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Author: Ryan M. Damerow Publisher: Routledge ISBN: 1000769194 Category : Education Languages : en Pages : 154
Book Description
A compendium of the latest developments in research regarding English language education for Chinese-speaking learners, this volume combines cutting-edge research from multiple internationally-known scholars. The chapters offer unique insights into some of the most salient issues related to this broad topic. The seventh volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF), this book features chapters with original research written by TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese. The volume’s 13 research-based chapters discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals. This volume brings together innovative research for TESOL and TEFL students, language teacher educators, language policy specialists, language assessment scholars, and language teachers. Readers will become familiar with how these issues related to Chinese-speaking learners of English are being addressed in academic circles around the world.
Author: Ryan M. Damerow Publisher: Routledge ISBN: 1000769194 Category : Education Languages : en Pages : 154
Book Description
A compendium of the latest developments in research regarding English language education for Chinese-speaking learners, this volume combines cutting-edge research from multiple internationally-known scholars. The chapters offer unique insights into some of the most salient issues related to this broad topic. The seventh volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF), this book features chapters with original research written by TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese. The volume’s 13 research-based chapters discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals. This volume brings together innovative research for TESOL and TEFL students, language teacher educators, language policy specialists, language assessment scholars, and language teachers. Readers will become familiar with how these issues related to Chinese-speaking learners of English are being addressed in academic circles around the world.
Author: David C. S. Li Publisher: Hong Kong University Press ISBN: 9888390864 Category : Language Arts & Disciplines Languages : en Pages : 176
Book Description
The main objective of Chinese-English Contrastive Grammar: An Introduction is to familiarize the reader with a subset of the learning difficulties and common errors in ESL/EFL pronunciation and lexico-grammatical structures encountered by Chinese learners and users of English, in Hong Kong and beyond. It also helps readers understand some of the ways in which the Chinese language has undergone structural change as a result of Europeanization. The book begins with a review of Cantonese-English contrastive phonology and is followed by a detailed analysis of lexico-grammatical deviations found among Chinese ESL/EFL learners. It concludes with a brief history of the Europeanization of the Chinese language and a discussion of commonly encountered lingua-cultural problems encountered by Chinese users of English in intercultural communication settings. This book is written primarily for teachers and students specializing in language-related disciplines. Scholars who wish to understand the acquisitional challenges for Chinese students in the process of learning English as an additional language will also find the book an informative reference. ‘David C. S. Li and Zoe Pei-sui Luk’s brand new introduction to Chinese-English contrastive grammar covers a number of key topics and comes with copious data, abundant exemplification, and in-depth analyses. A must-read for all who are interested in the similarities and differences between the two languages, and why.’ —K. K. Luke, Nanyang Technological University ‘This is a book which has long been needed. Drawing on their own research and teaching experience, the authors have produced a linguistically accurate and insightful, but also very readable book. It should be required reading for language teachers in Hong Kong and the Greater China region.’ —Stephen Matthews, University of Hong Kong
Author: Guoxing Yu Publisher: Springer ISBN: 1137449780 Category : Language Arts & Disciplines Languages : en Pages : 313
Book Description
This volume gathers researchers from around the world endeavouring to better understand a number of perennial issues in assessing Chinese learners of English, covering topics such as students' test performances, interactional competence and lexical knowledge, students' motivation, teachers' attitudes and assessment policy changes.
Author: Mable Chan Publisher: Springer Nature ISBN: 9811653321 Category : Education Languages : en Pages : 365
Book Description
This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.
Author: Lin Pan Publisher: Springer ISBN: 331910392X Category : Education Languages : en Pages : 189
Book Description
This book offers insight into the spread and impact of English language education in China within China’s broader educational, social, economic and political changes. The author's critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education is of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China’s language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.
Author: Vincent X. Wang Publisher: John Benjamins Publishing ISBN: 902725611X Category : Language Arts & Disciplines Languages : en Pages : 216
Book Description
Requests, a speech act people frequently use to perform everyday social interactions, have attracted particular attenTION IN Politeness theories, pragmatics, and second language acquisition. This book looks at request behaviours in a significant EFL population - Chinese speaking learners of English. It will draw on recent literature, such as politeness theories and cognitive models for interlanguage pragmatics development, as well as placing special emphasis on situational context and formulaic language to provide a more fine-grained investigation. A rnage of request scenarios has been specifically designed for this project, from common service encounters to highly face-threatening situations such as borrowing money and asking a favour of police officer. Our findings on Chinese-style pragmatic behaviours and patterns of pragmatic development will be of value to cross-cultural pragmatics researchers, TESOL professionals, and university students with an interest in this area of study.
Author: Gek Ling Lee Publisher: NUS Press ISBN: 9789971692636 Category : Education Languages : en Pages : 218
Book Description
This text provides teachers of English to Chinese students with information on the linguistic, cultural and pedagogical backgrounds of these students. It analyses the importance of this background, and offers information on successful classroom teaching methods and student learning strategies.
Author: Cornelius C. Kubler Publisher: Tuttle Publishing ISBN: 1462919316 Category : Foreign Language Study Languages : en Pages : 384
Book Description
A complete beginning-level course for spoken Mandarin Chinese designed to have you talking quickly and accurately! The Basic Mandarin Chinese series offers a complete introductory Chinese language course specifically designed for native English speakers. These books teach spoken and written Chinese separately, allowing you to focus on the area most important to you, and to learn the spoken and written forms of Chinese at different speeds depending on your available time and interest. The free audio and video recordings included with this book reinforce the content and make the learning process easy. No matter whether you're learning Mandarin for work, travel or other reasons—the Basic Mandarin Chinese approach of having two separate but integrated "tracks" helps you to learn the language more efficiently and more successfully. Key features of this Chinese textbook and discs include: Clear and detailed pronunciation, grammar and cultural explanations Exercises and activities based on real-life experiences in China Hours of video recordings filmed on location featuring dozens of native speakers in various parts of China and beyond Six hours of native-speaker audio recordings for all the book's dialogues and exercises Special software allowing you to interact with the recordings. This Mandarin textbook is designed to be used with its separately available workbook, Basic Mandarin Chinese—Speaking & Listening Practice Book which provides a range of drills and exercises designed to dramatically enhance your spoken proficiency and improve your Chinese language skills.
Author: Liz Hamp-Lyons Publisher: Springer Nature ISBN: 3030927628 Category : Education Languages : en Pages : 272
Book Description
This book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at present. The second part of the book presents reports of work such as formative classroom-based assessment, feedback-based or feedback-led approaches, learning-oriented assessment, portfolios, as well as the important issue of teacher professional development in writing assessment. This two-part division relates to and reflects what has been happening in writing assessment internationally, in the UK from the 1940s, and in the US in the past 25 years. The use of English for international business communication, for international political negotiations and its rapidly increasing use as a medium of instruction in some subject areas has led to a rapid increase in the numbers of Chinese L1 speakers who are learning and being assessed in English. This is often done with an emphasis on reading and writing. The vast majority of assessments of English language writing are done through large-scale direct testing that uses simple prompts/tasks and short writing samples. This book explores best practices in assessing the writing in English of native speakers of Chinese. Assessing the English Language Writing of Chinese Learners of English edited by long-time experts Liz Hamp-Lyons and Yan Jin clearly demonstrates the authors’ collective years of writing and teaching about writing assessment. The book’s 13 chapters, written by recognized experts in assessment of Chinese speakers learning English, represent a wide array of important topics written in reader friendly language and offering evidence for pedagogical practices as well as high-stakes testing of writing. Teachers, researchers, administrators of writing programs in China, and test developers who seek counsel about this population need look no further than to add Assessing the English Language Writing of Chinese Learners of English to their reading list. Deborah Crusan, Wright State University, USA
Author: Ryan M. Damerow
Author: Ryan M. Damerow
Author: David C. S. Li
Author: Guoxing Yu
Author: Mable Chan
Author: Lin Pan
Author: Vincent X. Wang
Author: Gek Ling Lee
Author: Cornelius C. Kubler
Author: Cheng Ma
Author: Liz Hamp-Lyons