Conceptualizing Humanistic Competence in the Language Classroom by TJP--A Chinese Case

Autor/inn/en	Zhang, Ling; Atkin, Chris
Titel	Conceptualizing Humanistic Competence in the Language Classroom by TJP--A Chinese Case
Quelle	In: International Education Studies, 3 (2010) 4, S.121-127 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Humanism; Second Language Learning; Second Language Instruction; Cultural Context; College Students; Asians; Foreign Countries; Teacher Student Relationship; Teaching Methods; Secondary School Teachers; Literature; English (Second Language); Language Teachers; Undergraduate Students; Reflection; Socialization; Academic Aspiration; Competence; Qualitative Research; China + Suchen Sie Ihr Suchwort? Humanismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Socialisation; Sozialisation; Kompetenz; Qualitative Forschung
Abstract	As learning is seen to be a social process as well as an intellectual activity in which teachers work in active partnership with students, "Teaching by Joint Presentation" (TJP) project sought to investigate what a humanistic concept of teacher-student joint presentation and critical inquiry can evoke in the language classroom within Chinese context. 289 college English literature learning students and 87 in-service secondary school teachers have participated in this study. The findings articulated a series of multifaceted differences concerning with students' learning aspiration and competence, together with the complexities of teaching methods in a humanistic language classroom. The results indicate that humanistic ideal does increase students' learning competence of critical insight, independent thought and reflective analysis. The study provides insights into humanistic competence growth of Chinese college language students based on empirical evidence. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01