This book evaluates the origins of processes of change in language teaching in China, and the factors influencing their success. Examining diverse experiences and drawing on the perspectives of academics from the top institutions in the country, the authors analyse the complex interplay between global and local influences on language policies. Encouraging discussion of the significant education reforms that have taken place in China in recent years, this work will be of interest to students and scholars of language education, English as a Second Language and applied linguistics.
Arvustused
This books up-to-date, consolidated, and comprehensive exposition of empirical studies in pedagogy and its suggestions on EFL educational innovation in China will certainly appeal to researchers, practitioners, and policymakers. (Yuehai Xiao, Yunzhuo Ma and Wenting Chan, Australian Review of Applied Linguistics, Vol. 44 (1), 2021)
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1 Innovation in China: An Overview |
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3 | (14) |
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2 Assessment for Learning in English Language Classrooms in China: Contexts, Problems, and Solutions |
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17 | (22) |
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3 Learning to Speak in an Exam-Focused World: A Study of Independent Language Learning in China |
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39 | (24) |
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4 Innovations in Writing Instruction in China: Metasynthesis of Qualitative Research for the Period 2005--2016 |
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63 | (26) |
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5 Technology-Enhanced Content and Language Integrated Learning in Chinese Tertiary English Classes: Potentials and Challenges |
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89 | (26) |
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6 Debates Around the Orientation of TEFL in Chinese Tertiary Education |
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115 | (40) |
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7 From EAP Teaching to English-Medium Instruction: Innovation in EFL Curriculum at Tsinghua University in China |
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155 | (18) |
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8 ESP/EAP Through English-Medium Instruction: Teachers' Perceptions and Practices |
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173 | (24) |
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9 Students' Perceptions and Practices in L2 Disciplinary Writing at an English Medium University in Mainland China |
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197 | (26) |
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10 The Implementation of EAP Instruction in a Local University in China |
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223 | (22) |
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11 Using Corpora to Investigate Chinese University EFL Learners |
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245 | (16) |
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12 Facilitating Transformative Learning Toward Productive Bilingualism: Innovations in Teaching English for Intercultural Communication in China |
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261 | (28) |
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13 Contemporary Research in Intercultural Teaching in China: A Critical Review |
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289 | (18) |
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14 Assessing Learner Autonomy: Development and Validation of a Localized Scale |
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307 | (22) |
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| Index |
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329 | |
Hayo Reinders is Professor of Education and Head of Department at Unitec, New Zealand, and Dean of the Graduate School at Anaheim University, USA. His research interests include educational technology, learner autonomy, and out-of-class learning, and he has published over 20 books. He is the editor of the New Language Learning and Teaching Environments series for Palgrave Macmillan. David Nunan is Chair of the Research Committee, Director of the MA TESOL Program and Director of the David Nunan Institute for Language Education at Anaheim University, USA. He is also Professor Emeritus at the University of Hong Kong, China. He has published over 100 books and articles in the areas of curriculum and materials development, classroom-based research and discourse analysis. Bin Zou is Senior Tutor / Associate Professor at the Language Centre, Xian Jioatong Liverpool University, China. His research interests include English Language Teaching, Computer Assisted Language Learning and English for Academic Purposes. He is an executive committee member of the China English for Academic Purposes Association and an executive committee member of the China Computer-Assisted Language Learning Association.
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