iReasearch学术科研网

论文

Zheng, Y., Lu, X., & Ren, W. (2019). Profiling Chinese university students’ motivation to learn multiple languages. Journal of Multilingual and Multicultural Development, 40: 590–604.

摘要

This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for Language Learners.” System60: 79–92.; [2017]. “Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom.” The Modern Language Journal101 (3): 517–532.) Self-Discrepancy Theory for Language Learners to enrich the framework, and recruited two different learner groups with Chinese as their first language and English as their second language – voluntary learners of Spanish as a third language and non-voluntary learners of Spanish. The Q-methodology was applied to profile these two groups’ multilingual selves, with four motivational profiles emerging from the analysis: self-motivated with multilingual posture, self-motivated with instrumentality, other-motivated with promotion-focused instrumentality, and other-motivated with prevention-focused instrumentality. The findings revealed that multilingual posture was prominent in the self-motivated learners’ investment in learning Spanish, and the other-motivated learners were subjugated to the macro-level sociological influences of global English and the national foreign language policy. Our findings also suggested a potential gate-keeping role of global English in conceptualizing non-Anglophone learners’ LOTE learning motivation. This paper concludes with some methodological and theoretical implications for future LOTE learning motivation research.

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专著

Fang, F. (2020). Re-positioning Accent Attitude in the Global Englishes Paradigm: A Critical Phenomenological Case Study in the Chinese Context. London: Routledge.

摘要

This book revisits the issue of China English as a developing variety of English and scrutinizes students’ and teachers’ attitudes towards their own and other English accents from the critical phenomenological perspective of Global Englishes (GE) in the Chinese context. The research contributes to the field of GE by proposing a model of pronunciation teaching called ToPIC (Teaching of Pronunciation for Intercultural Communication) informed by interculturally responsive language pedagogy. Combining theory and empirical data, the book presents ground-breaking research on accent attitudes in the Chinese context within the GE paradigm and raises issues and concerns regarding teaching English, particularly speaking and pronunciation, from the GE perspective. Unpacking attitudes towards English accents from a critical perspective, this book will both show policy makers the need to consider the impacts of GE and help practitioners and language learners re-evaluate the goals and needs of English learning. The ToPIC approach also has significance for curriculum reform as it readdresses various issues in language policy and practice. The ToPIC approach is recommended for those interested in teaching and learning English in the expanding circle context and those seeking to learn more about learning and using English across the world.

 

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论文

Lu, H., & Buripakdi, A. (2020). Effects of Global Englishes-informed Pedagogy in Raising Chinese University Students’ Global Englishes Awareness. PASAA, 60: 97-138.

摘要

The spread of English as a global language has resulted in many changes in sociolinguistic realities, which challenges the foundations of how language should be taught and learned. To match today’s sociolinguistic realities, researchers have called for a paradigm shift from the traditional pedagogy to a new pedagogy that can prepare students to use English in international communication involving different varieties of English and its cultures. However, little research has been done in implementing a Global Englishes (GE)-informed pedagogy in English language classrooms, especially in the mainland of China. This research attempts to examine the effects of a GE-informed pedagogy in developing Chinese university students’ GE awareness. Eighty-two university students participated in this study and received a 12-week intervention of a GE-informed instruction. Data collection methods included questionnaires and interviews. Paired-samples t-test and content analysis were used to analyze the data. The results show that students’ GE awareness was significantly raised after taking the course. Specifically, students acknowledged the diversity of English, assessed English from a GE perspective, and their self-confidence increased in international communication. This paper argues for the importance of raising GE awareness and calls for a more critical approach to ELT in China.

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