Chinese College English Research Articles

Task-driven and College English Curriculum Based Intercultural Competence Cultivation in Police University

Globalization and the Belt and Road Initiative motivate police cadets to improve intercultural competence. In the meantime it’s very difficult for Chinese College English teachers to focus solely on cultures while students facing the task of improving language skills. It is more practical for teachers to integrate cultural instruction and normal curriculum, improving both linguistic and cultural competence to achieve the multiple objectives at the same time. This paper provides some practical ways to enrich the current curriculum. Three-step action research is used in the paper. Step one: intercultural knowledge accumulation. Teachers use explicit and implicit ways, including reading assignment, video-clip, WeChat essays in law enforcement and police fields, to improve cultural diversity awareness and to appreciate dynamic intercultural communication. Step two: task-driven intercultural skills training. Step three: reflection. These procedures form a spiral cycle which recurs to enhance the effect of continuous improvement.

A Comparison of the Application of TBLT in Chinese and Foreign Teachers' College English Classes

TBLT is a kind of English teaching method combining language form and ability. It is based on specific tasks and takes task completion as motivation. In the TBLT class, students are the center of the class rather than the teacher. It has the advantages of stimulating interest, strong practical operation and so on, and is welcomed all over the world.However, everything has its advantages and disadvantages, and TBLT still has some problems to be solved. This paper mainly discusses the use of TBLT in English teaching, the existing problems and further improvement methods. In order to provide scientific theoretical basis for the improvement and optimization of college English classroom teaching, it is necessary to integrate TBLT with discourse analysis theory in college English classroom teaching.

Talents-Oriented Action on Chinese College English Educational Reform

Talents-Oriented Action on Chinese College English Educational Reform

The Reform of Cultivation Mode of Chinese University English Translation Talents in the Age of Artificial Intelligence

The advent of the era of artificial intelligence will make artificial intelligence steadily integrate into the cultivation mode for translation talents, greatly innovate the concepts and methods of translation teaching in college English in China, and continuously improve the quality of talent cultivation. The paper aims to analyze the connotation and main characteristics of artificial intelligence, and then probe into the current situation of English translation talents cultivation in Chinese universities. Finally, it puts forward the path of reform of the cultivation mode for translation talents from the aspects of the objectives of translation talent cultivation and curriculum system, teaching philosophy and teaching methods, teaching resources and teaching tools as well as the teaching evaluation.

Research on Job Burnout of Chinese College English Teachers in Sichuan Province Based on Field Rules Theory

This article researched college English teachers’ job burnout and analyzed the reasons based on Field Rules Theory of Pierre Bourdieu. The research ways include the questionnaires and interviewing. Results show college English teachers indeed have the job burnout and the reason is that college English teachers are the lowest persons in the University Field who can’t have many ways to get the embodied cultural capital, the objective cultural capital and the institutionalized cultural capital to develop themselves and can’t cooperate one another because of colleges’ different policies for them.

Identity Negotiation in Chinese University English Classroom

Through a theoretical framework that builds on the Community of Practice construct and the concepts of identity negotiation, imagined identity and investment, this case study examines how one English-as-a-foreign-language student negotiated the identity as an English learner in the Chinese university classroom setting. Then the extent that the student’s oral communication behaviors in the English classroom community were influenced by the negotiated identity is presented. The analysis shows that a student may have multiple identities in the educational setting. By constantly shifting identities in the English learning process, the focal student struggled with the English learner identity perceived by herself and that identified by her English teacher. As a result, the student’s investment in English class oral tasks and communication behaviors in EFL classroom may change with the shift of identities. Suggestions are made for EFL teachers to help students construct desirable identities in order to improve their involvement in English class oral communication activities.

Research on Cultural Content in Chinese College English Textbooks—A Case Study of New Standard College English Integrated Course 3

Research on Cultural Content in Chinese College English Textbooks—A Case Study of New Standard College English Integrated Course 3

One situation doesn’t fit all: Variability and stability of state willingness to communicate in a Chinese College English classroom

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable between-person differences, and situational antecedents that can either promote or hinder state WTC in L2 classrooms. To investigate whether, how and why state WTC varies over time, this study used a high-density repeated measurement design and a group of Chinese university students to describe fluctuations in state WTC in English classrooms over one semester. Data related to state WTC and selected situational antecedents were collected through a self-report questionnaire and statistically analysed. It was found that state WTC varied systematically within the person across the semester, and this variability was systematically related to changes in the psychological properties of the learning situations (e.g. teacher and peer support, task-interest, and task-importance). It was also found that within-person variability in state WTC predicted language learning performance, e.g. students whose state WTC increased as a function of perceived task interest tended to achieve higher grades at the end of the semester. This study calls for more attention to be directed at within-person variability in state WTC, and provides novel insights into how relationships between state WTC and its situational antecedents may be investigated within individuals. This work is of interest to researchers and practitioners who aim to enhance L2 learners’ state WTC and language learning performance by systematically shaping their situated learning experience.

On Academic Identification of College English Teacher in Terms of Discipline in Chinese Higher Education

The paper looked into faculty of Chinese College English (CE)(or CE faculty on the paper) , a great proportion of teachers teaching English for all non-English majors in higher education institutions, through analysis of CE faculty recruitment process, symbiosis of researching and teaching in their performances, as well as their restrained professional development in China higher education. It’s demonstrated that disciplinary identity on campus is the premise of being successfully fulfillment of the function of teaching and learning in higher education; CE faculty are supposed to effectively perform their duty in line with their professionals defined and developed by the discipline they are trained by. It’s discussed that for securing and protecting the efficiency and academic status of CE and CE faculty, there should be a accrediting process for CE the course accreditation and for CE faculty with academically educational program awarding degree, which is guaranteed for CE being recognized a important and legalized academic activity serving Chinese higher education as its very first design.

An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy

Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

A Comparative Study of Online Teacher-Involved and Peer Interactive Learning: Chinese EFL Students’ Perceptions and Practices

This comparative study aims at exploring Chinese university English as a foreign language (EFL) students’ perceptions and practice of two types of interactive learning: the teacher-involved one and the peer one, as well as the factors that may have impacts on their learning. Participants of the study were 32 Chinese EFL students enrolled in a university, being randomly divided into two groups. One group of students participated in teacher-involved interactive learning in an online context; the other group interacted with peers for learning while the teachers were not involved in learning activities. Data collection were administrated via students’ online learning documents and semi-structured individual interviews. It was found that students’ perceptions and practice were different in two types of interaction. In teacher-involved interactive learning, participants were under the strong impacts of their teachers, and had more stable engagement in learning; while students in peer interactive learning were influenced by a wider range of factors, leading to their less stable participation and production in learning activities. Besides, EFL students were found to be more active in a teacher-involved learning context. Recommendations for future studies are provided on the base of these findings.

Chinese Vocational College English Teachers and Majors’ Perceptions of the Product Approach and Process Approach and Attitudes toward the Application of the Product Process Approach

In this particular small-scale survey, questionnaires were sent to 50 students majoring in English and interviews with 4 teachers teaching English writing in vocational colleges were used to collect data. It is agreed that the traditional Product Approach to some extent was still useful due to learners’ insufficiency in English competency and the exam-oriented approach of the Chinese education system. However, the product-oriented pedagogy is argued to overlook learners’ creative thinking, problem-solving skills and the concept of the writing purpose and audience. Thus, the Process Approach is considered to be a much more sophisticated approach. Although the process writing has various advantages, it originated from L1 (English as a first language), which may not be wholly suitable to in an EFL (English as a foreign language) context. Hence, the adaptability and simplification of the original Process Approach are perceived to be significant. In addition, the main findings of the study indicated that both Chinese English teachers and majors held positive attitudes towards the Product Process Approach. They pointed out the synthesis might not only guarantee proper language input, but also enhance learners’ communication skills and strengthen their understanding of the multiple drafts, the writing purpose and the audience. It is suggested that the synthesis might be useful if the two approaches are properly balanced according to different students’ levels and various genres. The limitation of this study was the small sample that could not represent all the Chinese university teachers and students’ views. In addition, it needs long-term empirical studies to further examine the validity and reliability of the synthesis.

Critical Discourse Analysis and the Cultivation of Critical Reading Ability

As an important part of English learning, English reading should not only focus on the input of language knowledge, but also the cultivation of critical language awareness and critical thinking model. The traditional English reading model usually includes vocabulary learning, background knowledge introduction and text analysis, which is limited to letting students understand the literal meaning and some implicit information of the text. However, critical discourse analysis provides a broader perspective for readers. Based on the theory of systemic-functional linguistics, this paper takes an article from Chinese first-year college English textbooks as corpus to conduct a critical discourse analysis and expose the ideology behind the text. The analysis found that the article is not simply a report on a war, but also a tribute to the British society. It helped England gain sympathy from the international community by exposing the cruel and inhuman acts of the German Nazis in Britain. At the same time, it praised the British government for its strong resistance against German aggression and complimented the united British people. This paper aims to explore the methods of combining critical discourse analysis and reading teaching, and put forward suggestions for Chinese reading teaching and the cultivation of students’ critical reading ability.

The Cultivation of Cultural Awareness in Chinese College English Teaching

The Cultivation of Cultural Awareness in Chinese College English Teaching

The Application of Psycholinguistic Principles in University English Teaching

With the new curriculum reform put into effect, new requirements and plans for college English teaching have been put forward. More and more attention has been paid to Chinese college English teaching from all aspects, among which, psycholinguistics is a new frontier subject. The application of psycholinguistic principles in education is more extensive. The research on the osmotic application of psycholinguistic principles in Chinese college English teaching is becoming the focus of education. This paper briefly introduces the characteristics and basic situation of English teaching in Chinese colleges, and the application of psycholinguistic principles in Chinese college English teaching is expounded. The purpose of this study is to understand the principles of psycholinguistics in English teaching in Chinese universities. It is hoped to play a positive role in promoting college English teaching innovation in China.

Critical Thinking Cultivation in Chinese College English Classes

Through literature study of researches on critical thinking, this paper gives an analysis of the present situation and existing problems of critical thinking cultivation in Chinese college English classes, probes into the rationale for critical thinking cultivation and discusses how to cultivate students’ critical thinking in Chinese college English class context through constructing constructive learning environment, designing flexible instructional strategies, and adopting formative, seamless assessment.

Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China

ABSTRACT While task-based language teaching (TBLT) is a teaching methodology favoured by the Chinese Ministry of Education, it has not been sufficiently researched to be validated empirically in practice in the EFL classroom. Few studies have investigated teachers’ responses to TBLT in the Chinese college English context. This research contributes to addressing this gap by investigating EFL teachers’ perceptions of TBLT and assessing the current implementation of TBLT. A mixed-method methodology was used with quantitative and qualitative data collected via questionnaires and interviews. The findings show that there is potential for the positive implementation of TBLT in the Chinese context. Most of the Chinese ELT teachers surveyed hold positive views on TBLT implementation and report a high frequency of using TBLT. However, this study also reveals that the majority of the participants are not confident in their understanding of TBLT, though they are willing to undergo training. In addition, the study found that the public examination system is seen as one of the key reasons that impede the implementation of TBLT. The article concludes with a discussion of practical implications of the findings of this small-scale study on how successful implementation of TBLT can be encouraged in the Chinese context.

Chinese College English Teachers’ Ability to Develop Students’ Informationized Learning in the Era of Big Data: Status and Suggestions

College English teachers should vigorously promote the integration of the latest information technology and curriculum teaching. The application of modern information technology to college English teaching has not only modernized, diversified and facilitated the teaching methods, but also changed the teaching concepts, teaching contents and teaching methods. The ultimate goal of integration is to promote the development of students’ informationized learning ability. Therefore, the purpose of this paper is to investigate college English teachers’ development of students’ informationized learning ability in the era of big data, and explore a motivation system that motivates teachers to develop students’ informationized learning ability. A questionnaire survey was conducted in three universities with different degrees of informationization. It is found that the universities do not make enough investments to accommodate the future development needs of smart education; the teachers show weak ability to use the software, do not master the use of software and fail to implement the design, development and the nation has not issued institutional policies and offered enough time and opportunities for teachers’ training. It is advised that the development of teachers’ informationized teaching ability is to strike a balance between promoting the development of teachers’ teaching ability and enhancing the development of students’ learning ability; China should make dynamic adjustments to the assessment and monitoring system of teachers’ informationized teaching ability and China should keep pace with the times in terms of investment in education teaching cause, and gradually improve its policy supports and incentives.

Detection of DIF for Chinese College English Achievement Test

Detection of DIF for Chinese College English Achievement Test

An Ethnography of Chinese College English Teachers’ Transition from Teaching English for General Purposes to Teaching English for Academic Purposes

An Ethnography of Chinese College English Teachers’ Transition from Teaching English for General Purposes to Teaching English for Academic Purposes