Overview

"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. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license."

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9781138305281

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Reviews

'This is a valuable book for teachers and researchers to understand the thinking behind learners' actions and attitudes towards English language learning. It offers insights into how Chinese learners' beliefs about English language learning were developed from early encounters with the language and how these students developed over time to utilize an expanded range of learning strategies, moving from a narrow focus on correctness of form to the broader concerns of discourse and communication. The author skilfully weaves learners' voices into the descriptions, and discusses pedagogical implications and suggestions to help Chinese learners move ahead in English language learning.' - Dr Lee Hwee Hoon, Assistant Professor, Singapore Institute of Technology

Author Information

Yoke Sim FONG is Senior Lecturer at the Centre for English Language Communication at the National University of Singapore.

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