Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China

Interlanguage-based Error Analysis in Higher Vocational and Technological College EFL Education in China

“…Literally, overt errors imply that the learner breaks the grammatical rules of the target language, whereas covert errors suggest that the learner's statements consistent with the target language grammar rules make no sense from context analysis (Celce- Murcia & Hawkins, 1985). The source and target languages in cultural differences will bring about different solutions to the same problem (Hu, 2002). For instance, Chinese people are accustomed to using "self-deprecation" to reply to appreciation, while the Westerners prefer "thank you" instead.…”

“…Language errors can be viewed as a symbol for the learner to master an L2 in that interlanguage runs through the whole process of L2 learning (Hu, 2002(Hu, , 2005. Students should be allowed to make mistakes in EFL language learning, and teachers should know how to grasp the evolution procedures of students' errors, prompting interlanguage to gradually move closer to the target language (Jiang, 1999).…”

“…It can thus be said that errors will accompany the development of interlanguage from start to finish (Selinker, 1974). The number of errors and "quality" vary with 640 JOURNAL OF LANGUAGE TEACHING AND RESEARCH different stages, which requires teachers to help students analyze and correct errors, for the sake of eventually achieving the instructional goal step by step (Hu, 2002).…”

On the Ecological Evaluation of Iranian Secondary Schools English Language Course Books in Light Intercultural Communicative Competence: Knowledge, Skills, and Attitude

“…Since the early 1990s, the Chinese Ministry of Education has stepped up its effort to reform ELT and improve its effectiveness in response to a growing dissatisfaction with the quality of English instruction in the formal education system (Adamson & Morris, 1997). Thus, like the Iranian context, as a major component of the ELT reform drive, an imported methodology, CLT, was vigorously promoted because traditional teaching methodologies were thought to form the root of the problems with ELT in China (Hu, 2002). However, the promotion of CLT has been followed by the new concepts of globalization and world Englishes encompassing ICC too (Xu, 2013).…”

Enhancing Children’s Language Learning and Cognition Experience through Interactive Kinetic Typography

“…For example, gameplay elements with animated images are a great tool for learning because children feel relaxed and comfortable while playing games, and thus acquire new learnings more easily. Meanwhile, an ideological attitude to pedagogical innovations developed in a different sociocultural milieu could also be taken into considerations (Hu, 2002).…”