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TABLE OF CONTENTS; PREFACE; 1. INTERNATIONALISATION OF AUSTRALIA-CHINA HIGHER EDUCATION IN TIMES OF GLOBALISATION; INTRODUCTION; INTERNATIONALISATION & GLOBALISATION OF HIGHER EDUCATION; AUSTRALIA & CHINA; CHANGING LANDSCAPES; A MEANINGFUL INTERACTION; REFERENCES; 2. CHALLENGES FOR DEVELOPING EAP PRACTICE IN ANGLOPHONE CONTEXTS; EAP AND ENGLISH IN HIGHER EDUCATION; PROBLEMATISING EAP PRACTICE WITHIN AN INTERNATIONALISED SECTOR; CHALLENGES TO DEVELOPING EAP PRACTICE; CONCLUSION; NOTE; REFERENCES; 3. ACCOUNTING FOR CLASSROOM CURRICULUM: Test Driven EFL Practices; INTRODUCTION; LITERATURE REVIEW
METHODFINDINGS; Yes, the Priority is Students' High Scores!; Principles in Language Learning Should Be Taken into Account!; So Why Not Two Types of Englishes?; DISCUSSION AND CONCLUSION; NOTES; REFERENCES; 4. REORIENTING TIBETAN HIGH SCHOOL STUDENTS' ENGLISH LANGUAGE LEARNING: A Multicultural Education Perspective; INTRODUCTION; MULTICULTURAL EDUCATION; English Language Learning in Gan Nan Tibetan Autonomous Prefecture of Gansu Province; METHOD; FINDINGS; Finding 1; Finding 2; Finding 3; Finding 4; DISCUSSION; CONCLUSION AND RECOMMENDATIONS; REFERENCES
5. PERCEPTIONS OF BECOMING A LEGITIMATE EFL TEACHER: A Case Study of an Asian Teacher-TraineeINTRODUCTION; LITERATURE REVIEW; METHOD; FINDINGS & DISCUSSIONS; Knowledge of the English Language and Language Teaching; English Oral Proficiency; Teaching Practice Performance; Knowledge of a Language Other Than English; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 6. PUTTING GRAMMAR IN ITS PLACE: Interactions and Identity in a Master of TESOL Course; INTRODUCTION; INTERACTION IN HIGHER EDUCATION; TEACHER LANGUAGE AWARENESS; SECOND LANGUAGE IDENTITIES; METHOD; RESULTS BY CATEGORY
1. Self-Assessment of Their Increase in English Proficiency2. Changes to Understandings of Grammar and Its Position in Language Learning; 3. Awareness of Intercultural Aspects of Language Knowledge; 4. Changes to Understandings of Language Teaching Pedagogy; 5. Effects on Language Teaching Practices After Returning Home; 6. Other Categories: Accent; DISCUSSION & CONCLUSION; REFERENCES; 7. RETHINKING PEDAGOGY AND PRACTICE IN TESOL AND LANGUAGES; INTRODUCTION; POPULAR THINKING; AUGMENTING LANGUAGES THINKING; RETHINKING LANGUAGES EDUCATION; PEDAGOGY & PRACTICE; REFERENCES
8. CHINESE LEARNERS OF ENGLISH AND SINO-AUSTRALIAN PROGRAMS IN CHINAINTRODUCTION; CONFUSINISM & CONCEPTIONS OF EDUCATION; ALTERNATIVE PERSPECTIVE; REFERENCES; 9. MOTIVATION IN LANGUAGE LEARNING AND DORNYEI'S L2 MOTIVATIONAL SELF SYSTEM; INTRODUCTION; MOTIVATION AND MOTIVATION IN L2 LEARNING; L2 MOTIVATIONAL SELF SYSTEM; L2 Motivational Self System; Possible Selves, Ideal Selves, and Ought-to Selves; Implications of the L2 Motivational Self System; CONCLUSION; REFERENCES; 10. REDEFINITION OF INTERNATIONAL CLASSES IN PUBLIC HIGH SCHOOLS IN CHINA: The Case of Chengdu; INTRODUCTION
METHODFINDINGS; Yes, the Priority is Students' High Scores!; Principles in Language Learning Should Be Taken into Account!; So Why Not Two Types of Englishes?; DISCUSSION AND CONCLUSION; NOTES; REFERENCES; 4. REORIENTING TIBETAN HIGH SCHOOL STUDENTS' ENGLISH LANGUAGE LEARNING: A Multicultural Education Perspective; INTRODUCTION; MULTICULTURAL EDUCATION; English Language Learning in Gan Nan Tibetan Autonomous Prefecture of Gansu Province; METHOD; FINDINGS; Finding 1; Finding 2; Finding 3; Finding 4; DISCUSSION; CONCLUSION AND RECOMMENDATIONS; REFERENCES
5. PERCEPTIONS OF BECOMING A LEGITIMATE EFL TEACHER: A Case Study of an Asian Teacher-TraineeINTRODUCTION; LITERATURE REVIEW; METHOD; FINDINGS & DISCUSSIONS; Knowledge of the English Language and Language Teaching; English Oral Proficiency; Teaching Practice Performance; Knowledge of a Language Other Than English; CONCLUSION; ACKNOWLEDGEMENTS; REFERENCES; 6. PUTTING GRAMMAR IN ITS PLACE: Interactions and Identity in a Master of TESOL Course; INTRODUCTION; INTERACTION IN HIGHER EDUCATION; TEACHER LANGUAGE AWARENESS; SECOND LANGUAGE IDENTITIES; METHOD; RESULTS BY CATEGORY
1. Self-Assessment of Their Increase in English Proficiency2. Changes to Understandings of Grammar and Its Position in Language Learning; 3. Awareness of Intercultural Aspects of Language Knowledge; 4. Changes to Understandings of Language Teaching Pedagogy; 5. Effects on Language Teaching Practices After Returning Home; 6. Other Categories: Accent; DISCUSSION & CONCLUSION; REFERENCES; 7. RETHINKING PEDAGOGY AND PRACTICE IN TESOL AND LANGUAGES; INTRODUCTION; POPULAR THINKING; AUGMENTING LANGUAGES THINKING; RETHINKING LANGUAGES EDUCATION; PEDAGOGY & PRACTICE; REFERENCES
8. CHINESE LEARNERS OF ENGLISH AND SINO-AUSTRALIAN PROGRAMS IN CHINAINTRODUCTION; CONFUSINISM & CONCEPTIONS OF EDUCATION; ALTERNATIVE PERSPECTIVE; REFERENCES; 9. MOTIVATION IN LANGUAGE LEARNING AND DORNYEI'S L2 MOTIVATIONAL SELF SYSTEM; INTRODUCTION; MOTIVATION AND MOTIVATION IN L2 LEARNING; L2 MOTIVATIONAL SELF SYSTEM; L2 Motivational Self System; Possible Selves, Ideal Selves, and Ought-to Selves; Implications of the L2 Motivational Self System; CONCLUSION; REFERENCES; 10. REDEFINITION OF INTERNATIONAL CLASSES IN PUBLIC HIGH SCHOOLS IN CHINA: The Case of Chengdu; INTRODUCTION