a suitable framework for such research. Similar studies are suggested to adopt this theory to interpret their research

Download or read book Classroom Research on Chinese as a Second Language written by Fangyuan Yuan and published by Routledge. This book was released on 2019-04-24 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA—many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language—this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.

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 Digital Transformation and Innovation in Chinese Education written by Spires, Hiller A. and published by IGI Global. This book was released on 2017-08-11 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology use has become increasingly popular in education. Due to cultural influences and access issues, advances in digital teaching and learning in Chinese education have been slow; however, certain regions have been able to successfully integrate technology into their curriculum and instruction techniques. Digital Transformation and Innovation in Chinese Education is an essential reference source featuring the latest scholarly research on utilizing technology in Chinese learning and instruction, and it provides insights to classroom transformations within the context of Chinese culture. Including coverage on a broad range of topics and perspectives such as MOOCs, blended learning, and e-learning, this publication is ideally designed for academicians, researchers, and students seeking current research on technological innovation in Chinese education.

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 Proceedings of the 2022 4th International Conference on Literature Art and Human Development ICLAHD 2022 written by Bootheina Majoul and published by Springer Nature. This book was released on 2023-03-14 with total page 1614 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an open access book.The 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) was successfully held on October 28th-30th, 2022 in Xi’an, China (virtual conference). ICLAHD 2022 brought together academics and experts in the field of Literature, Art and Human Development research to a common forum, promoting research and developmental activities in related fields as well as scientific information interchange between researchers, developers, and engineers working all around the world.We were honored to have Assoc. Prof. Chew Fong Peng from University of Malaya, Malaysia to serve as our Conference Chair. The conference covered keynote speeches, oral presentations, and online Q&A discussion, attracting over 300 individuals. Firstly, keynote speakers were each allocated 30-45 minutes to hold their speeches. Then in the oral presentations, the excellent papers selected were presented by their authors in sequence.

Download or read book Unveiling Assessment for Learning in Chinese University English as a Foreign Language Classrooms written by Xiaoming Wu and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment for Learning (AfL), an assessment reform agenda arising from Anglophone culture, is believed to contribute greatly to student learning outcomes and learner autonomy. In recent years, the Chinese government introduced assessment reform initiatives to incorporate AfL in university English-as-a-Foreign-Language (EFL) classrooms. However, little is known about how this imported policy has been implemented. This study, therefore, aims to investigate how the core AfL strategies are interpreted and implemented in Chinese university EFL classrooms. A mixed-methods design comprising two phases was utilised in the study. The first phase was a questionnaire-based quantitative survey to elicit Chinese university EFL teachers' and students' perceptions of the frequency of the AfL strategies used in their classrooms as well as the values they ascribed to each of these strategies. Data were collected by using two self-developed instruments""the Assessment for Learning Strategy Questionnaire for Teachers (AfLSQ-T) and the Assessment for Learning Strategy Questionnaire for Students (AfLSQ-S). A total of 409 teachers from eight universities in Northwest China and 1191 first- and second-year students from two of the eight universities responded to the two questionnaires. Findings showed that both teachers and students placed the lowest importance on student-led AfL strategy (peerand self-assessment), and they both reported the lowest level of practice for this strategy. The second phase qualitative study explored how Chinese EFL teachers understood and applied each AfL strategy in their instruction, how Chinese EFL students responded and were engaged in each strategy and, most importantly, what factors influenced their AfL practices. Three teachers, who had participated in the first-phase survey, together each with seven to eight of their students (in total 23 students), were invited to participate in the case study. Data collected from semi-structed interviews, focus groups, stimulated recall interviews, and classroom observations suggested that Chinese teachers did not appreciate the value of AfL in promoting student learning, and that their AfL practices were limited and superficial. Students also indicated resistance to AfL and did not engage fully in all the AfL strategies, especially peer-and self-assessment. Taken together, from the results of the two phases it was concluded that AfL in Chinese EFL classes is not fully valued and implemented. Teachers and students are hindered largely by contextual influences, including the long-standing examination tradition, the Confucian Heritage Cultural values in China, the lack of a trusting classroom atmosphere, and practical classroom-level constraints. In addition, some individual factors, such as teachers' and students' low levels of assessment literacy, as well as students' low levels of self-efficacy also impeded teachers and students from embracing AfL in their classes. Chinese teacher educators are expected to strengthen teacher education programmes to enable teachers to fully understand the principles and theories underlying AfL as well as its value in enhance learning. They should also take into consideration the contextual realities and provide adequate practical and realistic guidance for teachers to adopt AfL in their classrooms. Furthermore, teachers are expected to equip students with the knowledge and skills needed for the successful implementation of AfL and increase their confidence in their capabilities to take control of their own learning.

Download or read book International Journal of Language Studies IJLS volume 12 2 written by Mohammad Ali Salmani Nodoushan and published by Lulu.com. This book was released on 2018-02-14 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Percentage of L1-based errors in ESL: An update on Ellis (1985) (François Pichette & Justyna Leśniewska, pp. 1-16); Exploring novice and experienced Iranian EFL teachers' beliefs representations: A more vivid picture (Saeed Mehrpour & Meisam Moghaddam, pp. 17-50); Movie-generated EFL writing: Discovering the act of writing through visual literacy practices (Nargess Hekmati, Sue-san Ghahremani Ghajar & Hossein Navidinia, pp. 51-64); Parental perceptions toward and practices of heritage language maintenance: Focusing on the United States and Canada (Feng Liang, pp. 65-86); You could so easily od like: Clause final and other pragmatic functions of like in Liverpool English speech (Manel Herat, pp. 87-112); A comprehensive survey on the etymology of three Avestan words: 'Pairikā', 'Xnąϑaiti-' and 'Gaṇdarəβa-' (Farrokh Hajiani & Mohsen Mahmoodi, pp. 113-130); A semiotics representation of outdoor HIV/AIDS pictorial campaign messages in Benin Metropolis, Nigeria (Patience Obiageri Solomon-Etefia, pp. 131-158)

Download or read book First Language Use in Second and Foreign Language Learning written by Miles Turnbull and published by Multilingual Matters. This book was released on 2009 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the use of the first language in communicative or immersion-type classrooms. Through the intersection of theory, practice, curriculum and policy, the volume calls for a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

Download or read book The Routledge Handbook of Vocabulary Studies written by Stuart Webb and published by Routledge. This book was released on 2019-07-30 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge Handbook of Vocabulary Studies provides a cutting-edge survey of current scholarship in this area. Divided into four sections, which cover understanding vocabulary; approaches to teaching and learning vocabulary; measuring knowledge of vocabulary; and key issues in teaching, researching, and measuring vocabulary, this Handbook: • brings together a wide range of approaches to learning words to provide clarity on how best vocabulary might be taught and learned; • provides a comprehensive discussion of the key issues and challenges in vocabulary studies, with research taken from the past 40 years; • includes chapters on both formulaic language as well as single-word items; • features original contributions from a range of internationally renowned scholars as well as academics at the forefront of innovative research. The Routledge Handbook of Vocabulary Studies is an essential text for those interested in teaching, learning, and researching vocabulary.

Download or read book Pedagogical Translanguaging written by Jasone Cenoz and published by Cambridge University Press. This book was released on 2022-01-27 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

Download or read book Classroom Writing Assessment and Feedback in L2 School Contexts written by Icy Lee and published by Springer. This book was released on 2017-03-28 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.

Download or read book Teaching Chinese as a Second Language written by Jane Orton and published by Routledge. This book was released on 2019-01-21 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.

Download or read book Teaching and Researching Chinese EFL ESL Learners in Higher Education written by Zhongshe Lu and published by Routledge. This book was released on 2021-06-21 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Role of Chinese in EFL Classroom sic in a Third class University in China written by Bing Li and published by . This book was released on 2006 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Code-switching is a common teaching method in EFL teaching nowadays. The present study attempts to examine the advantages and disadvantages of code-switching in Chinese first and second year university non-English major EFL classes in a third-class university in south west China. Qualitative results came from interviews with 8 non-English major students and 10 teachers who taught non-English major. Questionnaire data were collected from 100 non-English major students, and examination data were collected from 60 non-English major students in Honghe University by using examination papers from the CET-4. The analysis focuses on the students' and teachers' attitudes toward the advantages and disadvantages of using Chinese in the EFL classroom and how students' learning and the teachers' teaching is influenced by using Chinese in EFL classroom. The findings provide evidence that code switching, or the use of Chinese in EFL classes is good only when it is used properly.

Download or read book Elgar Companion to Managing People Across the Asia Pacific written by Eddy S. Ng and published by Edward Elgar Publishing. This book was released on 2023-11-03 with total page 459 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Elgar Companion to Managing People Across the Asia-Pacific provides a crucial exploration of current business and management research, touching upon topics such as leadership, employee motivation and politics, and innovation to provide a timely examination of management in the Asia-Pacific. It addresses how unique cultural, societal, and governance factors in the Asia-Pacific affect business practices.