Chinese College English Teachers Research Articles

Inspirations of Language Attrition to Chinese College English Teaching and Acquisition

As an opposite process of language acquisition, language attrition has been studied over 30 years abroad and established a relatively complete system of theory and particular research access. In this paper, the authors mainly introduce the researches of language attrition domestic and abroad, the typology of language attrition, two theories of language attrition. In the end, the authors analyze the inspirations of language attrition to Chinese College English teaching and acquisition.

An Investigation into Chinese College English Teachers' Beliefs of Students' Web-based Informal Language Learning

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.

A Survey on Chinese College English Teachers’ Conceptions of Research and Research Engagement

A Survey on Chinese College English Teachers’ Conceptions of Research and Research Engagement

The Effect of Nunan's Six Elements of Task to Improve Students Competencies in Legal English

This paper is to study the effect of the six elements of task put forward by Nunan on the improvement of students' competencies in legal English, hoping to provide an important glimpse of how current legal English teaching in Chinese universities meets the requirements of the curriculum and the needs of the learners. Based on a case study of college students in China University of Political Science and Law, classes incorporating the six elements to teach both content and language are valid to offer students more exposure to practical extra-linguistic skill building instead of mechanical drills of the linguistic features and translation of legal English.

A Study on Classroom Teaching Style and Learning Outcome

<p><em>Teaching style is the reflection of individualism in the art of teaching. All excellent teachers unfold before the students their unique teaching methods, teaching techniques and teaching beliefs which result in effective learning outcome. This paper is based on a course which I audit during my visiting in the US. Through the observation of classroom lecture, analysis of after-class notes and interviews with the teacher</em><em>’ </em><em>a comparative study of classroom teaching style between Chinese and American teachers is conducted as well as the possible factors behind it. The findings of the paper will positively promote the creativity and innovation of the Chinese College English teachers who will make a reflection on their own teaching and make every effort to formulate their own teaching style in order to achieve a higher standard of college English teaching and at the same time promote college English learning.</em></p>

Classroom discourse in college English teaching of China: a pedagogic or natural mode?

The study reported in this article aims to capture the possible changes to the discursive mode of College English (CE) teaching in China by comparing teachers' questions, feedback, and teaching exchanges across two levels of quality courses constructed at different years. Based on transcribed data of 20 videos, it reveals that the general discursive mode of CE teaching was pedagogic; constraints such as sociocultural backgrounds, CE testing system, and factors related to teacher, student, and classroom may account for this mode. Meanwhile, significant differences were found regarding teachers' questioning behaviour and feedback as years elapsed and the course level rose, which may be caused by underlying teachers' beliefs. Implications for Chinese CE teachers and tertiary-level teachers in other Asian English-as-a-foreign-language classrooms are discussed, including the urgency for teachers in teacher-fronted classes to shift their discursive mode from pedagogic to natural to foster students' communicative competence, and suggestions for how to effectuate this shift provided.

Computer Aided Design of Chinese College English Teaching Materials Based on COCA Corpus

As the flourishing of computer technology and the appearing of lots of large-scale and well-designed corpora and concordance software, corpus-based approach, an advanced teaching resources, has been widely employed in language researches of various fields and perspectives. English teaching material, the main source of language input, has the quality and authority in Chinese English language teaching classes. The present study attempts to bring about some innovations in construction and designing of teaching material on the basis of the Corpus of Contemporary American English (COCA). Moreover, the research is intended to effectively improve teacher’s input and introducing data-driven learning (DDL), and to effectively stimulate the motivations of students by using this computer-aided and COCA-based designing.

Research on Chinese College English Teachers’ Classroom Code-switching: Beliefs and Attitudes

This article documents the beliefs and attitudes of Chinese college English teachers towards classroom code-switching. The findings suggest that teachers’ code-switching is commonplace in class, although most of them still hold negative attitude toward it. Besides, students’ ability is regarded as the most significant factor affecting teachers’ code-switching, and the first language (L1) is mainly used to teach grammar and abstract words. The conclusion is that, in Chinese English as a foreign language (EFL) context, classroom code-switching should be conducted on the basis of maximal use of the target language, and the L1 can only be judiciously employed to serve difficult and abstruse subject matters.

Some Tentative Proposals to the Current Reform of Chinese College English Teaching on the Basis of Needs Analysis

Under the circumstances of economic globalization and educational internationalization as well as against the background of the improved requirements in the new High School English Syllabus (HSES), the Chinese college English teaching (CET) nowadays is confronted with great pressure and unprecedented challenges with the decrease of school-aged population and increase of quality competition in higher education. Based upon the needs analysis(NA) of students’ progress in English proficiency, the social development and the growth in the discipline of English itself, this paper submits some tentative suggestions or proposals as regards the appropriate English teaching models at tertiary institutions in hope to do a bit of good to the current CET reform in China.

The Integration of Quality-Oriented Education and Instrument-Driven Training in Chinese College English Teaching

College English Teaching (CET) plays an important and basic part in the whole college education system in China and whether it should adopt the quality-centered education or tool-oriented training remains controversial in current Chinese CET practices. After comparing several basic concepts and analyzing the existing problems in Chinese practical CET, the paper finds that contemporary Chinese CET is largely influenced by pragmatism and utilitarianism and has an obvious instrument-driven tendency. The cultivation of humanistic quality, however, is weakened and even ignored intentionally or unintentionally. And it holds CET should give full play to the advantage of the language as well as conduct subtle humanistic education for students to achieve the integration of tool-oriented and quality-centered goal in CET.

Challenges and Countermeasures of Chinese College English Teachers’ Self-Development-Taking Shanghai Area as an Example

Challenges and Countermeasures of Chinese College English Teachers’ Self-Development-Taking Shanghai Area as an Example

Chinese College English Teachers' Research Engagement

This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they were expected to be research‐active, their reported levels of reading and doing research were moderate. An analysis of the factors behind this level of engagement reveals unproductive linear and instrumental conceptions among teachers of the relationship between research knowledge and classroom practice. A perceived discrepancy was also found between teachers' views about the research activity expected of them and the support they received from their institutions to facilitate such work. The uncertainty teachers experienced in relation to research engagement was also shaped by tensions between their views of research and its purpose and the criteria for recognizing research employed by their institutions. This study problematizes the notion of teacher as researcher by highlighting many interactive personal, interpersonal, and institutional factors which shape the extent to which teachers can be research‐engaged. The article concludes by suggesting key questions that language teaching organizations wanting to promote teacher research engagement must ask.

Professional Competence and Basic Ability-oriented Game Theory Analysis of China's Higher Vocational College English Teaching

To strengthen the professional competence and basic ability is the objective requirements of the Chinese higher vocational college English teaching, while the positioning of the teaching objectives is partial to a

Enhancing Non-English Majors’ EFL Motivation through Cooperative Learning

Abstract At present, most of the Chinese college English teachers fail to pay enough attention to the students’ motivations andthe important motivational variables, much less have a systematic way of improving students’ motivation. The thesis aims at producing background information about some research into L2 motivation, illustrating the causes of the lack of learning motivation and proposing corresponding solutions to motivating learning which emphasizes active and responsible learning through interpersonal interaction. A survey and an empirical research was carried out in an ordinary class of non-English major for 15 weeks by applying cooperative learning (CL) method in college English teaching. The result of the survey also provides evidence for the framework which intends to help teachers to develop systematic motivation strategies for non-English majors.

On the Correlations between Teacher Autonomy and Learner Autonomy under the Network Environment

Following learner autonomy （LA）, teacher autonomy （TA） has recently acquired a prominence in discourse on foreign language education. This study, taking TA as one influential variable on LA, tries to explore the relationship between them by conducting the investigation of some Chinese college English teachers of non-English majors with quantitative and qualitative approaches. The results show that there exist some correlations between TA and LA. In the end, the author gives some suggestions on how to promote learners autonomy in their English learning by cultivating and promoting teachers’ own autonomy in English teaching under the network environment.

The Teacher’s Roles in a Student-Centered Audio-Video Speaking Class

The extensive use of modern information technology in Chinese college English teaching has greatly changed the role of the teacher. Through a case study of the authors’ own audio-video speaking classes, this article aims to discover the appropriate role the teacher should play in a computer-based teaching model, and its positive effects on cultivating students’ competence in listening and speaking. From the analysis of correlated data and a questionnaire, it was found that the teacher’s role tends to be multidimensional. These multiple roles include an activity designer and organizer, coordinator, the source of background information, and an assessor. The results of the study show that such roles have a marked impact on students’ listening and speaking abilities and their language proficiency development.