Chinese ESL Learners' Perceptions of English Language Teaching and Learning in Australia

Autor/in	Fan, Jie
Titel	Chinese ESL Learners' Perceptions of English Language Teaching and Learning in Australia
Quelle	In: English Language Teaching, 12 (2019) 7, S.139-152 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Student Attitudes; Second Language Instruction; Foreign Countries; Asians; College Students; Cultural Differences; Teaching Methods; Evaluation Methods; Barriers; Teacher Role; Student Role; Learning Activities; Student Participation; Grammar; Communication Skills; Writing Instruction; China; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Fremdsprachenunterricht; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Grammatik; Kommunikationsstil; Schreibunterricht; Australien
Abstract	In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners' needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01