Showing papers on "College English published in 2009"

Language attitudes and linguistic features in the 'China English' debate

Abstract: In this paper we shall first try to define the term ‘China English’ (with our own definition of this term deliberated in the ‘Discussion’ section) as a performance variety in the larger conceptualization of World Englishes. Following that, we will adduce some linguistic features of ‘China English’ from the relevant literature at four levels (phonology, lexis, syntax, and discourse pragmatics) and discuss the arguments in favor of developing localized pedagogic models in Expanding Circle countries such as China. Then we will report on the findings of our research project: college teachers’ and students’ perceptions of the ideal pedagogic model of college English in mainland China –‘China English’ as opposed to a native-speaker-based standard. Our findings suggest that the preferred teaching model of college English in mainland Chinese classrooms is a standard variety of English (e.g. ‘General American’ or ‘Received Pronunciation’) supplemented with salient, well-codified, and properly implemented features of ‘China English’. The research design and overall findings will be discussed in light of a systematic comparison and contrast with those in a similar survey conducted with mainland Chinese university students.

EFL learners' use of online reading strategies and comprehension of texts: An exploratory study

Abstract: This study investigated EFL learners' online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students' level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.

Teaching the Book and Educating the Person: Challenges for University English Language Teachers in China.

Abstract: Recent accounts of college-level English language teaching in China describe environments that, although constrained by the College English Test (CET), are undergoing changes in a number of curriculum areas, including recognition of the need to incorporate communicative approaches and the assessment of practical language abilities. In such times, tensions between the needs and desires of society, teaching institutions, teachers and students are inevitable. In this article, we report on a study involving a group of university English teachers from across China who attended a professional development programme in Beijing in the summer of 2006. We explored the experiences of 83 teachers in their working environments, using four one-page reflective frames, which we distributed at regular intervals during the 2-week programme. Teachers described tensions between the need to achieve socially-oriented and subject-centred goals, such as passing examinations and developing communicative competence (“teaching the b...

Remedial Testing and Placement in Community Colleges

Abstract: Almost half of students who enter college require some sort of remedial coursework. Further, states are increasingly moving the responsibility of postsecondary remediation away from four-year campuses to two-year institutions. Scholars and policymakers have grappled with best practice for successfully filling in academic gaps and moving students forward, and there is variation both within and between states as to the ways in which remediation is defined, determined, and administered (Perin, 2006). Using a regression discontinuity design, this study seeks to answer the following question on one community college campus: How does placement into remedial services affect student outcomes, in particular, successful completion of an introductory college-level English course? Although this study focuses on a single community college system, the findings have bearing on a wider sector as the developmental placement practices of Harper Community College District are not unlike those implemented by two- and four-ye...

One Simple Word: From Creative Writing to Creative Writing Studies

Abstract: Is it possible to refer to such a thing as "creative writing studies"? And if the answer is yes, then what does the term mean? Many readers o? College English might find that creative writing studies strikes a discordant note Why not simply use the term "creative writing," as so many people?including many who teach and practice it?seem content to do? Among some students and teachers of creative writing, there would likely be outright resistance to the use of the term creative writing studies as a descriptor of what they practice and profess Although some might wonder why there would be so much fuss about adding one simple word to the mix, others would argue that the addition of that single word makes a great deal of difference And perhaps it does At colleges and universities within the United States, almost all of the disparate areas covered by the umbrella of "English" are commonly referred to, or at least understood as, types of "studies" English studies is the broad field of which they are

College English textbooks for general purposes-A corpus-based analysis of lexical coverage

Abstract: This study aims to create a corpus of General English (GE) reading textbooks used in universities in Taiwan to form the basis of an analysis. The operational measures for comparison involved vocabulary size, vocabulary levels (distribution among the British National Corpus 1st–14th 1,000 high-frequency word families) and text coverage. Coxhead’s (2000) Academic Word List (AWL) containing 570 word families was chosen as one of the base word lists. In addition, the Grades 1–9 Curriculum 2,000 basic English words required by Taiwan’s Ministry of Education as well as the elementary and intermediate vocabulary covered in the General English Proficiency Test (GEPT) were lemmatized into word families, and then added to the base words, the BNC high frequency word lists and the AWL established in Nation’s RANGE (n.d.) software. The GEPT is the accredited English proficiency test in Taiwan that college students are likely to encounter as an English graduation benchmark and the language requirement for the job market. The results show that a GE textbook can contribute to learning 49–415 interdisciplinary academic words. Beyond the 2,000-word level, a GE textbook can supply students with 162–2,001 new word families. It may be useful in preparing learners for an intermediate GEPT by covering 24.55% to 65% of the vocabulary involved in the test. It is hoped that the indices examined in this study would help English teachers to take into account vocabulary size and levels in curriculum design.

Developing Students’ Reading Ability through Extensive Reading

Abstract: A good reading competence is a necessity for those studying English for academic and occupational purposes. Based on the results of previous research, theory and practice on L2 Extensive Reading, this paper analyses current situation for teaching and learning reading in our Chinese universities and proposes practical applications of extensive reading to a Chinese university, which is sure to improve students’ reading competence as well as their linguistic capabilities. It attempts to provide some pedagogical implications to the foreign language teaching and learning.

The transformation of College English in China

Abstract: The key factors that pushed College English in China to the stage of transformation are: globalization, student challenges, expansion of enrolment and primary and high school coordination challenge. The theoretical frameworks should cover the concepts of communicative competence, the learning-centered approach and learner autonomy. It then describes the major areas affected by the transformation to a new CE, in which the primary objective is to develop students’ English comprehension and communicative competence: the nature and goal of the curriculum, curriculum requirements, teaching mode, assessment, and administration, In the new CE, focus has shifted from reading to listening and speaking, and special attention is now given to independent learning by capitalizing on advanced information technology; five principles are understood as the underpinnings of the transformation: a shift in orientation towards competence, the dominance of learning, focus on process, emphasis on culture, and increasingly democratic learning.

Encourage Learners in the Large Class to Speak English in Group Work.

Abstract: Large-class English teaching is an inexorable trend in many Chinese universities and colleges, which leads to a strange and serious phenomenon that most students’ English is ironically but vividly described as “the dumb English”. Therefore, cultivating students’ communicative skills and developing their language competence has become a clear focus and an urgent task for all the college English teachers in China. This paper explores some useful speaking activities that can be adapted in group work in some way to suit Chinese learners. It suggests that it is necessary to reform the current instruction model in College English classes, and the group work can help develop the students’ competence of English speaking.

Are teachers teaching to the test? A case study of the College English Test (CET) in China

Abstract: The College English Test (CET) in China is a high-stakes standardized test to assess college students' English ability. One frequent claim against this test is that teachers may teach to the test, which could narrow the curriculum and turn regular English classes into CET coaching. This study aims to find out whether teachers are truly teaching to the test and the potential reasons involved. In order to gain deeper and more focused insight into the influence of the CET on classroom teaching, only its writing section was examined. Based on data collected from some students and teachers at a University in Beijing, China, it was found that the overall influence of the CET writing was not as substantial as what has been claimed. Due to different stakeholders' perceptions of the CET, the influence on teachers was weak and indirect compared to a stronger and more direct influence on students. Also, teachers did not teach to the test due to the lower priority of writing among the four language skills. The relatively low requirement of the CET writing and its restrictive testing format also prevented the teachers from teaching to the test. Finally, the teachers' lack of professional training and some logistic factors outweighed the influence of the CET writing. It is pointed out that teacher factor may outweigh the influence of the CET, and thus rigorous teacher training should be provided to improve the efficiency of classroom teaching.

Is a Writing Sample Necessary for "Accurate Placement"?

Abstract: In 2004, the Two-Year College English Association (TYCA) established a formal research committee, the TYCA Research Initiative Committee, which recently designed and completed the first national survey of teaching conditions at 2-year colleges (Sullivan, 2008). The primary goal of this survey was to gather data from 2-year college English teachers about four major areas of professional concern: assessment, the use of technology in the classroom, teaching conditions, and institutionally designated Writing Across the Curriculum and Writing in the Disciplines programs. This survey gathered responses from 338 colleges nationwide and from all 50 states.The single most important unresolved question related to assessment identified in the survey was this: Is a writing sample necessary for "accurate placement"? (Sullivan, 2008, pp. 13-15). This is a question that concerns teachers of English across a wide range of educational sites, including 2-year colleges and 4-year public and private institutions. The question has also been central to the scholarship on assessment and placement for many years. The issue has important professional implications, especially in terms of how assessment should be conducted to promote student success.We have attempted to engage this question about writing samples using a robust data archive of institutional research from a large, 2-year college in the northeast. The question is a complex one, and it needs to be addressed with care and patience; this study has shown that the concept of accurate placement is complex.Review of ResearchThe scholarship about assessment for placement is extensive and notoriously ambiguous. Space limitations preclude a detailed examination of that history here, but even a cursory overview of this work shows that definitive answers about assessment practices are hard to come by. The process of designing effective assessment practices has been complicated greatly by the conflicting nature of this research. McLeod, Horn, and Haswell (2005) characterize the state of this research quite well: "Assessment, as Ed White has long reminded us, is a polarizing issue in American education, involving complex arguments and a lack of clear-cut answers to important questions" (p. 556).There is research that supports the use of holistically scored writing samples for placement (Matzen & Hoyt, 2004). There is other work that argues that writing samples are not necessary for accurate placement (Saunders, 2000). There is also research that criticizes the use of "one-shot, high-stakes" writing samples (Albertson & Marwitz, 2001). There is even work that questions whether it is possible to produce reliable or valid results from holistic writing samples (Belanoff, 1991; Elbow, 1996; Huot, 1990).Additionally, the use of standardized assessment tools without a writing sample is reported in the literature (Armstrong, 2000; College of the Canyons, 1994; Hodges, 1990; Smittle, 1995) as well as work arguing against such a practice (Behrman, 2000; Drechsel, 1999; Gabe, 1989; Hillocks, 2002; Sacks, 1999; Whitcomb, 2002). There has even been research supporting "directed" or "informed" self-placement (Blakesley, 2002; Elbow, 2003; Royer & Gilles, 1998; Royer & Gilles, 2003) and work that argues against such a practice (Matzen & Hoyt, 2004). Clearly, this is a question in need of clarity and resolution.MethodologyParticipants, Institutional Site, & BackgroundThe college serves a demographically diverse student population and enrolls over 15,000 students in credit and credit-free classes each year. For the Fall 2009 semester, the college enrolled 7,366 students in credit-bearing classes, a full-time equivalent of 4,605. The institution is located in a small city in the northeast, and it draws students from suburban as well as urban districts. The average student age is 25, 54% of students are female, and 48.5% of students attend full time (system average: 35%). …

ICT, EFL teacher development and the reform of college English in China: an implementation study

Abstract: The purpose of this study was to investigate ICT-related EFL teacher development in the context of Chinese national College English reform. Four aims were established. First, to examine the current situation in a specific institution from the perspectives of: 1) teachers' attitudes towards ICT use in the context of College English reform; 2) the integration of ICT in English classes; 3) provision of ICT support within current continuing professional development (CPD) programmes for EFL teachers. Second, to assess the suitability of the CPD policies and practices for EFL teachers as a way of supporting the national College English reform. Third, to identify key issues affecting the effective provision of CPO in relation to ICT for EFL teachers. Fourth, to suggest possible solutions to problems identified and directions for future research. The study employed a case study involving quantitative and qualitative methods in order to give an in-depth account of the process of implementation of the reform at particular point in time. The findings indicated that initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, but their enthusiasm was waning in the light of inadequate support and training. The national reform had, however, stimulated the improvement of ICT competence of both teachers and students. At the same time, it had challenged EFL teachers to adapt to new teaching materials, student-centred classroom teaching and how to guide students in their autonomous learning. In terms of ICT-related CPD policies and practices, there existed a gap between the current policies in the provision of CPD and demand for this. Recommendations are made for future research and for improvements in policy and practice of ICT-related CPD for EFL teachers in China.

An Analysis of College English Classroom Discourse

Abstract: English classroom teaching and learning is an important aspect of English teaching and learning. The analysis of classroom discourse is a very important form which classroom process research has taken. The present study focuses on college English classroom discourse. Through a detailed description and analysis of the collected data by referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear and on the basis of which a few strategies for college English teachers are put forward by the author in order to improve college English teaching and learning.

Measuring the Speaking Proficiency of Advanced EFL Learners in China: The CET–SET Solution

Abstract: The College English Test–Spoken English Test is a nationwide spoken English test designed to assess the oral communicative ability of Chinese university and college students who have undertaken compulsory English study at a Chinese university. This article describes the test and evaluates it in terms of reliability, validity, authenticity, interactiveness, fairness, impact, and washback. Although the test appears to be sound and has the potential for positive washback on teaching and learning, it is advocated that the publisher provide more explicit information on the theoretical underpinnings of the test construct, about the target language norms that underlie the rating scale, as well as reports on rater reliability and test results. Further research is advocated for the sake of ongoing test validation.

Chinese Culture in College English Teaching

Abstract: As the most widely used language in the world,English is now the most dominate.In the meantime,Chinese language is rising in foreign countries.Nowadays Chinese college students are poor in Chinese language and Chinese traditional culture.In such an international environment,it's inevitable that Chinese culture should be introduced into college English teaching,which includes the reforms of teaching outline,examination,English teaching text books,comparison between Chinese and Western cultures and so on.

Application of Communicative Approach in College English Teaching

Abstract: The main purpose of foreign language teaching is to communicate with language. Meanwhile, Communicative Approach is the effective way to achieve this goal. Through out more than twenty years, Communicative Approach has been confirmed and spread widely. Communicative Approach is the innovation of the foreign language teaching. Not only does it improve students’ communicative competence effectively, but also carries out the quality education in foreign language teaching. This thesis will take a look at the Communicative Approach to the teaching of foreign languages. It is intended as an introduction to the Communicative Approach for the teachers and teachers-in-training who want to provide opportunities in the classroom for their students to engage in real-life communication in the target language. This thesis starts with the emergence, definition and features of Communicative Approach. It helps us understand CA continually. It also makes us aware of the obvious differences between Communicative Approach and other ways of language teaching. How to apply Communicative Approach to the teaching of foreign languages is mainly talked about. At last, three important pairs of connections in Communicative Approach are provided and the future of the Communicative Approach in foreign language teaching is described.

Assessment and curriculum reform in China: the college English test and tertiary English as a foreign language education

Abstract: Educational assessment was a worldwide commonplace practice in the last century. With the theoretical underpinnings of education shifting from behaviourism and social efficiency to constructivism and cognitive theories in the past two decades, the assessment theories and practices show a widespread changing movement. The emergent assessment paradigm, with a futurist perspective, indicates a deviation away from the prevailing large scale high-stakes standardised testing and an inclination towards classroom-based formative assessment. Innovations and reforms initiated in attempts to achieve better education outcomes for a sustainable future via more developed learning and assessment theories have included the 2007 College English Reform Program (CERP) in Chinese higher education context. This paper focuses on the College English Test (CET) - the national English as a Foreign Language (EFL) testing system for non-English majors at tertiary level in China. It seeks to explore the roles that the CET played in the past two College English curriculum reforms, and the new role that testing and assessment assumed in the newly launched reform. The paper holds that the CET was operationalised to uplift the standards. However, the extended use of this standardised testing system brings constraints as well as negative washback effects on the tertiary EFL education. Therefore in the newly launched reform -CERP, a new assessment model which combines summative and formative assessment approaches is proposed. The testing and assessment, assumed a new role - to engender desirable education outcomes. The question asked is: will the mixed approach to formative and summative assessment provide the intended cure to the agony that tertiary EFL education in China has long been suffering - spending much time, yet achieving little effects? The paper reports the progresses and challenges as informed by the available research literature, yet asserts a lot needs to be explored on the potential of the assessment mix in this examination tradition deep-rooted and examination-obsessed society.

The Application of CLT in College English Vocabulary Teaching

Abstract: The Communicative Language Teaching (CA) occurred in 1970s puts emphasis on the communicative principle. In China the author finds that lexical problems frequently interfere with communication; communication breaks down when people do not use the right words. And the ultimate goal of learning language is to communicate. The essay tries to expound the necessity and significance of the CLT application in College English Vocabulary Teaching in China.

The development and evaluation of a web-based college English outside reading system for EFL freshmen

Abstract: Taipei County Hai-San High School Peggy516@hshs.tpc.edu.tw The main purpose of this study was to design a web-based English outside reading learning system for college students to study English reading outside the classroom by themselves. In addition to the main purpose, we explored the web-based learning system’s effects on students by comparing it with the reading of traditional printed materials. This web-based learning system included nine units whose topics were the life stories of nine contemporary celebrities. This study adopted a pretest-posttest nonequivalent group design. Control group students conducted English outside reading by studying paper materials on their own. Experimental group students studied the same materials in an asynchronous web-based learning system. The results of this research were that the group using the web-based learning system had significantly better English reading comprehension, higher English learning motivation, and greater learner satisfaction. Furthermore, most of the web-based learning students held very positive views of the design, presentation and functions of this web-based learning system.

Thematic Operational Approach and the Writing Teaching of College English

Abstract: Thematic structure, an important factor for textual metafunction, plays a significant role in inspecting and promoting the textual coherence. With a theoretical statement of Thematic theory and TP patterns, this paper proposes the feasibility of the Thematic Operational Approach in the teaching of college English writing. This approach is proved to not only strengthen students’ application awareness of TP patterns, but also promote the coherence of the whole text. It might be a good trial in college English writing teaching.

The Effect of Empathy on College English Speaking

Abstract: With various learner factors identified, empathy have been assumed to affect foreign learning to the extent to which it may result in certain differences in learner’s learning styles and strategies as well as the ultimate achievements. This paper reviews the research on the correlation between empathy and language learning .A small-scale survey about empathic state of non-English majors was carried out to indicate the effect of empathy on language learners’ speaking proficiency. It aims to implicate that college language researchers could attempt empathy-related teaching techniques to create completely “native” classroom environment to help language learners improve their speaking performance in a most favorable affective state.

Focus on Form in College English Teaching.

Abstract: Many college English teachers lay emphasis on language meaning instead of language forms in order to satisfy the need of new college English curricular, change the present situation of “dumb-and-deaf English” and improve the students’ communicative competence This approach upgrades the fluency but slows down accuracy, which results in inter-language fossilization Focus on form in college English can improve both the fluency and accuracy of English language, which are crucial for the learners of English to improve the communicative competence This paper objects to finding out the practicability of focus on form, the process of practicing focus on form and the effectiveness of the process

On College English Teaching

Abstract: College English is a very important basic course for all the college students.With the demanding objectives of syllabus and a very long time of teaching period,it needs more teachers' involvement in teaching and hence the management of the large size of faculty is a difficult task.There is an urgent problem arising during the reform of college English teaching for how to improve the English teaching and develop students' practical English abilities,especially the English listening and speaking abilities as well as their self-study ability and comprehensive cultural qualities so that they are competent to use English for verbal and written exchange in future career and social communication to meet the need of social development and international exchange in China.