The 25 chapters contained in this book were all written by scholars working in the field of applied linguistics and English language teaching in various East Asian contexts. East Asia is large and diverse in terms of socio-economic, linguistic, and ethnic parameters. Statistics alone cannot give a clear understanding of what goes on in rural and urban universities and what challenges English language teachers and learners face in those contexts. To understand this wide gamut of issues in English language teaching in East Asia is thus a very large undertaking.The book addresses some of these issues, arranging its 25 chapters into five sections: namely, Assessing Language Performance; Teaching English Writing; Learner Autonomy; Corpus and Discourse Research; and Learning English in East Asian Contexts. Many of the chapters in this volume concern familiar topics such as linking assessment to teaching, learning and curriculum; conducting assessment validation research; examining meta-cognitive strategies; investigating teaching and learning English for academic purposes; and profiling prevailing word lists for language learners. Other chapters are on novel or lesser known topics such as non-verbal delivery in speaking assessment; the use of visualization as a reading strategy; learner strategies in a Facebook corpus; effects of discourse signaling cues and rate of speech; and an ontogenetic analysis of college English textbooks. Collectively, these chapters showcase English language learning, teaching, and assessing in a range of contexts using a variety of methods and techniques to deal with issues relevant to East Asian teachers, learners and researchers.
Recenzijos
'This book showcases the latest development of a broad range of issues related to ELT in tertiary institutions. With East Asia as a common geographical platform, practitioners and researchers are provided with a convenient ground for drawing commonalities among counterparts in neighbouring places, identifying uniqueness of own practices, and eliciting reflective thinking. [ ...] The book is a beneficial read to novice and experienced EFL professionals alike and the articles are clearly relevant to researchers and teachers in East Asian universities.'Joanna LeeSenior Lecturer, Centre for Applied English Studies, University of Hong KongThe Asian Journal of Applied Linguistics, 3: 1 (2016)
| Preface |
|
ix | |
|
|
| Acknowledgements |
|
xii | |
| Contributors |
|
xiii | |
|
SECTION 1 ASSESSING LANGUAGE PERFORMANCE |
|
|
|
Chapter One Linking Assessment to Curricula, Teaching, and Learning in Language Education |
|
|
2 | (17) |
|
|
|
Chapter Two Investigating the Legitimacy of Decisions Based on CET-4 Scores: Applying an Assessment Use Argument Approach |
|
|
19 | (18) |
|
|
|
|
|
Chapter Three Nonverbal Delivery in Speaking Assessment: An MTMM Validation Study |
|
|
37 | (26) |
|
|
|
|
|
Chapter Four Theoretical Considerations of Standardised Graduation English Testing at Universities in Taiwan |
|
|
63 | (20) |
|
|
|
Chapter Five Validity Evidence of an Interlanguage Pragmatics Test |
|
|
83 | (17) |
|
|
|
SECTION 2 TEACHING ENGLISH WRITING |
|
|
|
Chapter Six Individual Performances in Peer Response: A Case Study in EFL Writing Class |
|
|
100 | (20) |
|
|
|
|
|
Chapter Seven Incorporating Critical Thinking into College English Writing Classes |
|
|
120 | (18) |
|
|
|
Chapter Eight The Relationship between Meta-cognitive Strategies and English Writing Proficiency of English Majors: An Empirical Study |
|
|
138 | (17) |
|
|
|
Chapter Nine Course Design and Materials Development for Reading and Writing for Academic Argumentative Essays |
|
|
155 | (15) |
|
|
|
|
|
|
|
SECTION 3 LEARNER AUTONOMY |
|
|
|
Chapter Ten Investigating Learner Preferences for Learning Modes in a University EST Course |
|
|
170 | (24) |
|
|
|
Chapter Eleven The Use of Visualisation as a Reading Strategy among Hong Kong Chinese College Students |
|
|
194 | (15) |
|
|
|
Chapter Twelve Examining Learner Strategies in a Facebook Corpus of Lexical Priming |
|
|
209 | (16) |
|
|
|
Chapter Thirteen An Exploration of the Sources of Language Anxiety for Taiwanese English Majors Learning Foreign Languages |
|
|
225 | (17) |
|
|
|
Chapter Fourteen Learner Autonomy in FLT: A Comparative Study between UNNC and Three Tertiary Schools in China |
|
|
242 | (20) |
|
|
|
Chapter Fifteen Fostering Students' Self-Management Ability during their Study: An Empirical Study on the Application of Portfolios in an Autonomous College English Class |
|
|
262 | (16) |
|
|
|
|
|
|
|
Chapter Sixteen The Effects of Teacher Role in Web-Based English Listening Autonomous Learning |
|
|
278 | (24) |
|
|
|
|
|
|
|
SECTION 4 CORPUS AND DISCOURSE RESEARCH |
|
|
|
Chapter Seventeen Contextual and Cultural Influence on the Use of First Person Pronouns by Chinese Learners of English |
|
|
302 | (21) |
|
|
|
Chapter Eighteen Investigating Metatalk and Paralinguistic Features on Collaborative Learning and Negotiation in ESL: A Conversation Analysis |
|
|
323 | (22) |
|
|
|
Chapter Nineteen The Effects of Discourse Signaling Cues and Rate of Speech on Chinese EFL Learners at Tertiary-Level in an Academic Lecture |
|
|
345 | (15) |
|
|
|
Chapter Twenty Ontogenetic Analysis of College English Textbooks in China: A Systemic-Functional Perspective |
|
|
360 | (18) |
|
|
|
Chapter Twenty-One Profiling Prevailing EFL Word Lists in China: Streamlined and Academic? |
|
|
378 | (24) |
|
|
|
|
|
SECTION 5 LEARNING ENGLISH IN EAST ASIAN CONTEXTS |
|
|
|
Chapter Twenty-Two English for Academic Purposes in Japan: Wherefore and Where To? |
|
|
402 | (13) |
|
|
|
Chapter Twenty-Three Coming to China to Study English: A Case study in Why International Students Choose to Major in English in a Non-English Speaking Country |
|
|
415 | (16) |
|
|
|
Chapter Twenty-Four English as a Lingua Franca and the Teaching of Pronunciation at Tertiary Level |
|
|
431 | (17) |
|
|
|
Chapter Twenty-Five Never Forgotten: Poetry in the Hong Kong Language and Literature Classroom |
|
|
448 | |
|
|
|
|
Professor David D. Qian is Professor of Applied Linguistics in the Department of English, The Hong Kong Polytechnic University, and is a Co-President of the Asian Association for Language Assessment. He has a PhD in Second Language Education from OISE, University of Toronto and was a Postdoctoral Fellow at the Educational Testing Service, USA. Professor Qian publishes extensively in the areas of language testing, teacher-based assessment, corpus linguistics, discourse and communication in professional and academic contexts, and ESL/EFL vocabulary learning and measurement. He has directed over 20 research projects and served on the editorial boards of several top-ranking international peer-refereed journals.Dr Lan Li is a Fellow of the Chartered Institute of Linguists, UK, with MPhil and PhD degrees in Applied Linguistics from the University of Exeter. She currently works as an Associate Professor at the Department of English, The Hong Kong Polytechnic University, and has been teaching at university level for over 20 years. She has been engaged in a number of research projects on language corpora, lexicology and professional communication.
