English in China

Yong, Zhao; Campbell, Keith P.

doi:10.1111/j.1467-971x.1995.tb00080.x

Cited by 103 publications

(38 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, they expected their children to do well in English language learning, as evidenced by the results of the descriptive analyses. These results are consistent with the findings of the studies indicating that Chinese and Brazilian participants showed the desire to learn English as it was prompted by the desire to get a better job or promotion as a means of social ascension (Yong & Campbell, 1995;Friedrich, 2000). The parents in the present study reported that learning English was difficult, so vocabulary was crucial in order to learn the language.…”

Section: Discussionsupporting

confidence: 82%

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

Petchprasert¹

2014

ELT

View full text Add to dashboard Cite

This study investigated parents' backgrounds and their beliefs about English language learning, and compared the receptive English vocabulary development of three to six year-old-Thai children before and after participating in a parent-child reading program with the dialogic reading (DR) method. Fifty-four single parents of 54 children voluntarily participated in the study. The parents were surveyed to determine if their demographic data, beliefs, and DR method affected their children's vocabulary development. The children were tested on fourteen English words before and after participating in the program. The results showed that parents' beliefs about English language learning affected expectations on their children's language success. In addition, the children's achievement was related to the use of DR method. The children yielded significant greater gains in knowledge of vocabulary and their ability to infer the meanings from pictures after engaging in the reading program.

show abstract

Section: Discussionsupporting

confidence: 82%

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

Petchprasert¹

2014

ELT

View full text Add to dashboard Cite

show abstract

“…English is conceived as an important tool for Chinese people to communicate in the global context, and people are equally concerned about the negative effects of the spread of English (Hu, 2009;Niu & Wolff, 2003Zhao & Campbell, 1995). Many hope to promote the Chinese language in order to increase China's influence on the international stage.…”

Section: Policies Concerning the English Languagementioning

confidence: 99%

Untitled

2017

The Journal of AsiaTEFL

View full text Add to dashboard Cite

“…Most of these studies have found that LLS are used significantly differently by various groups of learners. However, to date, there has been little research investigating the successful use of LLS in the different education approaches used to teach language learners, or a comparison of the strategy types adopted by speakers of Mandarin Chinese, the largest ethnic group of English learners in the world (Yong & Campbell, 1995), across different countries and/or areas.…”

Section: Language Learning Strategies (Lls)mentioning

confidence: 99%

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Yang¹

2018

ESP Today

View full text Add to dashboard Cite

This paper compares and contrasts the English learning strategies used by Chinese speakers under the CLIL approach in two different contexts, Taiwan and Hong Kong. We adopted Oxford's (1990) Strategy Inventory for Language Learning (SILL) as our instrument to identify their strategy preferences. The results demonstrate that both Taiwanese and Hong Kong CLIL learners use Language Learning Strategies (LLS) to a medium degree, but the former deploy LLS more frequently than the latter. Taiwanese learners tend to use indirect strategies more often than direct strategies, completely opposite to their Hong Kong counterparts. The rankings of the LLS preferences of the two groups also differ. Their preferences differ from the common assumption that Chinese-speaking learners rely more on memory strategies due to the traditional rote learning style. The Taiwan group shows many significant intra-group variations among the gender, discipline, and English level variables. In contrast, the Hong Kong group exhibits less variance between these variables. Finally, it was found that the employment of 27 strategies out of 50 (54%) demonstrated significant differences between the two contexts. Offering bridging courses in ESP or EAP to scaffold learners with specific language knowledge before mastering the subject matter is recommended in the EFL contexts where CLIL will be implemented.Key words content and language integrated learning (CLIL), language learning strategies (LLS), Taiwan, Hong Kong, tertiary level. * Corresponding address: Wenhsien Yang, 1, Sung-ho Rd. Kaohsiung 812, Taiwan. THE DEPLOYMENT OF ENGLISH LEARNING STRATEGIES IN THE CLIL APPROACH: A COMPARISON STUDY OF TAIWAN AND HONG KONG TERTIARY LEVEL CONTEXTSVol. 6(1)(2018): Sažetak U ovom radu upoređuju se i kontrastiraju strategije učenja engleskog jezika kod kineskih govornika uz primenu integrisanog učenja jezika i stručnog gradiva u dva različita okruženja, Tajvanu i Hong Kongu. Kao instrument uočavanja preferencija pri korišćenju strategija prihvaćen je Inventar strategija učenja stranog jezika (Oxford, 1990). Rezultati pokazuju da i tajvanski i honkonški učenici uz primenu integrisanog učenja jezika i stručnog gradiva u srednjem obimu koriste strategije, ali da ih tajvanski koriste češće od honkonških. Tajvanski učenici češće koriste indirektne od direktnih strategija, dok je sasvim suprotno kad je reč o njihovim honkonškim kolegama. Preferencije korišćenja strategija kod dve grupe takođe se razlikuju. Njihove preferencije razlikuju se od uobičajene pretpostavke da se govornici kineskog više oslanjaju na strategije pamćenja usled tradicionalnog načina učenja putem memorizacije i ponavljanja. Tajvanska grupa ispoljava više značajnih varijacija u pogledu varijabli kao što su pol, disciplina i nivo znanja engleskog jezika, za razliku od hongkonške grupe koja ispoljava manje varijacija u pogledu ovih varijabli. Konačno, pronađeno je da korišćenje 27 od ukupno 50 strategija (54%) ispoljava značajne razlike između ova dva okruženja. Preporučuju se prelazni kur...

show abstract

English in China

Cited by 103 publications

References 6 publications

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

The Influence of Parents’ Backgrounds, Beliefs about English Learning, and a Dialogic Reading Program on Thai Kindergarteners’ English Lexical Development

Untitled

The Deployment of English Learning Strategies in the CLIL Approach: A Comparison Study of Taiwan and Hong Kong Tertiary Level Contexts

Contact Info

Product

Resources

About