English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs

Pan, Lin; Block, David

doi:10.1016/j.system.2011.07.011

Cited by 210 publications

(107 citation statements)

References 10 publications

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“…This result confirms previous studies that found that the traditional written-form test model that focuses on testing students' linguistic competence rather than communicative competence would lead to the teachers' and students' preference for the exam-oriented teaching in classes (Ming & Jaya, 2011;Pan & Block, 2011). The explanations of Pan and Block (2011) about the examination culture in China are also similar to the situation in Vietnam. In Vietnam, the examination culture has been deep-rooted in the people's minds since the feudalism time until now, and examinations have been considered as an important tool to evaluate study success.…”

Section: Discussionsupporting

confidence: 87%

“…Teachers and students tend to spend class time on practicing tasks for form-based exams instead of focusing on activities to improve students' communicative competence (Gao, 2012;Ming & Jaya, 2011;Pan & Block, 2011). The lack of speaking tests in examinations has been identified as one of the reasons hindering teachers from teaching oral English because both students and teachers are not motivated to teach and learn English speaking skills if it is not included in the exams (Chen & Goh, 2011).…”

Section: Introductionmentioning

confidence: 99%

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EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?

Nguyen¹,

Fehring²,

Warren³

2014

ELT

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This paper reports part of a study that documents the factors affecting the efficacy of teaching and learning English as a Foreign Language (EFL) in Vietnamese higher education from the teachers' perspectives. Individual face-to-face semi-structured interviews were conducted with twelve EFL teachers at Ho Chi Minh City University of Technology (HUTECH), Vietnam. The study explored both positive factors and negative factors affecting teaching quality. The findings show that an updated syllabus, modern teaching methods, and adequate facilities and equipment are positive factors identified by the teachers. Nevertheless, there are still many negative factors hindering the efficacy of English teaching and learning, including: insufficient time for English subjects; lack of speaking component in tests and examinations; unequal students' English abilities; large class sizes; limited support from university leaders; and students' limited efforts and motivation. The teachers were also given the opportunity to express their expectations about an ideal EFL training program, which included: a balance between financial profit and education quality; more independence for teachers and students in teaching and learning; placement tests; good and enthusiastic teachers; well-equipped classrooms; small class sizes, and student autonomy.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?

Nguyen¹,

Fehring²,

Warren³

2014

ELT

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“…On the one hand, it can be argued that learners may be motivated by their (and their teachers) being convinced that local varieties of English are acceptable, even desirable, models to aspire to (Jenkins 2007) and that NNS-NNS communication in international settings IS just as authentic as NS-NS communication (Hall 2013). On the other hand, there is empirical evidence that many learners still put a high value on prestige, NS varieties of English (Pan & Block 2011;Sung 2014) and can be motivated by exposure to NS teachers (Lamb & Budiyanto 2013), a perception that still drives employment practices in some education systems (see Hu & Mackay 2012). …”

Section: T H E M O T I V a T I O N A L D I M E N S I O N O F L A N G mentioning

confidence: 99%

The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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“…For Chinese learners, memorization is a central part of their language learning process, but not the whole of it (GU & Johnson, 1996). Learners' devotion to memorizing grammar or vocabulary may be possibly related to the Chinese sociocultural context, featuring with grammar-oriented tradition in teaching (e.g., HU, 2002;RAO, 2010;YU, 2001) or the emphasis on grammar and vocabulary assessments in various tests in China (e.g., HU, 2003;PAN & Block, 2011). Another inconsistency was also identified as the conception of "understanding and seeing in a new way" in ZHENG et al's study (2016) was divided into two individual dimensions known as "understanding" and "seeing in a new way" in this study.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Conceptions of Learning English Among College Students in China

Luan¹

2017

SUET

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In the field of second language acquisition, an increasing amount of research has been conducted on learner's beliefs. Few empirical studies, however, have been focused on students' conceptions of learning English (COLE).This study aims to assess conceptions of learning particularly in the domain of English. Data were collected through the COLE questionnaire among 284 college students in China. Seven factors of COLE are identified, such as "memorizing", "testing", "drill and practice", "increasing knowledge", "understanding", "application", and "seeing in a new way". These findings also provide some pedagogical implications for English language instructors and researchers.

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English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs

Cited by 210 publications

References 10 publications

EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?

EFL Teaching and Learning at a Vietnamese University: What Do Teachers Say?

The motivational dimension of language teaching

An Analysis of Conceptions of Learning English Among College Students in China

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