China's growing economic, military and political stability have, for the first time, started to gain international recognition. As China increasingly opens up to the world, its unique role in the context of economic globalization is becoming more pronounced, which is exemplified by its recent membership of the WTO and Beijing's successful bid to host the Olympic Games. Unsurprisingly, this has resulted in an explosion in the popularity of English language learning in China, which has, in turn, led to radical reform of the curricula, teaching methods, teacher education and assessment system in China in order to improve standards.This fascinating monograph explores the nature of the implemented English language curriculum in China, focussing, in particular, on the pedagogy of secondary school teachers. There follows an insightful analysis into how such teachers, in different situations and with different backgrounds and motivations, make decisions about what and how they teach, and the extent to which they adapt the promoted methods in the their individual teaching environments. The authors then use their findings to propose an innovative and coherent framework, which has far-reaching consequences for pedagogy in China and across the world.
This article reviews the developments in significant pedagogical and research domains in TESOL during the 50-year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field’s coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.
Farrell, Thomas S.C. (2015). International Perspectives on English Language Teacher Education: Innovations from the Field(International Perspectives on English Language Teaching). Palgrave Macmillan. [ 详情摘要收藏取消收藏
The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.
Jonathan Stalling (2011). Poetics of Emptiness: Transformations of Asian Thought in American Poetry 1st Edition. New York: Fordham University Press. [ 详情摘要收藏取消收藏
The present study longitudinally investigates the cognitive processes of advanced L2 learners engaged in a multimedia task that elicited status-equal and status-unequal refusals in English during their study abroad. Data were collected three times by retrospective verbal report from 20 Chinese learners who were studying abroad over the course of one academic year. The results revealed that the learners reported paying increasingly more attention to sociopragmatics in context when they responded to each situation of the task. Furthermore, the study showed the effect of study abroad on the learners’ perceptions of the factors affecting their pragmatic productions across the three phases. These effects were reflected by the decrease in pragmatic difficulties and the increase in pragmatic knowledge reported by the learners. This article demonstrates that using the retrospective verbal report at different points during learners’ study abroad allows the examination of the changes in the cognitive processes involved in L2 pragmatic production.