1.

Record Nr.

UNINA9910683398603321

Autore

Fong Yoke Sim

Titolo

Learners in transition : Chinese students' journeys from EFL to ESL and EIL / / by Yoke Sim Fong

Pubbl/distr/stampa

2018

New York, NY : , : Routledge, , 2019

ISBN

1-351-39546-7

0-203-72938-2

1-351-39545-9

Edizione

[1st ed.]

Descrizione fisica

1 online resource (180 pages)

Classificazione

EDU029080LAN000000LAN020000

Disciplina

428.0071/051

Soggetti

English language - Study and teaching - Chinese speakers

Second language acquisition

Language and culture

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

TCLL and the Chinese student in the literature -- Culture : foundational but not all-encompassing -- The NUS learning context : opportunities and empowerment -- Beliefs and strategies : enlarging the vision and fueling the action -- Motivation and identity : the power of real and imagined communities -- Affect matters : learners are propelled by the trajectory of their emotions.

Sommario/riassunto

"As the number of Chinese students learning English increases, the need for teachers to understand the characteristics and challenges facing this group of learners grows. This is particularly true for those moving from an English as a Foreign Language context to studying English as a Second Language/International Language who experience academic, linguistic and sociocultural transitions. Drawing on over 20 years' experience teaching intensive 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 these learning contexts provide opportunities and empowerment; how learners' beliefs



and strategies are interconnected; 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 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"--