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Author: Mable Chan
Publisher: Springer Nature
ISBN: 9811653321
Category : Education
Languages : en
Pages : 365
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Book Description
This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.
Author: Mable Chan
Publisher: Springer Nature
ISBN: 9811653321
Category : Education
Languages : en
Pages : 365
Get Book Here
Book Description
This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.
Author: David C. S. Li
Publisher: Hong Kong University Press
ISBN: 9888390864
Category : Language Arts & Disciplines
Languages : en
Pages : 176
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Book Description
The main objective of Chinese-English Contrastive Grammar: An Introduction is to familiarize the reader with a subset of the learning difficulties and common errors in ESL/EFL pronunciation and lexico-grammatical structures encountered by Chinese learners and users of English, in Hong Kong and beyond. It also helps readers understand some of the ways in which the Chinese language has undergone structural change as a result of Europeanization. The book begins with a review of Cantonese-English contrastive phonology and is followed by a detailed analysis of lexico-grammatical deviations found among Chinese ESL/EFL learners. It concludes with a brief history of the Europeanization of the Chinese language and a discussion of commonly encountered lingua-cultural problems encountered by Chinese users of English in intercultural communication settings. This book is written primarily for teachers and students specializing in language-related disciplines. Scholars who wish to understand the acquisitional challenges for Chinese students in the process of learning English as an additional language will also find the book an informative reference. ‘David C. S. Li and Zoe Pei-sui Luk’s brand new introduction to Chinese-English contrastive grammar covers a number of key topics and comes with copious data, abundant exemplification, and in-depth analyses. A must-read for all who are interested in the similarities and differences between the two languages, and why.’ —K. K. Luke, Nanyang Technological University ‘This is a book which has long been needed. Drawing on their own research and teaching experience, the authors have produced a linguistically accurate and insightful, but also very readable book. It should be required reading for language teachers in Hong Kong and the Greater China region.’ —Stephen Matthews, University of Hong Kong
Author: Yoke Sim Fong
Publisher:
ISBN: 9781138304055
Category : English language
Languages : en
Pages : 0
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Book Description
Based on over 20 years' experience teaching English courses to Chinese learners, this book highlights key findings to aid understanding, improve teachers' practice and offer pedagogical recommendations. The insights are useful for pre- and in-service teachers of English and researchers interested in language education around the world.
Author: Zhongshe Lu
Publisher: Routledge
ISBN: 1000395251
Category : Language Arts & Disciplines
Languages : en
Pages : 344
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Book Description
China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners. This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts—Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia. Students and scholars of TESOL and applied linguistics will be interested in this title.
Author: Yoke Sim Fong
Publisher: Routledge
ISBN: 1351395459
Category : Language Arts & Disciplines
Languages : en
Pages : 181
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Book Description
As the number of Chinese students learning English increases worldwide, the need for teachers to understand the characteristics and challenges facing this group of learners grows. This is particularly true for those students moving from an English as a Foreign Language context to an English as a Second Language/International Language one where they experience academic, linguistic and sociocultural transitions. Drawing on over 20 years’ experience teaching English courses to Chinese learners, the author aims to highlight key findings to aid understanding, improve teachers’ practice and offer pedagogical recommendations. Using students’ voices, the book covers: how the traditional Chinese culture of learning plays a role; how new learning contexts provide opportunities and empowerment; how learners’ beliefs and strategies are interconnected; how their motivation and identity underscore the power of real and imagined communities, and finally, that affect matters, showing how learners are propelled by the trajectory of their emotions. The book cites from the rich data collected over a five-year period to authenticate the findings and recommendations but also to give voice to this group of learners to challenge the stereotype of the passive "Chinese learner". The essential insights contained within are useful for pre- and in-service teachers of English and researchers interested in language education around the world.
Author:
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages :
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Book Description
Author: Cuiying Rhodes
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
American language schools face a lot of challenges with Chinese students that stem from these students0́9 cultural beliefs and educational backgrounds. This field project is focused on addressing Chinese ESL students0́9 biggest learning obstacles in American schools, namely to participate in class and overcome cultural differences. This handbook is for American ESL educators which consists of four key units. In each unit, a specific learning obstacle faced by Chinese students is introduced along with suggestions for certain activities to overcome those challenges. This field project provides an overview of major cultural differences between China and America from a foreign student0́9s perspective and introduces the four major recommended activities from the handbook: 1) Say Something, 2) Compare Notes, 3) Answer Key Comparison, and 4) Office Hours. Through the use of the handbook, ESL educators can better understand the cultural background of Chinese students and apply the recommended strategies and methods in their teaching. Thereby, the overall performance of the students will improve.
Author: Shoudong Feng
Publisher:
ISBN:
Category :
Languages : en
Pages : 336
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Book Description
This dissertation aims to identify the pragmatic communication strategies of Chinese ESL learners in two academic settings, namely, the ESL classroom and the ESL tutorial session. The concept of pragmatic communication strategies originates from the well-researched construct of second language learners' communication strategy, which has long been understood as strategies that address primarily problems and difficulties associated with the use of vocabulary. However, the essential purpose of this study is not how ESL learners solve their linguistic problems but how they negotiate their relationships with native speakers of English with their second languages. This study was a qualitative research effort that involved observation, interviews and questionnaire. Data were collected mainly in an ESL classroom and a language learning center where tutorials are conducted. In both settings there are unequal relationships between the two parties engaged in interaction. In the classroom context, the instructor decided the agenda, materials, topics, methods of teaching, turn of speaking, and finally and probably most importantly the grades. In the tutorial session, the tutors, although not having the same amount of power over the students as the instructor, had good command of the language used in the context, and consequentially represented the dominant values, determined the topics, and determined a variety of other discourse-related issues. Critical discourse analysis was applied to the data. This is a discourse approach that is based on the recognition of the influence of power relations in society on the production of discourse and text. It deals with such issues as class, status, gender, race, hegemony, dictatorship, nationalism, sexism, media control and organizational discourse. The ultimate goal of this theory is to help people become aware of the use of language to exercise power and in many instances victimize the powerless individuals. The findings of this study suggest that these ESL learners adopted various kinds of pragmatic strategies in negotiating their relationship with the instructor and tutors. Facing the powerful party in each context, they choose to (or have to?) adopt certain strategies in order to accomplish their communicative goals, be they long term or short term goals. Clearly the context had an impact on the strategies they used, as some could be found only in one setting while others only in another setting. It is not clear if these participants also adopt the same strategies in their own language and culture, in other words, the influence of the second language on the choice of pragmatic communication strategies needs to be further determined in future studies.
Author: Lourdes Cardozo-Gaibisso
Publisher: Information Science Reference
ISBN: 9781799834489
Category : Immigrants
Languages : en
Pages : 0
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Book Description
"This book explores issues of linguistic and educational equity with immigrant communities around the globe in an effort to improve the teaching and learning of immigrant communities"--
Author: Xiao-ming Yang
Publisher: University Press of America
ISBN: 9780761820260
Category : Education
Languages : en
Pages : 150
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Book Description
Errors of Creativity presents an in-depth analysis of both the sources and characteristics of lexical errors committed by Chinese college students who major in English language. Using theories of the semantic field and componential analysis as the theoretical basis, Errors of Creativity gives new insight into the specific area of error analysis, as well as to the theory and practice of L2 acquisition.
