To what extent do Chinese ELT methods and academic culture impact on university-level mainland Chinese learners’ confidence when using spoken English to communicate and participating in seminars in British Universities?

Poole, Zoe (2015) To what extent do Chinese ELT methods and academic culture impact on university-level mainland Chinese learners’ confidence when using spoken English to communicate and participating in seminars in British Universities? BA dissertation, University of Portsmouth.

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    Abstract

    Understanding learners’ difficulties and the reasons for them can be beneficial to teachers and institutions as it allows them to provide learners with support. Amongst university-level mainland Chinese learners, using spoken English and participating in seminar classes while studying abroad constitute two widely reported such difficulties (Gu and Maley, 2008, Xiao and Petraki, 2007). This project aims to investigate the link between these difficulties and Chinese English Language Teaching (ELT) methods and academic culture, which are largely described as textbook-centred, grammar-orientated, and teacher-dominated (Gu and Maley, 2008; Degen and Absalom, 1998). It comprises a series of lesson observations conducted in both China and the UK, questionnaires distributed to 57 Chinese students at the University of Portsmouth, and interviews conducted with 7 of the questionnaire participants. It has found that Chinese ELT restricts learner’s speaking practice and subsequently impacts strongly on their confidence using spoken English and participating in class; however, Chinese academic culture does not play such a significant part. These results allow those working with Chinese learners to offer them additional support by providing supplementary oral English lessons or pastoral advice. However, the questionnaire could be improved and more lesson observations in China could be undertaken.

    Item Type: Dissertation
    Additional Information: The uploaded dissertation has 2014 on the title page but it has been submitted in 2015
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Languages and Area Studies
    Depositing User: Jane Polwin
    Date Deposited: 08 Jul 2015 16:37
    Last Modified: 08 Jul 2015 16:37
    URI: http://eprints.port.ac.uk/id/eprint/17653

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