Full Description
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.
Contents
Part A: Curriculum Development and Classroom Teaching. 1. Feedback and Doctoral Student Writing. 2. Influences on and Impact of Motives for Supervising Master's 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.
