Less Classroom Hours of EFL Instruction to Non-English Majors in Chinese Universities: Is It a Reason-Based Policy that Provokes No Response?

Autor/in	Tao, Wei
Titel	Less Classroom Hours of EFL Instruction to Non-English Majors in Chinese Universities: Is It a Reason-Based Policy that Provokes No Response?
Quelle	In: English Language Teaching, 12 (2019) 5, S.170-176 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Nonmajors; Universities; Administrator Attitudes; Teacher Attitudes; College Faculty; Student Attitudes; Time on Task; Scheduling; Small Group Instruction; Independent Study; Language Proficiency; Language Tests; Time Management; Educational Policy; Undergraduate Students; Policy Analysis; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; University; Universität; Lehrerverhalten; Fakultät; Schülerverhalten; Zeitaufwand; Disposition; Selbststudium; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Zeitmanagement; Politics of education; Bildungspolitik; Politikfeldanalyse
Abstract	This paper analyzes the phenomenon that reducing hours of EFL instruction to non-English majors in Chinese universities gets no response. It first depicts the phenomenon, pointing out that this phenomenon differs greatly from people's response to similar events that happened in the past. It then analyzes the complicated underlying factors from perspectives of main stakeholders including university authorities, school deans and teachers, and those from the perspective of students, revealing their diversified thoughts and feelings towards the reduction of EFL instruction hours. Based on the analysis, this paper thinks that it's not a thoroughly rational policy. In hope of minimizing the possible negative impact of the widely implemented policy, this paper proposes three suggestions for EFL instruction practice: Stratified instruction based on university-designed proficiency tests, communication oriented small-class instruction and teacher-guided autonomous learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01