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Intro; Foreword I; Foreword II; Preface; Acknowledgments; Contents; Abbreviations and Acronyms; Definition of the Terms; Theory and Concepts; 1 Introduction; 1.1 Today's Chinese University Youth: Grace and Dispositions; 1.2 In-Depth, Phenomenological Interviewing: A Way to Looking in; 1.3 Revealing Lived Lives: The Three-Interview Series; 1.3.1 Interview One: Focused Lived Experience; 1.3.2 Interview Two: Detail of University EAP Learning Experience; 1.3.3 Interview Three: Reflection on the Meaning; References; 2 University Academic English: A Rising Global Phenomenon
2.1 Globalization and the Rise of English as a Global Language2.2 Increasing Demand for Academic English in the World Universities; 2.3 Foreign Language Policy Shifts in China: From 1949 to Now; 2.4 University English Teaching and Learning in China; References; 3 Learning Theories that Impact English Teaching and Learning; 3.1 Behaviorism; 3.1.1 Behaviorism in Education; 3.1.2 Behaviorism and Structuralism in English Language Teaching; 3.1.3 English Language Teaching Against Behaviorism and Structuralism; 3.2 Constructivism; 3.2.1 Cognitive Constructivist Theory of Learning
3.2.2 Sociocultural Constructivist Theory of Learning3.3 Second Language Acquisition; 3.4 Learning Motivation; 3.5 Comprehension Hypothesis; 3.6 Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency; 3.7 English Textbooks in Use for Language Learners; 3.8 Caring, Supportive Teachers that Matter; 3.9 Testing and Assessment that Play a Role in Students' Academic Success; References; 4 English for Academic Purposes as a Critical Pedagogy; 4.1 Definition of English for Academic Purposes; 4.2 Theoretical Underpinnings of EAP; 4.2.1 Needs Analysis
4.2.2 Sociocultural Constructivist Theory of Learning4.2.3 Interrogation of EAP Assumptions; 4.3 Critical Pedagogy and Its Influence on University EAP; 4.4 Freire's Influence: Anti-banking Education; References; Practice; 5 Vignettes of Chinese University EAP Learners; 5.1 Vignette of Dandan; 5.1.1 English Learning at Public Primary School; 5.1.2 English Learning at Private Bilingual Middle School; 5.1.3 English Learning at Key Public High School; 5.1.4 EAP Learning at University; 5.1.5 Family Support and Parental Influence on English Learning; 5.2 Vignette of Meimei
5.2.1 English Learning at Public Primary School5.2.2 English Learning at Public Middle School; 5.2.3 English Learning at Key Public High School; 5.2.4 EAP Learning at University; 5.2.5 Family Support and Parental Influence on English Learning; 5.3 Vignette of Xiaobo; 5.3.1 English Learning at Public Primary School; 5.3.2 English Learning at Public Middle School; 5.3.3 English Learning at Key Private High School; 5.3.4 EAP Learning at University; 5.3.5 Family Support and Parental Influence on English Learning; 5.4 Vignette of Xiaogang; 5.4.1 English Learning at Public Primary School
2.1 Globalization and the Rise of English as a Global Language2.2 Increasing Demand for Academic English in the World Universities; 2.3 Foreign Language Policy Shifts in China: From 1949 to Now; 2.4 University English Teaching and Learning in China; References; 3 Learning Theories that Impact English Teaching and Learning; 3.1 Behaviorism; 3.1.1 Behaviorism in Education; 3.1.2 Behaviorism and Structuralism in English Language Teaching; 3.1.3 English Language Teaching Against Behaviorism and Structuralism; 3.2 Constructivism; 3.2.1 Cognitive Constructivist Theory of Learning
3.2.2 Sociocultural Constructivist Theory of Learning3.3 Second Language Acquisition; 3.4 Learning Motivation; 3.5 Comprehension Hypothesis; 3.6 Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency; 3.7 English Textbooks in Use for Language Learners; 3.8 Caring, Supportive Teachers that Matter; 3.9 Testing and Assessment that Play a Role in Students' Academic Success; References; 4 English for Academic Purposes as a Critical Pedagogy; 4.1 Definition of English for Academic Purposes; 4.2 Theoretical Underpinnings of EAP; 4.2.1 Needs Analysis
4.2.2 Sociocultural Constructivist Theory of Learning4.2.3 Interrogation of EAP Assumptions; 4.3 Critical Pedagogy and Its Influence on University EAP; 4.4 Freire's Influence: Anti-banking Education; References; Practice; 5 Vignettes of Chinese University EAP Learners; 5.1 Vignette of Dandan; 5.1.1 English Learning at Public Primary School; 5.1.2 English Learning at Private Bilingual Middle School; 5.1.3 English Learning at Key Public High School; 5.1.4 EAP Learning at University; 5.1.5 Family Support and Parental Influence on English Learning; 5.2 Vignette of Meimei
5.2.1 English Learning at Public Primary School5.2.2 English Learning at Public Middle School; 5.2.3 English Learning at Key Public High School; 5.2.4 EAP Learning at University; 5.2.5 Family Support and Parental Influence on English Learning; 5.3 Vignette of Xiaobo; 5.3.1 English Learning at Public Primary School; 5.3.2 English Learning at Public Middle School; 5.3.3 English Learning at Key Private High School; 5.3.4 EAP Learning at University; 5.3.5 Family Support and Parental Influence on English Learning; 5.4 Vignette of Xiaogang; 5.4.1 English Learning at Public Primary School