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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
English Language Education in China: Progress, Problems and Reflections
Author(s)
SHI Jia-lin
Full-Text PDF
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DOI:10.17265/2159-5836/2017.07.011
Affiliation(s)
Chongqing University of Posts and Telecommunications, Chongqing, PRC
ABSTRACT
The thesis is aimed at putting forward to some problems existing in contemporary China’s English teaching by showing progress made in recent years. Reflections have formed by contemplating the gaps of English teaching with that of Asian & European countries. This thesis, through a general perspective, outlines what English teachers will do to push Chinese English learning to a new level.
KEYWORDS
China, English language, education, reflections
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References
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Lo Bianco, J. (1987). National policy on languages. Canberra, Australia: Australian Government Publishing Service.
Mahboob, A. (2009). English as an Islamic language: A case study of Pakistani English. World Englishes, 28, 175-189.
Nattinger, J. (1984). Communicative language teaching: A new metaphor. TESOL Quarterly, 18(3), 391-407.
Schleppegrell, M. (1997). Problem posing in teacher education. TESOL Journal, 6(3), 8-12.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49(1), 59-65.
Tomlinson, B. (1994). Pragmatic awareness activities. Language Awareness, 3(3), 119-129.
Tudor, I. (1992). Learner-centredness in language teaching: Finding the right balance. System, 20(1), 31-44.
Wallace, C. (1999). Critical language awareness: Key principles for a course in critical reading. Language Awareness, 8(2), 98-110.
Weir, C., & Roberts, J. (1994). The Evaluation of a language programme: Development and accountability. Evaluation in ELT, 82-101.
Widdowson, H. G. (1979). The authenticity of language data. Explorations in Applied Linguistics. Oxford, England: Oxford University Press.
Wilkins, D. (1979). Current development in the teaching of English as a foreign language. In S. Holden (Ed.), Teaching English for specific purposes (pp. 5-7). Modern English Publication.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
Appel, J. (1989). Humanistic approaches in the secondary school: How far can we go?. ELT Journal, 43(3), 261-267.
Auerbach, E. (1992). Literacy and ideology. Annual Review of Applied Linguistics, 12, 71-85.
Bailey, K. M. (1996). Working for washback: A review of the washback concept in language testing. Language Testing, 13(3), 257-276.
Barro, A., Jordan, S., & Roberts, C. (1998). Cultural Practices in Everyday Life: The Language Learner as Ethnographer. In M. Byram and M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography. Cambridge, England: Cambridge University Press.
Breen, M. P. (1985). Authenticity in the language classroom. Applied Linguistics, 1(6), 60-70.
Brumfit, C. (2001). “British cultural studies”, individual freedom and the language teacher. Oxford, England: Oxford University Press.
Byram, M. (1989). A model for language and culture teaching. Cultural Studies in Foreign Language Education, Multilingual Matters, 136-148.
Cooper, R. L. (1989). Language planning and social change. Cambridge, England: Cambridge University Press.
Cotterall, S. (1995). Developing a course strategy for learner autonomy. ELT Journal, 49(3), 228-234.
Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4(3), 193-200.
Gebhart, J. G. (1984). Models of supervision: Choices. TESOL Quarterly, 18, 501-514.
Hafiz, F. M.. & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13.
Haugen, E. (1972). The ecology of languages: Essays by Einar Haugen. Stanford, CA: Stanford University Press.
Hodge, R., & Kress, G. (1979). Reading power. Language as ideology. Routledge and Kegan Paul.
Hughes, A. (2000). Testing for language teachers. Cambridge: Cambridge University Press/Beijing: Foreign Language Teaching and Research Press.
Kiely R. (2001). Classroom evaluation: Values, interests and teacher development. Language Teaching Research, 5(3), 241-260.
Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40, 59-76.
Lo Bianco, J. (1987). National policy on languages. Canberra, Australia: Australian Government Publishing Service.
Mahboob, A. (2009). English as an Islamic language: A case study of Pakistani English. World Englishes, 28, 175-189.
Nattinger, J. (1984). Communicative language teaching: A new metaphor. TESOL Quarterly, 18(3), 391-407.
Schleppegrell, M. (1997). Problem posing in teacher education. TESOL Journal, 6(3), 8-12.
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49(1), 59-65.
Tomlinson, B. (1994). Pragmatic awareness activities. Language Awareness, 3(3), 119-129.
Tudor, I. (1992). Learner-centredness in language teaching: Finding the right balance. System, 20(1), 31-44.
Wallace, C. (1999). Critical language awareness: Key principles for a course in critical reading. Language Awareness, 8(2), 98-110.
Weir, C., & Roberts, J. (1994). The Evaluation of a language programme: Development and accountability. Evaluation in ELT, 82-101.
Widdowson, H. G. (1979). The authenticity of language data. Explorations in Applied Linguistics. Oxford, England: Oxford University Press.
Wilkins, D. (1979). Current development in the teaching of English as a foreign language. In S. Holden (Ed.), Teaching English for specific purposes (pp. 5-7). Modern English Publication.
Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.