1st Edition

Teaching and Researching Chinese EFL/ESL Learners in Higher Education



  • Available for pre-order. Item will ship after June 22, 2021
ISBN 9781032013039
June 22, 2021 Forthcoming by Routledge
328 Pages 15 B/W Illustrations

USD $170.00

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Book 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 fifteen 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, 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.

Table of Contents

Part A: Curriculum Development and Classroom Teaching. 1. Feedback and Doctoral Student Writing (Brian Paltridge). 2. Influences on and Impact of Motives for Supervising Master’s Theses: A Multiple Case Study (Madhu Neupane Bastola and Guangwei Hu,). 3. English Majors’ Perceptions of a Content Course: Classroom Anxiety, Motivation Intensity, and Paper Writing Approaches (Meihua Liu). 4. Professional Development in English Medium Instruction in Higher Education: A Case Study (Zhongshe Lu and Julie Dearden). 5. Focus on Forms or Focus on Meaning: Evaluating the Communicativeness of College English Textbooks in China (Dezheng (William) Feng). 6. CSE-based Self-assessment in Chinese University Students’ EFL Argumentative Writing: A Case Study (Wenxia Zhang and Xiaolin Wang). 7. Chinese University Students’ Language Learning Beliefs and Strategy Use (Xia Wu and Liu). 8. The Effects of Expectancy and Task Values on Chinese Doctoral Students’ Anxiety about Using English for Academic Oral Communication (Yining Zhang). 9. Understanding Identity Construction of an Experienced Chinese University EAP Teacher (Yi Yan and Weimin Zhang). 10. Self-Directed Technology Use for English Learning among Chinese University Students: Contribution of Motivational Beliefs and Strategies to Learning Achievement (Zhujun An and Zhengdong Gan). Part B: Skills-based Research. 11. From EAP to EMI: Challenges Encountered and Strategies Used in Vocabulary Learning (Minhui Wei). 12. Effects of Intentional Versus Incidental Learning Tasks with Different Involvement Loads on L2 Vocabulary Learning (Yuanfang Hua and Qian Guo). 13. Exploring Chinese Doctoral Students’ Perceived Challenges in Writing English Journal Papers (Yuan Tian and Weimin Zhang). 14. The Effects of a Genre-based Teaching Approach in an English Research Articles Writing Course for Chinese MA/MS Students (Min He). 15. A Multidimensional Analysis of Register Features in Chinese Undergraduate EFL Learners’ Academic Writing through Projects (Ruiling Feng and Qian Guo).

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Editor(s)

Biography

Zhongshe Lu is Professor in Tsinghua University. Her research interest mainly include individual differences, EFL writing and International education. Meihua Liu, Ph.D., is 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 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.