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El. knyga: Gender Construction and Negotiation in the Chinese EFL Classroom

  • Formatas: 290 pages
  • Išleidimo metai: 25-May-2011
  • Leidėjas: Cambridge Scholars Publishing
  • ISBN-13: 9781443830645
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Gender Construction and Negotiation in the Chinese EFL ClassroomDidesnis paveikslėlis
  • Formatas: 290 pages
  • Išleidimo metai: 25-May-2011
  • Leidėjas: Cambridge Scholars Publishing
  • ISBN-13: 9781443830645
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This book is developed from an ethnographic case study which investigated Chinese adolescents' construction of their gender identity and the way it is negotiated in the course of learning English as a foreign language (EFL) from a sociolinguistic, sociocultural and sociopsychological point of view. It documented the unseen connections between the micro-level of the students' face-to-face verbal interactions and the macro-level of the role of learning EFL that can play in students' construction and negotiation of their gender identity.

The book aims to help both teachers and students to develop a more comprehensive view of English learning as a means to social and educational development. On the whole, the study showed that second language learning pedagogy which integrates CLT can be used as an important tool to open up opportunities for the improvement of gender awareness in cultures where gender and sex are not linguistically differentiated. It demonstrated that the EFL class can be used as a means of opening up a space where adolescents can become aware of gender and play around with this awareness. It can be educationally valuable with regard to making students and teachers think about a number of social and intercultural issues alongside cross-linguistic issues. The fieldwork of the research showed that interventions directed at attracting students' attention to gender roles and the way they behaved in interactions in English highlight an educational function of the place of EFL in the curriculum which is so far unrecognised in China.
List of Figures and Tables
xi
List of Abbreviations
xii
Acknowledgements xiii
Part I Background to the Research
Chapter One Introduction
2(11)
1.1 Concepts of gender, gender construction and gender negotiation
1.2 The significance of examining gender construction and its negotiation in relation to SLL in the school context
1.3 Organisation of the book
Chapter Two Second Language Learning and Identity Theories
2.1 Sociolinguistic approaches to SLL
2.2 Learning from a sociocultural perspective
2.3 Theories of identity
13(13)
Chapter Three China as a Research Context
26(7)
3.1 Gender---an under-researched issue in China
3.2 Communicative language teaching in the EFL class in Chinese secondary schools
3.3 Development of research questions
Chapter Four Methodological Issues
33(57)
4.1 The case study strategy
4.2 Data elicitation and collection
4.3 Data analysis
4.4 Reflexive discussion on the methodology of the research
Part II Research Findings and Discussion
Chapter Five Students' Representations of `Ideal' Girls and Boys in the Chinese Community
90(151)
5.1 Ideal female characterisations
5.2 Ideal male characterisations
5.3 Acceptable ways of performing gender: girls' and boys' differential views
5.4 The influence of culturally idealised gender norms on students' choice of either science or arts classes
5.5 Summary
Chapter Six Students' Representations of English Girls and Boys
119(23)
6.1 The construction of views about English girls and boys
6.2 Sources of the representations of English girls and boys
6.3 Summary
Chapter Seven Students' Reactions to Gender Representations of English Girls and Boys
142(41)
7.1 Students' claims about responses to gender representation of English girls and boys
7.2 Students' claims about advantages of negotiating gender as EFL learners
7.3 Behaviours enacted in tasks as attempts to behave like English girls and boys
7.4 Constraints students encountered in negotiating gender as EFL learners
7.5 Students' identification of key sites for their negotiation of the gendered self in English
7.6 Summary
Chapter Eight Good Students or Good Girls/Boys: Negotiating Roles
183(37)
8.1 Negotiation as reflected in choice of task partner
8.2 Negotiation as reflected in willingness to act as group representatives
8.3 Study of three representative cases in the research
8.4 Summary
Chapter Nine Educational and Pedagogical Implications of the Research
220(14)
9.1 The four interrelated `spaces'
9.2 Educational implications for assessment of language learners
9.3 Educational implications for teacher training
9.4 Pedagogical implications for pair-grouping
Chapter Ten Conclusion
234(7)
Bibliography 241(13)
Appendix A Example of Daily Classroom Seating Arrangement 254(2)
Appendix B Description of the Four Tasks 256(3)
Appendix C Examples of Questions in the Semi-structured Outline for Pre-task Interview with Individual Students 259(2)
Appendix D Examples of Guideline Questions for Focus Group Discussions 261(2)
Appendix E Transcription Conventions for Communicative Tasks and Focus Group Discussions 263(2)
Appendix F Selected Comments about Rachael 265(2)
Appendix G Selected Comments about Monica 267(1)
Appendix H Selected Comments about Ross 268(2)
Appendix I Summary of Research Methods and Data Collected in the Study 270(5)
Appendix J Selective Findings from the Tasks in the MPhil Project 275(2)
Index 277
Huajing Zhao received her PhD in Second Language Education at the University of Cambridge in October 2010. In addition, she also obtained an MPhil in the same field at the University of Cambridge and an MA in Educational Studies at the University of Warwick, UK.She has presented papers mainly on gender and EFL learning and teaching at several international conferences. Her research interests are in the fields of applied linguistics, second language learning and teaching, gender studies and inter-cultural and cross-cultural communication.
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