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Journal articles on the topic 'Chinese language pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Leung, Genevieve Y., and Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education." Written Language and Literacy 15, no. 1 (2012): 114–40. http://dx.doi.org/10.1075/wll.15.1.06leu.

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This paper investigates the ways languages are used in Philadelphia Chinatown through qualitative content analysis of 330 photos. Examining the linguistic landscape of public spaces exposes issues of linguistic tensions, language vitality, and language shift in multilingual settings. While Chinese in the form of Mandarin is highly publicized, thereby placing disproportionate emphasis upon one language over others, Philadelphia Chinatown shows diversity, coexistence, and creative uses of multiple Chinese languages alongside English. The signage suggests linguistic rescaling connecting real and

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2

Ke, Chuanren, and Scott McGinnis. "Chinese Pedagogy: An Emerging Field." Modern Language Journal 81, no. 3 (1997): 414. http://dx.doi.org/10.2307/329319.

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Laviosa, Sara. "Translation as Adaptation for Language Pedagogy." Linguaculture 2014, no. 1 (2014): 63–72. http://dx.doi.org/10.1515/lincu-2015-0014.

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Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical

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Tan, Zhuxiu. "Cultural Resistance to Imported Pedagogy." International Journal for Innovation Education and Research 4, no. 2 (2016): 1–9. http://dx.doi.org/10.31686/ijier.vol4.iss2.510.

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Task-based language teaching (TBLT) is one way of translating some principles of communicative language teaching (CLT) into practice. It offers practical ways of establishing a balance in classroom instruction between developing ‘knowing how’ and ‘knowing what’, the latter of which is caused by the traditional English teaching ‘presentation, practice and production (PPP) model popular in English classrooms in the People’s Republic of China. However, TBLT has failed to make the biggest impact on English language teaching (ELT) as expected in Chinese context as an imported pedagogy. This paper i

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Alshammari, Hammad. "Chinese Language in Saudi Arabia: Challenges and Recommendations." English Language Teaching 13, no. 2 (2020): 75. http://dx.doi.org/10.5539/elt.v13n2p75.

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This study identifies potential challenges for learners, teachers, and curriculum designers regarding the recent inclusion of Chinese as a foreign language (CFL) in the Saudi education system, according to an in-depth review of previous research. This review focused on issues related to CFL learning, pedagogy, and curriculum. Factors were grouped into five categories: 1) CFL learning difficulty, 2) learner motivation and aptitude, 3) learner culture, 4) pedagogical effectiveness, and 5) curriculum design. To gain a deeper understanding, a sample of 25 foreign language learners and 15 curriculu

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Lu, Chunlei, Tony DiPetta, and Yuming Xu. "Teaching Chinese as an Additional Language: Issues, Approaches, and Pedagogy." Journal of Educational Policies and Current Practices 1, no. 2 (2015): 57–69. http://dx.doi.org/10.15340/2147350112832.

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Lu, Xiuchuan, Xiao Zou, and Jian Tao. "Spanish language teachers’ pedagogical beliefs in Chinese universities." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 41–53. http://dx.doi.org/10.5209/clac.71994.

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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types o

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Wang, Peizhen, and Crystal Machado. "Meeting the Needs of Chinese English Language Learners at Writing Centers in America: A Proposed Culturally Responsive Model." Journal of International Students 5, no. 2 (2015): 143–60. http://dx.doi.org/10.32674/jis.v5i2.431.

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This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in

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Gong, Yang (Frank), Xuesong (Andy) Gao, and Boning Lyu. "Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)." Language Teaching 53, no. 1 (2020): 44–62. http://dx.doi.org/10.1017/s0261444819000387.

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AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language edu

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Penner, Janice. "Change and Conflict: Introduction of the Communicative Approach in China." TESL Canada Journal 12, no. 2 (1995): 01. http://dx.doi.org/10.18806/tesl.v12i2.649.

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Chinese resistance to the Communicative Language Teaching approach is often dismissed as the classic traditional versus modern approach debate. "The Chinese will soon change." However, because this is an example of cross-cultural exportation of educational innovations, there are many conflicts that must be resolved. This article examines how the beliefs, pedagogy, and structures that have developed in the Chinese English language classroom culture restrict pedagogical change advocated by foreign and Chinese change agents. The issues raised serve to acquaint the reader with some of the complexi

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Li, Feng. "Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts." English Language Teaching 9, no. 10 (2016): 90. http://dx.doi.org/10.5539/elt.v9n10p90.

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<p>Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronu

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Liu, Wei. "The changing pedagogical discourses in China." English Teaching: Practice & Critique 15, no. 1 (2016): 74–90. http://dx.doi.org/10.1108/etpc-05-2015-0042.

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Purpose This paper aims to explore the changing pedagogic discourses in China today, using the current wave of English curriculum innovation as a focused case. Given the cross-cultural nature of foreign language education, the change in the English as a foreign language curriculum in China has served as a fertile ground for different pedagogical ideas to emerge and to cross. The new English curriculum in China has endorsed a more communicative and humanistic view of language teaching, encouraging teachers to adopt a task-based approach to organize their classroom teaching. The new English curr

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Lu, Cailing, and Averil Coxhead. "Vocabulary in Traditional Chinese Medicine." ITL - International Journal of Applied Linguistics 171, no. 1 (2019): 34–61. http://dx.doi.org/10.1075/itl.18020.lu.

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Abstract This article reports on a corpus-based study of Traditional Chinese Medicine (TCM) vocabulary. It first provides a vocabulary profile of English-medium Traditional Chinese Medicine textbooks and journal articles using Nation’s (2012) British National Corpus/Corpus of Contemporary American English (BNC/COCA 25,000) frequency word lists and supplementary word lists of proper nouns, abbreviations, and compounds. Then, it categorizes items outside Nation’s BNC/COCA into Chinese loan words (e.g., qi, yang) and medical lexis (e.g., cinnamomi, rehmanniae), which cover 5.93% of the TCM Corpor

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Meng, Qingliang. "The Pedagogy of Corpus-aided English-Chinese Translation from a Critical & Creative Perspective." Theory and Practice in Language Studies 11, no. 1 (2021): 29. http://dx.doi.org/10.17507/tpls.1101.04.

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With the advancement of corpus linguistics, there has been an increasing interest in using corpora as a tool for translator training and translation practice. Despite the usefulness of corpora in translation pedagogy, the more and more reliance on parallel corpora in translating activities has diminished the ability to determine the meaning of words within different contexts using dictionaries. However, it has hampered the enhancement of translation competence of trainee translators. This study investigates the necessity of adopting critical and creative thinking in the teaching of corpus-aide

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Shi, Leimin, Amanda Baker, and Honglin Chen. "Chinese EFL Teachers’ Cognition about the Effectiveness of Genre Pedagogy: A Case Study." RELC Journal 50, no. 2 (2017): 314–32. http://dx.doi.org/10.1177/0033688217716506.

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Developing students’ communicative competence became the primary goal of the current College English Curriculum Requirements in 2004 in China. There has been increasing concern, however, that this goal has yet to be realized, particularly in relation to the teaching of writing. This study investigated the potential of a Systemic Functional Linguistics (SFL-) informed genre approach to enhance Chinese students’ communicative competence in writing. As teachers’ beliefs have a strong impact on the effectiveness of their teaching practice (Borg, 2003), the study examined six Chinese College Englis

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Liu, Xinzhu. "The Senior High English Teaching Design Based on the Multiliteracies Pedagogy—From the Perspective of Cultivating Students’ Key Competency in English." Theory and Practice in Language Studies 11, no. 6 (2021): 681–87. http://dx.doi.org/10.17507/tpls.1106.12.

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Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are comb

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Jiaqi, Liu, Zeng Ting, and Lu Xiuchuan. "Challenges in multi-language pronunciation teaching: A cross-linguistic study of Chinese students’ perception of voiced and voiceless stops." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 99–118. http://dx.doi.org/10.5209/clac.65652.

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This article reports on a cross-linguistic study of 58 Chinese students’ perception of voiced and voiceless stops in their third language (L3). The participants were Japanese, Russian, or Spanish major students in a Chinese university, who were beginner learners of these languages but who had all learned English as their second language (L2) for over 10 years. The purpose of this study was to investigate the L3 learners’ perceptual differences in the stop categories, and analyze the effects of the learners’ multi-language background on their perception of L3 stops. Results from the perception

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Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary schoo

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Wong, Ruth. "Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students." Revista Brasileira de Linguística Aplicada 10, no. 1 (2010): 71–87. http://dx.doi.org/10.1590/s1984-63982010000100005.

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This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

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Ruan, Jiening. "Toward a Culture-Sensitive Pedagogy: Emergent Literacy Learning in Chinese-English Bilinguals in America." Language, Culture and Curriculum 16, no. 1 (2003): 39–47. http://dx.doi.org/10.1080/07908310308666655.

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Moloney, Robyn Anne. "Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia." Language, Culture and Curriculum 26, no. 3 (2013): 213–28. http://dx.doi.org/10.1080/07908318.2013.829081.

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Li, Yongyan, Xiaohao Ma, Jing Zhao, and Jiehui Hu. "Graduate-level research writing instruction: Two Chinese EAP teachers’ localized ESP genre-based pedagogy." Journal of English for Academic Purposes 43 (January 2020): 100813. http://dx.doi.org/10.1016/j.jeap.2019.100813.

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Xu, Wen. "Reframing genre-based pedagogy in a Chinese as a Foreign Language classroom: A transdisciplinary perspective." Journal of Educational Research 113, no. 6 (2020): 452–61. http://dx.doi.org/10.1080/00220671.2020.1855095.

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Yang, Yilong. "Teaching Chinese College ESL Writing: A Genre-based Approach." English Language Teaching 9, no. 9 (2016): 36. http://dx.doi.org/10.5539/elt.v9n9p36.

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<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom te

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Qu Lu, Xianghong. "Communication in Greetings in Chinese: a Pedagogical Proposal." Sinología hispánica 1, no. 8 (2019): 75. http://dx.doi.org/10.18002/sin.v1i8.5927.

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<span>Due to the problems detected in the practice of teaching Chinese as second Language, on the other hand with the theoretical advances both in nonverbal communication and in pedagogy, especially in that of Chinese language, we began to reflect on the importance of the nonverbal language in intercultural communications. It is found that it necessary to make a theoretical and practical proposal for the integration of nonverbal communication into the Chinese</span> <span>language teaching materials, for the purpose of improving our students’ communication and the comprehensi

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Wen, Yun, and Jing Wu. "A Study on Singapore Chinese Language Teachers’ Professional Proficiency and Training Needs for Sustainable Development." Journal of Teacher Education for Sustainability 19, no. 2 (2017): 69–89. http://dx.doi.org/10.1515/jtes-2017-0015.

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AbstractContinuous professional development can help teachers become responsible mentors for sustainable education. Taking into account subject characteristics and concentrating on investigation of professional proficiency and training needs of the Chinese language teachers in Singapore, this study seeks to shed light on providing more targeted in-service training and workplace learning support for teachers to attain the goals for sustainable development. An explanatory mixed methods approach was adopted in this study. A total of 1054 Chinese language teachers completed the questionnaire on su

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Wang, Yue, and Yiru Liu. "Using TRIZ Techniques in Teaching Russian as a Foreign Language in Chinese Universities." Prepodavatel XXI vek, no. 1, 2020 (2020): 182–90. http://dx.doi.org/10.31862/2073-9613-2020-1-182-190.

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The article analyzes the peculiarities of practical use of TRIZ-pedagogical methods in the process of teaching Russian as a foreign language in Chinese universities. At the present stage of its development the methodology of teaching Russian as a foreign language encounters a number of challenges including gap between goals and learning outcomes, focus of the educational process on knowledge paradigm etc. The teacher of Russian as a foreign language in Chinese universities is additionally faced with a number of problems caused by the established practice of teaching in the country. In this sit

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Geng, Ziyi, and John Murphy. "The knowledge base of Chinese as a second language teaching in K-12 settings." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (2018): 295–307. http://dx.doi.org/10.1075/csl.17032.gen.

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Abstract The field of teaching Chinese as a second language (CSL) is expanding and growing in importance worldwide. Related fields, such as Chinese language pedagogy, language policy, and the acquisition of Chinese as a second language, are attracting increased attention in research. However, research into K-12 CSL teacher cognition (what teachers know, think, and believe) has been very limited. It has been reported that more understanding of language teacher cognition has significant impacts on the development of teacher training and professional development programs (Borg, 2015; Kubanyiova &

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Turner, Jean, and Audrey Gutierrez. "Pronunciation Training Needs for Chinese and Korean Interpreters-in-Training." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 20, no. 3 (2013): 90–100. http://dx.doi.org/10.1044/cds20.3.90.

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Professional interpreters working in the English-Korean and English-Chinese combinations work in both directions; they render spoken Korean/Chinese into English and spoken English into Korean/Chinese. Graduate programs in Interpretation Studies (IS) have proliferated in Korea and China and admission to programs in these countries and the United States is competitive; pronunciation accuracy is expected. However, some students fear their speech lacks the desired degree of fluency or accuracy, or they worry that the pressure of interpreting will degrade their pronunciation. Pronunciation instruct

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Ying, Jieqiong, and Gang Hong. "A Cross-cultural Comparative Study of Requests Made in Chinese by South Korean and French Learners." Journal of Language Teaching and Research 11, no. 1 (2020): 54. http://dx.doi.org/10.17507/jltr.1101.07.

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This study aims to examine the differences of pragmatic strategies of requests made in Chinese by South Korean and French learners, in comparison to those made by Chinese native speakers (CNS). Using a Discourse Completion Test (DCT) questionnaire as the research tool, 20 Chinese, 20 French students and 20 South Korean students from the Shanghai International Studies University (SISU) were randomly selected to complete the questionnaire. The response data from the Chinese student questionnaires were used as the baseline data for comparison as well as generating a modified coding scheme. The re

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Kwarteng, Michael, and Dorcas Oteng Acheampong. "The Perceived Vocabulary Strategies and Motivation Used by Learners of Chinese as a Foreign Language." Journal of World Englishes and Educational Practices 3, no. 3 (2021): 22–45. http://dx.doi.org/10.32996/jweep.2021.3.3.3.

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In learning a language, vocabulary forms the cornerstone of the whole process since vocabulary influences speaking, reading, and writing ability. This study involved the observation of CFL learners who are students in Nanjing-China. It aimed to critically assess the perceived challenges of CFL learners across various universities in Nanjing learning Chinese vocabularies, their adopted strategies and motivation in learning Chinese vocabularies and explore ways to improve CFL learner’s proficiency. The study used a survey questionnaire to collect the data from 120 male and female Bachelor, Maste

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Sun, Shuguang. "The Production-Oriented Approach Updated: Introduction to the Special Issue." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 259–67. http://dx.doi.org/10.1515/cjal-2020-0017.

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AbstractMore than a decade has passed since Wen Qiufang (2007) first proposed that foreign language teaching could benefit from output-driven practices in the classroom. Her original ideas were reformulated and further elaborated in the Production-Oriented Approach (POA), which aims to deal with the input-output separation in foreign language teaching in Chinese universities and colleges to optimize students’ learning (Wen, 2015, 2016b). Integrating the strengths of Chinese traditional pedagogy and Western instructional approaches, this approach engages learners with production, merging the le

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Guo, Yi. "Teaching English Idioms to Chinese EFL Learners: A Cognitive Linguistic Perspective." English Language Teaching 12, no. 5 (2019): 145. http://dx.doi.org/10.5539/elt.v12n5p145.

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Learning idioms has always been difficult for L2 learners of English. Drawing on a cognitive linguistic perspective of idiom learning, this paper reports on an empirical study that investigated the effects of incorporating the knowledge of conceptual metaphor and metonymy in L2 classroom instruction of English idioms. The study confirmed the efficacy of applying the conceptual metaphor- and metonymy-based ways of teaching to Chinese college-level EFL learners. It further revealed the different degrees of teaching effect towards different types of metaphoric idioms. While no significant progres

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Wang, Sue. "Project-based Language Learning in China: A Literature Review." Journal of Language Teaching and Research 11, no. 1 (2020): 66. http://dx.doi.org/10.17507/jltr.1101.08.

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Project-based language learning (PBLL) has great potential for language education because PBLL would be able to make learning relevant, personalized, and engaging. This is particularly true under today’s circumstances where language learners’ are expected to reach the five goals in areas of communication, cultures, comparison, connection and communities as put forward by the ACTFL (www.actfl.org). This paper presents a content analysis of 39 PBLL research studies published between 2002 and 2017 in the English-as-a-Foreign-Language (EFL) context in China. The studies were collected from the two

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Zacharias, Nugrahenny T. "Voice Construction and Development of a Multilingual Student Writer: A Bakhtinian Perspective." RELC Journal 51, no. 2 (2018): 268–79. http://dx.doi.org/10.1177/0033688218810548.

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The construction and development of a writer’s voice is a concept that continues to be of interest when teaching multilingual writing. Studies of voice construction of multilingual student writers have generally focussed on the linguistic aspects of voice construction, but are relatively limited in demonstrating the ways in which these students negotiate classroom pedagogy to construct and develop an academic voice (Tardy, 2016). Using a Bakhtinian view of voice as dialogic, the current study explores the development of voice construction of one Chinese international student (CIS) called Shan

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Zeng, Simin. "Second Language Learners' Strong Preference for Self-initiated Self-repair: Implications for Theory and Pedagogy." Journal of Language Teaching and Research 10, no. 3 (2019): 541. http://dx.doi.org/10.17507/jltr.1003.18.

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This study employs a theoretical framework informed by Conversation Analysis to analyse the self-repairs of a particular group of teenage Chinese EFL learners. With an aim to report on the current development of the participants in using English socially in terms of managing repairs, this study explores their second language (L2) discourse in three communicative tasks. Audio-recorded conversations were analysed and searched for the four sequences of repair. Comparison of the participants' preference for repair sequence to native speakers shows that they can manage repairs and maintain conversa

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Zhao, Ke. "Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 3 (2016): 68–78. http://dx.doi.org/10.4018/ijcallt.2016070105.

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This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple s

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Paternicò, Luisa M. "Shaping Cantonese Grammar – Early Western Contribution." Histoire Epistémologie Langage 41, no. 1 (2019): 15–37. http://dx.doi.org/10.1051/hel/2019006.

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The first Westerners to learn and describe Cantonese were Protestant missionaries who arrived in China in the 19th century. Given the almost total lack of local linguistic tools, they began to present Cantonese in grammars, dictionaries, primers and phrasebooks, also devising Romanization systems to transcribe its sounds. The first attempt at describing Cantonese grammar was made by Robert Morrison in a section of his Grammar of the Chinese Language (1815). Many other works followed, compiled also by Catholic missionaries or lay scholars, and dedicated to the analysis and pedagogy of Cantonese

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Si, Jinghui. "The practicality of ELF-informed teaching: Attitudes and perceptions of Chinese business English teachers." Journal of English as a Lingua Franca 8, no. 2 (2019): 269–96. http://dx.doi.org/10.1515/jelf-2019-2024.

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Abstract Research on English as a lingua franca (ELF) has proposed a shift from ENL-based (English as a native language) to ELF-informed teaching. This study intends to add empirical evidence on Chinese business English teachers’ perceptions and understanding of the practicality of ELF-informed teaching. Based on interviews with 12 business English teachers, this study presents one main conflict and three subsidiary conflicts regarding the implementation of ELF-informed teaching in the Business English Program. The main conflict is between teachers’ general awareness of ELF and their expressed

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He, Zhongqing. "Cohesion in Academic Writing: A Comparison of Essays in English Written by L1 and L2 University Students." Theory and Practice in Language Studies 10, no. 7 (2020): 761. http://dx.doi.org/10.17507/tpls.1007.06.

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Cohesion plays an important role in ensuring clarity, appropriateness, and comprehensibility in text. This study compares L1-Chinese and L1-English university students’ use of cohesion in English essays and examines the cohesive features in academic writing of L2 students from three perspectives: density of cohesion, distribution of cohesive devices, and distance of cohesive ties. Data consist of 126 student-produced essays in two corpora: 63 by L1-Chinese students from the TECCL corpus and 63 by L1-English students from the BAWE corpus. Findings indicate that L2 students have a lower density

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Xie, Jianping. "Chinese MAs’ Evaluation in English Academic Writing: A Student-oriented Perspective." Journal of Language Teaching and Research 11, no. 5 (2020): 739. http://dx.doi.org/10.17507/jltr.1105.08.

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Though it is well acknowledged in the academia that constructing authorial evaluation is important in English academic writing, L2 novice writers’ views of and attitudes towards evaluation, which can help to understand their problematic evaluation demonstration in English academic writing, is generally underexplored. To address this gap, this study aims to investigate Chinese MA students’ views of and attitudes towards evaluation in English academic writing, especially in the subgenre of literature review. To achieve this end, a semi-structured questionnaire survey among 174 Chinese MAs of App

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Zhou, George, Tian Liu, and Glenn Rideout. "A Study of Chinese International Students Enrolled in the Master of Education Program at a Canadian University." International Journal of Chinese Education 6, no. 2 (2017): 210–35. http://dx.doi.org/10.1163/22125868-12340081.

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Abstract Even though more and more studies have been reported in the literature about international undergraduate students’ learning experiences in North America, little research has been done to study international graduate students on North American campuses. The university where this study took place has recently established a cohort-based Master of Education (M. Ed.) program for international students. This study was designed to investigate the adaptation of the international graduate students (all Chinese) who were enrolled in the M.Ed. program with a focus on their learning experiences,

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Peng, Jinfang, Chuming Wang, and Xiaofei Lu. "Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task." Language Teaching Research 24, no. 3 (2018): 364–81. http://dx.doi.org/10.1177/1362168818783341.

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Previous studies demonstrated that the continuation task has great language learning potential and that various task-related factors may affect the extent to which the potential can be exploited (e.g. Wang & Wang, 2015). This study investigates the effect of one understudied factor, the linguistic complexity of the input text, on English as a foreign language (EFL) learners’ alignment, writing fluency, and writing accuracy in the continuation task. Two comparable groups of Chinese undergraduate EFL learners read and continued a simplified and unsimplified version of the same incomplete sto

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Li, Liang, Margaret Franken, and Shaoqun Wu. "Chinese Postgraduates’ Explanation of the Sources of Sentence Initial Bundles in their Thesis Writing." RELC Journal 50, no. 1 (2018): 37–52. http://dx.doi.org/10.1177/0033688217750641.

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Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles a

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Song, Bao e. "The Research on Effectiveness of Communicative Language Teaching in China." Asian Culture and History 11, no. 1 (2018): 1. http://dx.doi.org/10.5539/ach.v11n1p1.

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Since China initiated Communicative Language Teaching (CLT) practice, it has enjoyed increasing popularity amongst educational practitioners as well as professional researchers. This paper undertakes an in-depth and all-around analysis of pedagogical practices of English class so as to ascertain the feasibility and effectiveness of CLT in China. Although China&rsquo;s educational system is centrally-controlled, the top-down intervening policy of CLT fails to improve students&rsquo; interactive competence. Due to the contextual constraints including excessive class size, limited class h

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Lin, Lijing. "Perfectionism and Writing Performance of Chinese EFL College Learners." English Language Teaching 13, no. 8 (2020): 35. http://dx.doi.org/10.5539/elt.v13n8p35.

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In the second language acquisition domain, researchers have devoted tremendous efforts to studying the relationship between L2 learning and some socio-affective factors, such as anxiety, motivation, etc. However, little research has been done to examine whether and how perfectionism, a psychological trait, affects L2 learning and L2 performance. The present study aims to fill this gap and investigate the relationship between the level of perfectionism and L2 performance among Chinese EFL college learners. Two specific questions are raised: (1) What is the relationship between perfectionism and

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Liu, Pui Lee. "Portfolio development for in‐service teachers to learn the new Chinese language teaching pedagogy in Hong Kong primary schools." Professional Development in Education 35, no. 2 (2009): 195–210. http://dx.doi.org/10.1080/13674580802295849.

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Lin, Chun-Yu, Chung-Kai Huang, and Chang-Hua Chen. "Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities." ReCALL 26, no. 1 (2014): 100–116. http://dx.doi.org/10.1017/s0958344013000268.

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AbstractThis study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews

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Chan, Kwong Tung. "Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore." Education Sciences 11, no. 7 (2021): 360. http://dx.doi.org/10.3390/educsci11070360.

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The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called ‘blended learning’ (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore

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Domínguez, César. "Teaching Spanish Literature to Chinese Students in Spain in a Bilingual Environment." European Review 24, no. 2 (2016): 200–209. http://dx.doi.org/10.1017/s1062798715000551.

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According to a report published by the European Commission in November 2013, Spain remains the leading destination for European university students in the Erasmus exchange scheme. Both this non-domestic audience and the launch of the European Higher Education Area have caused far-reaching changes in the Spanish university system. A more recent phenomenon to be added to this scenario is the arrival of Chinese students, of whom around 100 chose the Universidade de Santiago de Compostela (USC) in 2014–2015, a university whose first official language is not Spanish, but Galician. This new situatio

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