State of the Art of Foreign Language Education in the People's Republic of China

Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.

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GLOTTODYDAKTYCZNE OBSZARY BADAŃ NAD KOMPETENCJĄ MIĘDZYKULTUROWĄ

Neofilolog ◽

10.14746/n.2016.47.2.01 ◽

2018 ◽

pp. 133-152

Author(s):

Tomasz Róg

Keyword(s):

Foreign Language ◽

Present Article ◽

Intercultural Competence ◽

New Technologies ◽

State Of The Art ◽

Lesson Planning ◽

Language Education ◽

Foreign Language Education ◽

Cross Cultural ◽

Foreign Languages

As globalisation promotes cross-cultural approaches to foreign language education, the article scrutinises research on intercultural competence conducted in the field of glottodidactics. It aims at offering a possibly most comprehensive outline of our state-of-the-art knowledge of interculturality in teaching foreign languages. The following parts of the present article will look at pre- and in-service teachers, teaching materials, lesson planning, new technologies, and the age of learners, all with a view to indicating the achievements and challenges of teaching intercultural competence as an element of foreign language education.

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Construction of Cultural Identity through Language Education of Junior-Senior High Schools in China during 1949-1997

International Journal of Social Science Studies ◽

10.11114/ijsss.v8i5.4930 ◽

2020 ◽

Vol 8 (5) ◽

Author(s):

Di Jia ◽

Hongxue Shao ◽

Chi Zhang

Keyword(s):

High Schools ◽

Cultural Identity ◽

Chinese Language ◽

Language Education ◽

Marxist Theory ◽

People’S Republic Of China ◽

Cultural Tradition ◽

People's Republic Of China ◽

Republic Of China ◽

Language Courses

The construction of cultural identity is a very complex issue and is affected by many factors, one of which is education. To make Chinese people acknowledge their own political civilization and cultural tradition, after the founding of the People's Republic of China in 1949, the Chinese education departments integrated Marxist education by using Chinese language courses in junior-senior high schools (JSHSs) as a medium. To achieve such integration, Chinese language courses must teach language knowledge while disseminating Marxism. A large number of works with Sinicized Marxism content was included in textbooks and interpreted according to relevant theories. Additionally, teachers of Chinese language courses must have high literacy regarding Marxist theory. Judging from the current social reality, the Chinese language courses in China’s JSHSs have prompted the adherence, identification and internalization of Marxism among JSHS students since the founding of the People’s Republic of China and have laid the foundation for the formation of a socio-political culture guided by Marxism in the general public.

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