A Country in Focus: Empirical Studies on Foreign Language Learning and Teaching in China (2008-2011)--A Review of Selected Research

Autor/inn/en	Gao, Xuesong; Liao, Yanyi; Li, Yuxia
Titel	A Country in Focus: Empirical Studies on Foreign Language Learning and Teaching in China (2008-2011)--A Review of Selected Research
Quelle	In: Language Teaching, 47 (2014) 1, S.56-79 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444813000414
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Educational Research; Teaching Methods; Journal Articles; Cognitive Processes; Language Teachers; Educational Improvement; Futures (of Society); Research Needs; Periodicals; Faculty Development; Language Proficiency; Literature Reviews; Research Methodology; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Journal article; Zeitschriftenaufsatz; Cognitive process; Kognitiver Prozess; Language teacher; Sprachunterricht; Teaching improvement; Unterrichtsentwicklung; Future; Society; Zukunft; Forschungsbedarf; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Language skill; Language skills; Sprachkompetenz; Research method; Forschungsmethode
Abstract	In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008-2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners' cognitive processes, their language performance, and language teachers' professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become "discerning" producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10