scholarly journals Foreign Language Education in Primary Schools in the People's Republic of China

2007 ◽  
Vol 8 (2) ◽  
pp. 148-160 ◽  
Author(s):  
Minglin Li
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Education ◽  
Foreign Language Education ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Republic Of China

scholarly journals A Critique of the Journal Article ‘Examining Teacher Effectiveness within Differentially Effective Primary Schools in the People’s Republic of China’ by Charles Teddlie and Shujie Liu (2008)

2016 ◽  
Vol 8 (1) ◽  
pp. 94
Author(s):  
Dini Jiang
Keyword(s):  
Teacher Effectiveness ◽  
Primary Schools ◽  
School Effectiveness ◽  
Journal Article ◽  
Evaluation Criteria ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Philosophical Approach ◽  
Republic Of China ◽  
Advantages And Disadvantages

<p>This paper will evaluate the journal article ‘Examining Teacher Effectiveness within<br />Differentially Effective Primary Schools in the People’s Republic of China’, co-authored by<br />Charles Teddlie and Shujie Liu and published in the journal ‘School Effectiveness and School<br />Improvement’ in 2008. It presents the philosophical classification of the research text, with a<br />particular focus on the underlying view of post-positivism. It outlines two different types of<br />evaluation criteria and, based on the criteria, identifies both the strengths and weaknesses of<br />the research text respectively. It discusses the improvements that could be made for<br />improving the research and concludes with reflections on how the philosophical approach<br />could impact on the coherence between research design and research methodology as well as<br />the recognition of the advantages and disadvantages of combining quantitative and qualitative<br />methods in a piece of mix-methods research.</p>

scholarly journals IN-SERVICE TEACHERS' VIEWS ON DEVELOPING COMMUNICATIVE COMPETENCE AT PRIMARY LEVEL IN THE PROCESS OF TEFL IN SLOVAKIA

2021 ◽  
Vol 2 ◽  
pp. 279-285
Author(s):  
Klaudia Paulikova
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Communicative Competence ◽  
Great Influence ◽  
Language Education ◽  
Foreign Language Education ◽  
Qualitative Inquiry ◽  
Equal Opportunities ◽  
Primary Level ◽  
Balanced Development

Reaching communicative competence in a foreign language is one of the key objectives of the foreign language education policy of multiple European countries, including Slovakia. The unified concept of communicative competence provides learners with equal opportunities for mastering languages at their best and enables its development from the very beginning of learners' studies. In low proficiency levels (A1) in primary education teachers play a crucial role in developing communicative competence of their learners. Research in the field reveals that although teachers are aware of their great influence and importance in the development of communicative competence, they often do not provide sufficient circumstances for learners to reaching it. A qualitative inquiry conducted with a number of in-practice English teachers working in Slovak primary schools presents the importance of having balanced development in all the components of communicative competence in TEFL, its implementation into the lessons of English, as well as an overall view of teachers’ standpoints towards its development at the primary level.  The results show the tendencies of teachers to concentrate more on certain (especially linguistic) elements of communicative competence, whereas other competences (mainly of pragmatic character) are often neglected.

Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China

2017 ◽  
Vol 56 (1) ◽  
pp. 74-104 ◽  
Author(s):  
Bing Mei ◽  
Gavin T. L. Brown ◽  
Timothy Teo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Equation Modeling ◽  
People’S Republic Of China ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Efl Teachers ◽  
Facilitating Conditions

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.

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

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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