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English Language Teaching in China: New Approaches, Perspectives and Standards [Minkštas viršelis]

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  • Formatas: Paperback / softback, 360 pages, aukštis x plotis: 234x156 mm, weight: 540 g
  • Išleidimo metai: 14-Dec-2007
  • Leidėjas: Continuum International Publishing Group Ltd.
  • ISBN-10: 0826480764
  • ISBN-13: 9780826480767
Kitos knygos pagal šią temą:
English Language Teaching in China: New Approaches, Perspectives and StandardsDidesnis paveikslėlis
  • Formatas: Paperback / softback, 360 pages, aukštis x plotis: 234x156 mm, weight: 540 g
  • Išleidimo metai: 14-Dec-2007
  • Leidėjas: Continuum International Publishing Group Ltd.
  • ISBN-10: 0826480764
  • ISBN-13: 9780826480767
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780826480767.html
Raktažodžiai:
This book examines the importance of English language teaching in China, but also the need for this teaching to be modernised in order for China to better join the world economy. The current trend within English teaching in China is for communicative competence - that is, being able to communicate with linguistic, pragmatic, discourse and strategic competence. This volume argues that such a theoretical framework of communicative competence needs to be expanded to address both global needs and local contexts, if English language teaching in China is to be successful. The contributors to this volume examine every aspect of language teaching and suggest new ways in which communication and grammar can be balanced. The chapters include coverage of: * the importance of English in a global world* the theoretical framework of communicative competence * the role of grammar in learning English* assessing and evaluating communicative competence* the starting age of learning English* teaching language skills in the post-methods era * using multimedia in teaching and testing * online learning and self-learning* teacher training through empowerment. With its balance of theory and practice, and internationally renowned contributors, this guide to new approaches, perspectives and standards in language teaching will be essential reading for academics interested in applied linguistics and second language acquisition, and English language teaching professionals. This book examines the importance of English language teaching in China, but also the need for this teaching to be modernised in order for China to better join the world economy.

Recenzijos

"The strength of the book for the non-Chinese reader lies in its cultural insights and in the insight offered into current issues in ELT in China, rather than in suggestions for how to teach English to Chinese students outside the PRC. The range of writers included is impressive and the book contains useful end-of-chapter references. Clear chapter outlines, large page numbers and a clear index add to the book's navigability, making it a useful reference for anyone interested in the area." -- The Asian Learner Vol 4, No. 1 -- Maria Leedham, Open University, UK "...this volume presents a number of well-known writers, and also some who bring new insights to the applied linguistics/language acquisition field...the book is interesting and timely...the question of how English is taught in China is not one we can overlook. This book contributes to our current understanding, and hopefully will serve to stimulate further research in this highly dynamic area of English teaching and learning." TESOLANZ Newsletter, July 2009

Daugiau informacijos

This book examines the importance of English language teaching in China, but also the need for this teaching to be modernised in order for China to better join the world economy.
Contributing Authors ix
Acknowledgements xv
Introduction 1
Part One TEACHING ENGLISH AROUND THE GLOBE
1 The place of methods in teaching English around the world
13
Jun Liu
The survey
18
Data collection
19
Findings
21
Data analysis
26
Discussion
30
The Communicative Language Teaching Approach in EFL settings
30
Implications of the Eclectic Approach
31
A framework for conceptualizing methods
32
Conclusion
37
2 Redefining grammar in contextualizing communicative competence
42
Diane Larsen-Freeman
3 The uses of communicative competence in a global world
55
Claire Kramsch
Introduction: the global world of communication
56
Two ways of viewing language competence
57
The bureaucratic perspective: language competence as historical, textual competence
57
Language
58
Language learning
58
The teacher
59
Learners
59
The entrepreneurial perspective: language competence as social, communicative competence
59
Language
60
Language learning
60
Usefulness
61
Teachers
61
Learners
62
Language competence in a global world
62
Social mobility
63
Heterogeneous speech communities
64
Variability
64
Communication culture
65
Recontextualizing communicative competence in a social semiotic perspective
66
A personal example
68
Conclusion: language competence and communicative trust
71
4 Teaching and learning communicative competence in an e-era
75
Denise E. Murray
Introduction
75
Communicative competence
76
Developing learner communicative competence
77
E-technology as a site of communication and language use
78
Methodology
78
Electronic literacies
80
Computer-mediated communication
80
The Web as an information source
83
Discussion
86
Conclusion
86
5 Reimagining second-language acquisition as performative practice
91
Lynne T. Diaz-Rico
The similarity of language acquisition to gender-role acquisition
92
SLA theory concerning the inaccessibility of the first-language processor after puberty
95
The nature of the self as the organizer of learning
97
Anecdotal evidence of experts achieving SLA success in dramatic roleplay
99
Pedagogical evidence of learner success using imaginative second-language performance as a language-acquisition method
99
The central importance of teaching methods consonant with interlanguage theory
101
Appendix List of works used for Visual Imaginary Dramatic Arts on MA in Education, TESOL, programme at California State University San Bernardino
103
6 Empowering non-native English-speaking teachers through collaboration with their native English-speaking colleagues in EFL settings
107
Jun Liu
Introduction
108
NNESTs as an emerging research field
109
Practice in NESs-NNESTs collaboration
112
Model I: Collaboration via reflection
112
Model II: Collaboration through learning
113
Model III: Collaboration via team-teaching
113
A new collaborative learning experience: the case of Shantou University in China
114
Conclusion
120
Appendix: Highlights of the NNESTs and NESTs collaborative initiatives
120
Teaching innovation
120
Professional enrichment
121
Co-curricular activities
121
Programme development
121
Recognition and accomplishments
122
Part Two LEARNING AND ASSESSING COMMUNICATIVE COMPETENCE
7 Assessing communicative competence: from theory to practice
127
Steve Stoynoff
Introduction
127
Theoretical frameworks for assessing communicative competence
129
From theory to practice
133
Developing assessments of communicative competence
139
Form an assessment team
140
Acquire essential expertise
141
Devise a plan
142
Acquire essential information about the local context
142
Develop tasks and assessment procedures
144
Implement the assessment
145
Evaluate, monitor and revise the assessment
145
Conclusion
147
8 Learning communicative competence: insights from psycholinguistics and SLA
150
Thomas Scovel
Introduction
150
Interaction between languages
153
Interaction with individual variables
154
Interaction with memory and attention mechanisms
156
Interaction between top-down and bottom-up processing
159
Social interaction
161
Interaction with age
163
Conclusion
166
9 Critical period hypothesis retested: the effects of earlier English education in China
170
Jun Liu
Introduction
170
Review of literature
171
The study
173
Methodology
174
Sampling
175
Results
177
Interpretation
187
Conclusion
189
10 EFL writing: intercultural implications of testing communicative competence
192
Ulla Connor
Communicative competence in language testing
193
Communicative competence and the testing of writing
195
Ideology as a level in evaluating writing: empirical evidence from intercultural rhetoric and World Englishes
197
Conclusion
202
Appendix A: Scripts from Hamp-Lyons and Zhang (2001; pp. 115-16)
204
Script A
204
Script B
204
Appendix B: Example essay from Li (2002. pp. 66—7),
205
Part Three CONTEXTUALIZING COMMUNICATIVE COMPETENCE IN P.R. CHINA
11 Sustaining self-directed language learning in the Chinese context
211
Don Snow
Introduction
211
The study
214
The challenges of self-directed language learning
215
Implications and strategies for sustainability
220
A. Strategy 1: Setting clearly focused, narrow goals
221
B. Strategy 2: Playing to one's interests and to potential rewards
224
Conclusion
227
12 Using media to teach culture-specific gestures in the Chinese context
231
Jun Zhao
Gestures
231
Categorization of gestures
231
Gestures as communicative strategies
233
Teaching gestures
234
The study
235
Data analysis
237
Using media to teach culture-specific gestures in a Chinese EFL context
245
Final thoughts
247
13 Willingness to communicate in the Chinese EFL classroom: a cultural perspective
250
Ilan E. Peng
The culture of communication in China
251
The culture of learning in China
251
The culture of the language classroom
252
The study
253
Procedures
253
Analyses
254
Results
254
Individual context
255
Social context
257
Discussion
258
Pedagogical implications
262
Enhancing students' cultural awareness
262
Raising students' learning strategy awareness
262
Diversify classroom organization to activate meaningful communicative interaction
263
Integration of summative assessment and formative assessment
263
Conclusion
264
Appendix 1 The questionnaire items
264
Part I Willingness to communicate inside the classroom
264
Part II
266
Appendix 2 Framework of the learning diary
266
14 Teaching pronunciation in twenty-first century China: models and methods
270
Jette G. Hansen Edwards
Introduction
270
Models
271
English as an International Language
272
English as a Chinese language
274
Methods
278
Curriculum
278
Training
279
Conclusion
283
15 The effectiveness of anonymous written feedback from peers and the teacher on revisions in China
285
Yue-ting Xu and Jun Liu
Introduction
286
The study
287
The context
288
Participants
288
Peer response training
288
Data collection
289
Data analysis
290
Limitation
293
Findings and interpretation
293
Discussion
301
Conclusion
304
Acknowledgements
305
Appendix A Peer response sheet — cover letter
305
Appendix B The cover letter with faults and the revised sample
307
Appendix C Questionnaire of peer response
308
Appendix D Conference questions for Mary
309
16 Adaptation of the 'writing across the curriculum' model to the Hong Kong context
311
George Braine and Carmel McNaught
Background
311
Teaching English in Hong Kong
312
English language problems at school level
313
English language problems at tertiary level
315
The WAC model
316
The place of process writing in WAC
317
Adapting the WAC model to the Hong Kong context
318
Implementing WAC in Hong Kong
321
Evaluation of the success of WAC in Hong Kong
324
Conclusion
326
Acknowledgements
326
17 Epilogue: beyond communicative competence: a pedagogical perspective
329
Jun Liu
Incompetence
330
The competence of incompetence
331
The incompetence of the competence of the incompetence
332
Beyond communicative competence
333
Index 337


Jun Liu is Professor in the Department of English at the University of Arizona, USA. He is the President of TESOL and Executive Director of the English Language Center, Shantou University, China.