Language Ideology and Identity Seeking: Perceptions of College Learners of English in China

Autor/in	Wei, Ming
Titel	Language Ideology and Identity Seeking: Perceptions of College Learners of English in China
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 2, S.100-113 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1137477
Schlagwörter	Language Attitudes; Self Concept; College Students; English (Second Language); Second Language Learning; Advocacy; Surveys; Universities; Student Attitudes; Language Role; Second Language Instruction; Student Needs; Foreign Countries; Asians; Social Status; North American English; Language Variation; Questionnaires; Factor Analysis; Maximum Likelihood Statistics; China + Suchen Sie Ihr Suchwort? Sprachverhalten; Selbstkonzept; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sozialanwaltschaft; Survey; Umfrage; Befragung; University; Universität; Schülerverhalten; Fremdsprachenunterricht; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Sozialer Status; Amerikanisches Englisch; Sprachenvielfalt; Fragebogen; Faktorenanalyse
Abstract	This study was based on the view that collective conceptions of learners have intimate connections with both social and linguistic analysis and language education. It set out to examine systematically the perceptions of Chinese college students on English and English education against the background of both the increasing role of English in the world at large and a national advocacy for English learning in China. Drawing on data obtained from an extensive survey conducted at four universities in China, the study probes the complexities of students' attitudes toward the status of English, the pluralism of English, and the way students identify themselves with English. The findings lend support to making adjustments to English education so as to attend to learners' needs of learning, communication, and identity seeking and to empower them to meet the opportunities and challenges brought about by the unprecedented spread of the language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01