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

Pei, Zhengwei

doi:10.1080/01434632.2015.1015540

Cited by 25 publications

(10 citation statements)

References 32 publications

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“…Students in other majors are all required to take a compulsory College English course which integrates listening, speaking, reading, writing, and translation (Zhang and Qin, 2018). Such a course mainly aims to develop students' communicative competence in using English for study and work (Pei, 2015). These voluntary participants all grew up in China with Chinese as their mother tongue.…”

Section: Participants and Research Contextmentioning

confidence: 99%

Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Zhang

Parr

2020

Front. Psychol.

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When exploring the nature of small-group student talk in English-as-a-foreign-language (EFL) individual writing in terms of what students are talking about, previous studies have mainly linked it to students' writing and focused more on students' written texts than their talk. Consequently, the analyses have largely been text-oriented rather than talk-oriented and have failed to reveal a complete picture of such talk and the socially negotiated nature of the interaction. To fill up the literature gap, we designed a study to investigate the nature of prewriting small-group student talk in Chinese tertiary EFL writing classrooms. Specifically, we examined what students were talking about when engaging in argumentative writing tasks prior to individual writing. Eight hours of audio recordings of student talk from eight small groups in two classes (N = 48) were collected during their prewriting small-group discussions. They were analyzed and interpreted in six categories: Content talk, language talk, task-management talk, organization talk, affective talk, and phatic talk. Major findings show that small-group student talk: (1) enabled students to generate content, language, and organization for their proceeding individual writing; (2) provided them with opportunities to facilitate collaborative linguistic problem-solving and the deliberate use of the first language (L1) for requesting and clarifying information; (3) allowed them to organize the group and scaffold each other collectively to manage the ongoing process of the task; and (4) assisted them to share their emotions and maintain group harmony at a surface level but did not help generate direct positive or negative affective expressions. Pedagogical insights into L2 writing instruction are also discussed.

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Section: Participants and Research Contextmentioning

confidence: 99%

Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Zhang

Parr

2020

Front. Psychol.

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“…It also requires thinking about how to carry out effective vocabulary teaching under the new curriculum reform environment. In terms of vocabulary teaching under the theory of applied linguistics, through the specific application, understanding and consolidation of some vocabulary, students can not only better understand the true meaning of vocabulary, but also flexibly use vocabulary in different contexts [7] [8].…”

Section: An Analysis Of the Present Situation Of English Vocabulary Tmentioning

confidence: 99%

Language Teaching Research Based on Applied Linguistics Theory

Huang¹

2018

JSS

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In order to study language teaching under applied linguistic theory, two definitions of applied linguistics, the breakthrough in the definition of applied linguistics, and the return of the core content to education and teaching, are introduced. The research results of language teaching under the theory of applied linguistics in recent years are listed. Taking English language teaching as an example and combining with applied language teaching theory, relevant teaching experiments are designed. According to the experimental results, it is concluded that applied linguistic teaching theory can effectively improve students' interest in learning and enhance the effectiveness of language learning. Finally, it is concluded that applied linguistics theory should be based on language teaching, change the way of language teaching, and better transfer knowledge to students.

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“…Xu (2017) summarizes the 30 years' evolution of the college English curriculum in China. Peng (2015) focuses on Classroom discourse in College English teaching of China. Gu (2013) probes into the College English language teaching and learning in China.…”

Section: Literatures Reviewingmentioning

confidence: 99%

Reform of College English Curriculum Setup for Non-English Majors: A Case Study of an Ordinary University in China

Zhu¹,

Chen²

2018

JLAS

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English learning and teaching has been a hot research topic in China since the coming of the 21st century. By way of questionnaire surveys and interviews, the research group takes one ordinary Chinese university as a case to study the reform of College English curriculum setup. The paper focuses on study of extended courses, which are the most typical reflections of the reform in this university. In the first stage, 4,330 students are surveyed or interviewed in the pre-research process and another 1,270 participants from Grades 2013 and 2014 in the second stage finish the questionnaire about the reform. The paper analyses the results of 1,215 valid questionnaires. The analyses and discussions in the research include four aspects, which are participants' overall attitudes towards the reform of College English curriculum setup, current situation of course teaching and assessment, degree of satisfaction with the extended courses and participants' feedbacks and suggestions. In the end of the study the existing problems in the reform are listed and suggestions are given to further reform the College English curriculum.

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

Cited by 25 publications

References 32 publications

Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights

Language Teaching Research Based on Applied Linguistics Theory

Reform of College English Curriculum Setup for Non-English Majors: A Case Study of an Ordinary University in China

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