Discipline-Specific Language Learning Outcomes in EMI Programs in the People's Republic of China

Autor/inn/en	Zhang, Mengjia; Pladevall-Ballester, Elisabet
Titel	Discipline-Specific Language Learning Outcomes in EMI Programs in the People's Republic of China
Quelle	In: Language and Education, 35 (2021) 4, S.357-374 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Mengjia) ORCID (Pladevall-Ballester, Elisabet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1895827
Schlagwörter	Foreign Countries; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Pretests Posttests; Grammar; Language Proficiency; Films; International Trade; Receptive Language; Vocabulary Skills; Task Analysis; Writing Skills; Language Tests; Foreign Nationals; Language Teachers; Outcomes of Education; Course Content; Writing Tests; Expressive Language; Comparative Analysis; Institutional Characteristics; Universities; Undergraduate Students; Check Lists; China + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Language skill; Language skills; Sprachkompetenz; Film; Trade; International relations; Handel; Internationale Beziehungen; Rezeptive Kommunikationsfähigkeit; Aktiver Wortschatz; Aufgabenanalyse; Writing skill; Schreibfertigkeit; Language test; Sprachtest; Ausländer; Ausländerin; Language teacher; Sprachunterricht; Lernleistung; Schulerfolg; Kursprogramm; Writing test; Schreibtest; University; Universität; Checkliste
Abstract	English-Medium Instruction (EMI) practices in the People's Republic of China (PRC) are still emerging and in need of further empirical investigation, in comparison to European countries. Existing research in the Asian context is mainly based on students' and teachers' perceptions and policy-related concerns. There is a remarkable lack of studies assessing students' language and content learning outcomes through objective tests. This study specifically reports on language learning outcomes data in two EMI programs, namely Film Production and International Trade, taught by non-Chinese international teachers. Pre-post discipline-specific vocabulary and writing tests as well as pre-post grammar proficiency tests were conducted over the course of one semester and after the same number of hours of exposure. Results show that almost no progress was made as regards their general English grammar proficiency, as expected, but gains were found in productive and receptive vocabulary tasks and in the three measures of the writing task. The greatest gains emerged in the International Trade group in the vocabulary tasks and no differences were observed between the groups in the writing task. Results are discussed in relation to classroom teaching practices in the two groups, which were observed three times over the course of the semester. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01