China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners.
This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts—Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia.
Students and scholars of TESOL and applied linguistics will be interested in this title.
This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. It collects fifteen case studies to explore patterns, features, developments, causes and effects of a variety of issues in the ESL/EFL teaching and learning sphere.
Part A: Curriculum Development and Classroom Teaching.
1. Feedback and
Doctoral Student Writing.
2. Influences on and Impact of Motives for
Supervising Masters Theses: A Multiple Case Study.
3. English Majors
Perceptions of a Content Course: Classroom Anxiety, Motivation Intensity, and
Paper Writing Approaches.
4. Professional Development in English Medium
Instruction in Higher Education: A Case Study.
5. Focus on Forms or Focus on
Meaning: Evaluating the Communicativeness of College English Textbooks in
China.
6. CSE-based Self-assessment in Chinese University Students EFL
Argumentative Writing: A Case Study.
7. Chinese University Students Language
Learning Beliefs and Strategy Use.
8. The Effects of Expectancy and Task
Values on Chinese Doctoral Students Anxiety about Using English for Academic
Oral Communication.
9. Understanding Identity Construction of an Experienced
Chinese University EAP Teacher.
10. Self-Directed Technology Use for English
Learning among Chinese University Students: Contribution of Motivational
Beliefs and Strategies to Learning Achievement. Part B: Skills-based
Research.
11. From EAP to EMI: Challenges Encountered and Strategies Used in
Vocabulary Learning.
12. Effects of Intentional Versus Incidental Learning
Tasks with Different Involvement Loads on L2 Vocabulary Learning.
13.
Exploring Chinese Doctoral Students Perceived Challenges in Writing English
Journal Papers.
14. The Effects of a Genre-based Teaching Approach in an
English Research Articles Writing Course for Chinese MA/MS Students.
15. A
Multidimensional Analysis of Register Features in Chinese Undergraduate EFL
Learners Academic Writing through Projects.
Zhongshe Lu, Ph.D., is a professor of applied linguistics at Tsinghua University. Her research interests include discourse, English for Academic Purpose and English Medium Instruction.
Meihua Liu, Ph.D., is a professor of applied linguistics at the Department of Foreign Languages and Literatures, Tsinghua University, China. Her research interests mainly include individual differences, EFL writing and international education.
Wenxia Zhang, Ph.D., is a professor of applied linguistics at the Department of Foreign Languages and Literatures, Tsinghua University, China. Her research interests mainly include language testing and assessment, EFL writing and automated writing evaluation.
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