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13.
Communicating effectively with Chinese learners
in ESL/EFL classrooms.
There
is a large body of language learning research
dealing with Chinese students' learning styles,
strategies, behaviors, performance, and learning
conceptualisations. However, research in Chinese
students' perceptions of foreign EFL/ESL teachers'
teaching competence, classroom performance,
communication and pedagogical skills is very
rare. Teaching is a two-way communication process
and reviewing of foreign EFL/ESL teachers' classroom
performance from the Chinese student perspective
is equally important. This paper, based on an
adapted intercultural communication model, examines
the multidimensional factors that influence
classroom communication patterns between foreign
EFL/ESL teachers and Chinese students. It points
out that language teaching in an intercultural
context involves a very complex communication
process in which cultural values, beliefs, attitudes,
role concepts and expectations, perceptions,
and personal theories held by both teachers
and students all come into play. The hidden
cultural divide often becomes a potential communication
barrier between foreign EFL/ESL teachers and
Chinese students, especially when Western teaching
models are directly transplanted. The paper
proposes that foreign EFL/EFL teachers develop
language awareness, pedagogical skills, and
intercultural communication skills to bridge
the rift, to communicate effectively with Chinese
students, and thus hopefully to achieve shared
goals.
Required
Reading:
Mingsheng
Li.
(2005). Communicating Effectively with Chinese
Students in EFL/ESL Classrooms. Asian EFL
Journal
www.asian-efl-journal.com/May_2005_Conference_Li.php
Brett, J. (2002).
The Chinese Learner: A Neo Globalized Learner
- or the Re-Birth or an Old Culture. Asian
EFL Journal
http://www.asian-efl-journal.com/june_02_jb.php
Xuesong Gao.
(2005). A Tale of Two Mainland Chinese English
Learners. Asian EFL Journal
http://www.asian-efl-journal.com/June_05_xg.php
Sharp, A.
(2004). Language learning and awareness of personality
type in Chinese settings. The Asian EFL Journal,
Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_as.php
Suggested
Reading:
Liang,
G., & Han, J.
(2005) A Contrastive Study on Disagreement Strategies
for Politeness between American English &
Mandarin Chinese. Asian EFL Journal, Volume
7.
http://www.asian-efl-journal.com/march_05_lghj.php
Yanpu Zhang.
(2004). A Study of English Writing by Native
Chinese Freshmen: Teaching English Requires
the Teaching of Culture(s). Asian EFL Journal,
Volume 6.
http://www.asian-efl-journal.com/december_04_YZ.php
Assignment:
You
response is to give an overview of the topic
and what issues an EFL/TEFL teacher should consider
when teaching in the Chinese classroom.
Module
Statement of Purpose: The Chinese Learner.
This rapidly growing
zone of EFL needs specific attention. Approaches
and methodologies found in other zones may not
be appropriate to the Chinese learner. This
vitally important of EFL requires specific examination.
Module
Description: The
Chinese Learner.
Your readings of will
lead you to an understanding of how teaching
in China has some similarities to other EFL
zones, and also differences that need to be
researched and analyzed further.
Module
Goals:
The
Chinese Learner.
To place the teacher at
the forefront of a developing zone of EFL. Over
the coming decade China will employ tens of
thousands of teachers to teach English. This
unit introduces you to the culture inside the
language, and how you will best approach your
teaching functions in China.
Instructional
Methods: Second language Acquisition
1.
Students will read numerous academic articles
by world leading authorities and critically
examine and compare articles.
2. Materials have been prepared by world acclaimed
authors - these form the basis of the course.
Students are encouraged to source widely
3. Students will be able to go to the Forums
and raise and argue points of view
4. Assessment is based on written work assessed
by our Editorial group.
Submit
article for examination (don't forget
your ID number)
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