Relevant bibliographies by topics / English in China's Workplace

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English in China's Workplace'

Author: Grafiati
Published: 19 February 2023
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English in China's Workplace.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English in China's Workplace"

1

Xie, Qing. "Applying vocational education and training pedagogy in business English courses for China's English major undergraduates." Education + Training 63, no. 2 (January 12, 2021): 292–312. http://dx.doi.org/10.1108/et-07-2020-0183.

Full text
Abstract:
PurposeIn light of university business English pedagogical innovation, this study reports an empirical study with 66 English major participants.Design/methodology/approachThe study uses online survey and participant observation to investigate their practice-oriented motivation and needs, the perceptions of using vocational education and training pedagogy in business English teaching and the learning outcomes in a Chinese university context.FindingsThe study found participants with motivations to learn business and trade knowledge, develop practice-oriented abilities and the preferences of learning flexibly and autonomously. For the perceptions of using vocational education and training pedagogy, simulations of meetings and negotiations were recommended and the job-based competency development model was useful. Workplace simulation was also particularly suggested to bridge the gap between classroom and workplace. For learning outcomes, writing practices and workplace simulation were considered particularly useful. The learning gains were found in international trade correspondence writing. While the intention of continuing learning business English correspondence writing was identified, more opportunities should be created for more practice-oriented activities, such as internship or corporate visit.Originality/valueInformed by vocational education and training theory, the study has important pedagogical, theoretical and policy implications for business English teaching in both China and worldwide contexts.
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Lu. "Improved Collaborative Filtering Automatic Assessment System for Teaching English Writing in College." Advances in Multimedia 2022 (August 16, 2022): 1–9. http://dx.doi.org/10.1155/2022/7092811.

Full text
Abstract:
In the context of economic globalization, as an international language, English plays an increasingly essential role in the communication and exchange of ideas. As an output skill that fully reflects one’s linguistic and cultural literacy and logical thinking ability, English writing is undoubtedly the most difficult of the four basic skills of listening, speaking, reading, and writing. Writing is a form of expression that enables human thoughts to communicate and exchange across time and space, and it is also a powerful witness to the collision of ideas. However, most college students treat English writing with contempt. The reasons for this situation are related to the traditional teaching methods and assessment methods of English writing in universities. After all, today, many universities focus on the development of learners’ input skills or on the training of translation skills in the workplace. However, the development of English writing skills is weak. As a result, a great number of learners’ English writing skills lag behind other skills. This is because, for many years, the English writing curriculum and teaching mode in universities have only emphasized students’ learning of passive language input and rarely highlighted the importance of language output skills and activities. As a result, the imbalance in the interaction between language input and output has led to a lack of students’ writing skills. The teaching model of college English writing is mostly that teachers teach the theory and skills of writing through model essay analysis, and then, they are responsible for assigning writing tasks. The new standards promulgated by the Ministry of Education in 2001 also clearly state that the evaluation system should reflect the diversity of evaluation subjects and the variety of evaluation methods. In other words, both outcome evaluation and process evaluation should be considered. The focus of formative assessment is on students’ learning process. The evaluation content focuses on students’ performance, emotions, attitudes, and learning strategies in the learning process. The subjects of evaluation are teachers, students, and peers, which coincide with the requirements of the new curriculum reform. After more than 20 years of lightning-fast development in the Internet era, China’s Internet industry has achieved unprecedented success and is playing an unprecedented role on the world stage. Under the guidance of relevant policies, China is steadily moving toward becoming a cyber power. Education is the main means of training talents in China, but the traditional teaching mode is bounded by time and place. Therefore, teaching through the Internet is convenient and unconstrained in this era. In addition, the convenient connection of mobile Internet anytime and anywhere has facilitated the rapid integration of online and offline education. Education, as a future-oriented business, is bound to bring about a change. In this study, an improved collaborative filtering automatic assessment system for teaching English writing in college is designed.
APA, Harvard, Vancouver, ISO, and other styles
3

Zhu, Ying. "China's changing workplace: dynamism, diversity and disparity." Asia Pacific Business Review 19, no. 1 (January 2013): 142–43. http://dx.doi.org/10.1080/13602381.2012.693766.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

PETRICK, JOSEPH A., and FOSTER C. RINEFORT. "The Challenge of Managing China's Workplace Safety." Business and Society Review 109, no. 2 (June 2004): 171–81. http://dx.doi.org/10.1111/j.0045-3609.2004.00190.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bernhardt, Stephen A. "Teaching English: Workplace Literacy." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 3 (February 1992): 132–33. http://dx.doi.org/10.1080/00098655.1992.10114180.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

ALVARO, JOSEPH JAMES. "Analysing China's English-language media." World Englishes 34, no. 2 (May 13, 2015): 260–77. http://dx.doi.org/10.1111/weng.12137.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Botha, Werner. "English in China's universities today." English Today 30, no. 1 (February 5, 2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.

Full text
Abstract:
According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.
APA, Harvard, Vancouver, ISO, and other styles
8

He, Gaochao. "What Do Workers Want in China's Industrial Workplace?" China: An International Journal 02, no. 02 (September 2004): 323–29. http://dx.doi.org/10.1142/s0219747204000172.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

He, Gaochao. "What Do Workers Want in China's Industrial Workplace?" China: An International Journal 2, no. 2 (2004): 323–29. http://dx.doi.org/10.1353/chn.2004.0012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Duval‐Couetil, Nathalie, and Larry Mikulecky. "Immigrants, English, and the workplace." Journal of Workplace Learning 23, no. 3 (April 5, 2011): 209–23. http://dx.doi.org/10.1108/13665621111117233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "English in China's Workplace"

1

Si, Jinghui. "Is what is taught what is needed? The practicality of ELF-informed teaching in China's Business English Program." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/393968.

Full text
Abstract:
The changing role of English as a lingua franca (ELF) has triggered a debate on whether or not English teaching should conform consistently to native-speaker Standard English or should it value the pedagogical implications of ELF. This study investigates the implementation of China’s Business English Program from an ELF perspective and explores the practicality of incorporating ELF-informed teaching in context by comparing what is being taught in the classroom with what is being used in the workplace. The comparison is made through the key concepts involved in the debate over the practicality of ELF-informed teaching, such as language ownership, linguistic and cultural diversity, language authority and authenticity. This study used an in-depth, inquiry-based case study research approach to investigate the cases of two Business English Programs. The sources of evidence include curriculum documents, coursebook analysis, classroom observations, questionnaires and interviews. The evidence was obtained through a three-phase inquiry using both quantitative and qualitative data collection methods. Phase 1 involved a content analysis of three curriculum documents, including the National Principles of Teaching Quality for Undergraduate Business English Majors (The National Principles of BE) and the two institutional curricula. Phase 2 started with an analysis of business English coursebooks followed by a series of classroom observations. This phase of enquiry along with document analyses at phase 1 provide substantial evidence regarding what ‘English’ is being taught - an ENL variety through an ‘monolithic’ approach or ELF through a ‘pluricentric’ approach. Phase 3 investigated stakeholders’ (teachers, learners, graduates) attitudes and perceptions towards native-speaker Standard English and ENL-based teaching, ELF and ELF-informed teaching. The findings revealed that the curriculum documents do not indicate a preference for native-speaker Standard English, ELF or Chinese-English. However, the coursebooks analysed in this study suggested a strong orientation towards native-speaker Standard English, its users and cultures and also, a lack of real-life ELF scenarios. This lack of ELF scenarios was not addressed in the use of the coursebooks as evidenced in the classroom observations. While the concept of English as a lingua franca was understood and discussed, how English is actually used as a lingua franca was not exemplified or analysed. In addition, teachers, learners and graduates have different perceptions towards what should be taught in classroom. The interviews with business English teachers indicate one main conflict and three subsidiary conflicts regarding the practicality of ELF-informed teaching in the Business English Program. The main conflict is between teachers’ general awareness of ELF and their preference for ENL-based teaching. The three subsidiary conflicts are between: 1) learning ENL and teaching ELF; 2) English for test and English for use; and 3) intervention and innovation. Meanwhile, learners’ perceptions towards what should be taught in classroom were found to be influenced by three factors: 1) the communicative effectiveness of the ‘English’; 2) the social value of the ‘English’; and 3) the applicability of ‘English’ in China’s higher education system. Different from business English teachers and learners, graduates expressed more positive attitudes towards ELF and called for an inclusion of real-life ELF scenarios, an introduction of EMI business courses, and classroom practices that encourage bi/multilingualism. In the light of the above findings, the gaps between what is being taught in the classroom and what is being used in the workplace were summarized. Also, a total of seven factors at individual, institutional, and socio-cultural levels were identified as the most prominent barriers to the effective implementation of ELF-informed teaching in the Business English Program. These barriers formed the basis of the ultimate proposal for an evaluative framework that conceptualizes the most prominent components needed for consideration by a local institution in order to explore the practicality of ELF-informed teaching. The framework could be used to detect, discuss, and defeat the barriers impeding its effective implementation of ELF-informed teaching. Overall, by unveiling a dynamic interplay of policy, contexts, and stakeholders in the implementation of Business English Program, the findings from the present study are of empirical and practical value to those involved or interested in the fields of English language policy, English language teaching in China, and ELF. This study makes original contributions to the literature through illuminating: a) the extent to which ELF-informed teaching is implemented in China’s Business English Program; b) the existing and potential barriers impeding the effective implementation of ELF-informed teaching; c) the gaps between what is taught in business English classrooms and what is used in workplace; and d) key elements to assist Business English Programs in overcoming these barriers and bridging the gaps. In addition, with a specific focus on China’s Business English Program, this study enriches the literature on stakeholders’ perceptions on ELF and the implementation of ELF-informed teaching in the countries in the Expanding Circle and thus, adds empirical evidence into the debate over the practicality of ELF-informed teaching in these contexts.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
APA, Harvard, Vancouver, ISO, and other styles
2

Lockwood, Jane. "Language programme training design and evaluation processes in Hong Kong workplaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31244543.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Liu, Yongcan. "Learning as negotiation in communities of practice : an ethnographic study of teachers' learning in the workplace in a university department of English education in China." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611329.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Franklin, Kim Roth. "English in the Workplace: Case Study of a Pilot Program." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5018.

Full text
Abstract:
This study is participant observational research focused on a description of an United States Department of Education grant-funded English in the Workplace pilot program. The survey of the literature shows that there is an increasing need to provide educational opportunities for workers who, for various reasons, are not currently being served by traditional education providers. The study presented here describes a pilot program and asks "How is an English in the Workplace program developed and implemented? What do those characteristics of workplace education programs, as identified in the literature, 'look like' once such a program has been implemented?" The researcher collected data from on-site observation of the classes and staff meetings, interviews, and program final reports and records. The elements that characterize this particular pilot program are common to those described or proscribed in the literature on workplace education. These elements include needs assessment, the physical setting, the participants, the instructional schedule and materials, as well as final evaluation. This study suggests that employers, by working together with educators, strive to meet the educational needs of employees, specifically, English language instruction, by providing and supporting English as a Second Language (ESL) instruction in the workplace. This study recommends that (1) workplace ESL instructors balance employer and employee needs by considering what the employer and the employees consider the program's purpose to be, (2) instructors supplement a general life-skills curriculum with workplace materials, (3) instructors be trained how to implement an English in the Workplace program, (4) instructors meet with the employees, management, supervisors, and trainers on a regular basis to assess whether the program is meeting the goals of everyone involved in the program. This study adds to the understanding of workplace education programs by specifically describing the characteristics of a particular English in the Workplace pilot program. However, additional research is needed to better understand the effects of workplace education, not just characteristics. The researcher concludes that future research is needed that examines the potential impact of workplace education programs.
APA, Harvard, Vancouver, ISO, and other styles
6

Yu, Weihua. "Teaching English in China's higher education system : a content-based immersion approach." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1227/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gil, Jeffrey Allan, and n/a. "English in China: The Impact of the Global Language on China's Language Situation." Griffith University. School of International Business and Asian Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060105.113942.

Full text
Abstract:
The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.
APA, Harvard, Vancouver, ISO, and other styles
8

Gil, Jeffrey Allan. "English in China: The Impact of the Global Language on China's Language Situation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365962.

Full text
Abstract:
The language situation of today's world is drastically different from that which existed in the past. English has become the global language -it is used more and is more widespread than any other language has ever been. At the same time we are faced with large-scale language endangerment which could result in the extinction of half or more of the world's languages. While not the only reason for language endangerment, the status of English as the global language has important consequences for all other languages and therefore deserves to be studied carefully. However, exactly what English means for other languages and cultures is far from simple and there is no general agreement on this issue. English has been seen as a destructive language, a pluralistic language and as an irrelevant language. This thesis explores the issue of global English as it applies to China. English language learning and teaching has been, and by all indications will continue to be, an important part of China's reform and modernisation. China is also an ethnically and linguistically diverse country with 55 minority nationalities and over 80 languages. What does the spread of English mean for China's language situation? Drawing on data gained through fieldwork and published sources, I argue that English in China is multifaceted, that is it has destructive, pluralistic and irrelevant elements. English is now used more and has higher status in China than at any time in the past and this has raised some concerns. However, English is not displacing Chinese language or culture. English is actually taking on Chinese features in both form and function. The Chinese language, far from being threatened, is currently expanding both in China and the world at large. Much effort has gone into promoting putonghua and there is great interest in learning Chinese in many parts of the world. China's minority languages, like those elsewhere, are under varying degrees of threat. However, English is not the main reason for this situation. At the present time at least it has relatively little presence in minority areas. Despite the fact that it is not destroying China's languages and cultures, English remains a significant issue for China and must be dealt with thoughtfully and carefully, especially among the minority nationalities. I argue that it is possible for China to acquire English without losing its linguistic diversity. Whether this can be achieved is a question of the resources and political will required to do so rather than any inherent difficulty with speaking two or more languages. To this end, the Context Approach is put forward as a possible way to improve English language teaching and learning among the minorities. In light of the results of this study, I suggest new directions for research, both on language issues in China and in general. I also argue for a new approach to our study of English as a global language and language endangerment. We need to appreciate the complexities of English on a local level as well as a global level and focus our attention more on how English can be taught to speakers of endangered languages in such a way that does not lead to language loss.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of International Business and Asian Studies
Griffith Business School
Full Text
APA, Harvard, Vancouver, ISO, and other styles
9

Huo, Ran. "A Critical Examination of China's 2007 College English Curriculum Requirements: A Lifelong Learning Perspective." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1431114330.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cheung, Ching Yi. "A comparison of business correspondence writing conducted in two contexts : the classroom and the workplace." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/88.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "English in China's Workplace"

1

China's changing workplace: Dynamism, diversity and disparity. New York, NY: Routledge, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Workplace discourse. London: Continuum, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Elwert, Barbara. English in the workplace. [Thunder Bay, Ont: Thunder Bay Multicultural Association, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Deng, Yan Long. English for the workplace. Hong Kong: Shi She, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1950-, Adams Keith, ed. Workplace English: Office file. Harlow: Longman, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ceil, Lucas, ed. Improve your English: English in the workplace. Chicago, IL: McGraw-Hill, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Searles, George J. Workplace communications: The basics. 4th ed. New York: Pearson Longman, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Workplace communications-- the basics. 2nd ed. New York: Longman, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Workplace Communications: The Basics. Boston: Pearson, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Workplace communications-- the basics. 3rd ed. New York: Pearson Longman, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "English in China's Workplace"

1

He, Deyuan. "The Use of English in the Professional Workplace in China." In Asia in Transition, 117–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8187-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Xie, Qing. "The Context of Workplace English Training in Hong Kong and Mainland China." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 117–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Xie, Qing. "Case Study 3 of Workplace English Training in a Mainland China Dishwasher Production Company N." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 179–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Xie, Qing. "Case Study 2 of Workplace English Training in a Mainland China Machinery Accessory Production Company Y." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 157–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Xie, Qing. "Case Study 1 of Workplace English Training in a Mainland China Machinery Production and Trading Company L." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 139–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Marra, Meredith. "English in the Workplace." In The Handbook of English for Specific Purposes, 175–92. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jaidev, Radhika, and Brad Blackstone. "Facilitating Workplace Communicative Competence." In English Language Teaching Today, 293–307. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Barrett, Rusty, Jennifer Cramer, and Kevin B. McGowan. "Language in the workplace." In English with an Accent, 281–301. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003332886-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Murray, Denise E., and MaryAnn Christison. "Workplace Literacy." In What English Language Teachers Need To Know Volume II, 171–91. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9780429275739-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lockwood, Jane. "What do we mean by ‘workplace English’?" In Specialised English, 22–35. Other titles: Specialized EnglishDescription: Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492082-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English in China's Workplace"

1

Zhang, Yongchao. "Where Should China's Reform of English Education Go." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.66.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kaneko, E., W. Rozycki, and T. Orr. "Survey of workplace english needs among computer science graduates." In 2009 IEEE International Professional Communication Conference (IPCC 2009). IEEE, 2009. http://dx.doi.org/10.1109/ipcc.2009.5208704.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ying, Chen, and Ding Lulu. "Analysis and strategies of present-day China's English education." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013928.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Yao, Qin. "China's College English Translation Teaching: Importance, Problems and Suggestions." In 2017 2nd International Conference on Education, Management Science and Economics (ICEMSE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemse-17.2017.53.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Putra, Tri Mandala, Cica Yulia, and Ana. "Systematic Literature Review on the Use of English in Workplace." In 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220305.023.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lovrits, Veronika. "Adverse ‘native speaker’ effects on Anglophones in the multilingual workplace." In 9th Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-4.

Full text
Abstract:
In order to explore the social effects of the differentiation between ‘native’ and ‘non-native’ varieties of English, the present qualitative study followed six Anglophone trainees in an EU institution in Luxembourg. Data were gathered in 2018/19 and 2020/21, combining on-site observations with longitudinal and one-off interviews. Research incited participants’ reflections on language practices at work and mapped their discursive positioning. Conclusions drawn from a sociolinguistic analysis of stances show that, despite the vagueness and lack of clearly definable linguistic characteristics for the category, being labelled as ‘native English’ brought distinct negative effects to the experience of the ‘native English’ participants. The contribution highlights the social constructivist character of the native/non-native dichotomy and draws attention to its adverse effects in the multilingual workplace and beyond.
APA, Harvard, Vancouver, ISO, and other styles
7

Guiying Jiang. "Non-pedagogical factors hindering the reorientation of China's English education." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5975077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Ting. "Comprehensive Analysis on Flipped Classroom to English Teaching in China's Universities." In 2018 4th International Conference on Education Technology, Management and Humanities Science (ETMHS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/etmhs-18.2018.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Li, Xuemei. "English Academic Writing Instruction in China's Graduate Education: Policies and Realities." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1438719.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zhang, Xue. "Factors Predicting English Listening and Speaking Learning in China's Tertiary Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570283.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English in China's Workplace"

1

Franklin, Kim. English in the Workplace: Case Study of a Pilot Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6894.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chou, Daniel. Counting AI Research. Center for Security and Emerging Technology, July 2022. http://dx.doi.org/10.51593/20220010.

Full text
Abstract:
Tracking the output of a country’s researchers can inform assessments of its innovativeness or assist in evaluating the impact of certain funding initiatives. However, measuring research output is not as straightforward as it may seem. Using a detailed analysis that includes Chinese-language research publications, this data brief reveals that China's lead in artificial intelligence research output is greater than many English-language sources suggest.
APA, Harvard, Vancouver, ISO, and other styles
3

Workplace health program intervention in Port Said, Egypt. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1029.

Full text
Abstract:
This video describes an intervention conducted by the Evidence Project in Port Said, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18–35 years) who work in garment factories. In Port Said, the intervention was aimed at young garment factory workers, where selected factory workers were trained to serve as peer educators and to provide FP/RH messages to their co-workers, referring them to the infirmary nurse for more information and counseling, as needed. This nurse referred those who desired more services or FP methods to trained physicians and pharmacists. This video also describes how factory health committees were created to ensure sustainability of the program in each factory. This video, which is in Arabic with English subtitles, can be used to introduce a worker health program to factory leadership.
APA, Harvard, Vancouver, ISO, and other styles
4

Health Education Materials for the Workplace: Tools. Population Council, 2017. http://dx.doi.org/10.31899/sbsr2017.1007.

Full text
Abstract:
Companies can derive many benefits from educating workers on health. Yet workplaces in many lower income countries have a need for easy-to-access, on-demand health education materials. The Evidence Project/Meridian in partnership with Bayer has developed a set of health education materials for these industrial and agricultural workplaces. The materials cover important health issues facing women and men workers: - Family Planning - Engaged Fathers and Health - Healthy Timing and Spacing of Pregnancy - Menstrual Hygiene - Handwashing These materials are designed to be printed at the workplace on desktop printers, making the materials easy to access and available on demand. They are available in English, Bengali (approved by the Ministry of Health), and Arabic. The materials, in color and black and white (to save on printing costs), come in three types: - Mini-Posters (MP), to be posted in public areas - Handouts (HO), for workers to take home and containing a bit more information - Supplemental materials (QA) to reinforce learning. Each workplace can determine how best to use these materials. The Implementation Guide gives workplace health staff and managers ideas for fitting the materials into their health promotion activities. There is also a User’s Guide for Brands/Retailers, NGOs and other interested parties explaining how the materials can be used in their workplace programs in global supply chains.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'English in China's Workplace' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography