Lixian Jin (Associate Professor in Linguistics, The Chinese University of Hong Kong)
Martin Cortazzi (Professor of Language Education, Brunel University)

In the past, teaching international students studying in Britain has often been conceptualized in terms of problems, with some emphasis on what the students are seen as being unable, yet, to do in English. In the case of Chinese learners, this perception was reinforced by accounts of students’ behaviour and attitudes towards learning written by westerners teaching English in China. In this paper, we seek to reverse this tendency by presenting a detailed analysis of some aspects of Chinese learning which are believed to be evident strengths in Chinese classrooms; teachers of EAP can draw on these strengths in the British academic context.

Our analysis derives from a long-term visual ethnography using videos and photos of Chinese students in schools and universities in several cities in China, together with questionnaire data and interviews with students and teachers (Jin & Cortazzi 1993, 1995, 1998, in press; Cortazzi & Jin 1996, 1999, in press). We complement this analysis with illustrations of conceptions of learning from the traditions of the Chinese Confucian heritage. We focus on students’ perceptions of the teacher and teaching; of learning, classroom interaction, and self-study; of the role of texts; of ways of asking questions. The presentation is in the form of a Sino-British dialogue, illustrated with photographs.

We are cautious about how far these aspects of Chinese cultures of learning will transfer with the students to British classrooms. However, from a perspective of cultural synergy, it seems important for EAP teachers to learn about Chinese views and experiences of learning, just as we might expect those students studying in the UK to learn about, and perhaps through, British academic conventions and ways of learning. While such knowledge of Chinese learning may be simply professional background knowledge, it can also be seen in social constructivist terms as part of the basis for mediating students learning in Britain.

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Eunice Tang (Warwick University)

In this paper, I will look at 3 EFL teachers teaching at different universities in China. I tape-recorded and observed their teaching for a week. The lessons were transcribed. The study will be focused on how the English teachers teach vocabulary - a language item prescribed in the national syllabus and in the national examination. The analysis is based on Ellis and his co-researchers' work (1994, 1995, 1999) on the different types of oral input and output in promoting vocabulary learning. In revealing the vocabulary teaching contexts, this study at the same time gives a real picture of the kind of exposure and experience that the Chinese learners have in their EFL classrooms. The collection and the analysis of classroom discourse in the Chinese EFL classrooms help explain some behaviours of the Chinese learners, uncover the cultural roots of some general characteristics of Chinese learners and foster better understanding and communication between western teachers and Chinese learners.

Summary

Gerard Sharpling (Warwick University)

Chinese postgraduate students taking recognised English language tests (IELTS, WELT) often perform poorly in the writing component of the test. This jepoardises their opportunities for entering postgraduate courses for which they are intellectually well qualified. In this paper, I will highlight and explain some of the reasons for this performance. In doing so, I hope to argue that writing components themselves may prejudice the performance of Chinese students because of their cultural specificity and the way in which they prioritise accuracy over fluency. The paper will raise questions about what kind of knowledge and ability is valued in writing tests, and will challenge whether evidence of this kind of knowledge serves as an effective prognostic indicator in predicting how well students will perform in their courses.

Summary

Xiuping Li (University of Sunderland)

This paper intends to report the research into memory strategies used by Chinese learners of English. The focus is on the views from 100 Chinese EFL learners on rote learning (RL hereinafter). It aims to provide a cultural information on the use of rote learning in China.

In previous studies, RL, which is one of the crucial characteristics of memory strategies in China, has been either ignored or overlooked, described as a formidable obstacle to communicative strategies. Very few have considered rote learning from a positive view. Its role as an effective stimulus has so far been identified only in the initial stage of learning. The Confucian influence seems to be the only explanation for the rote learning in China. No specific or systematic study appears to have been carried out to focus on rote learning to discover precisely how and why rote learning is so popular in China.

The scarcity of research on the reliance or continued reliance on rote learning strategies, in particular, used by Chinese learners of English, were the primary reasons for conducting the study reported here.

The data for the study was obtained through the interviews of 100 Chinese learners in English Department at Shenyang University of Technology, China, and was analyzed using content analysis in relation to the research questions and hypotheses. Several factors have been identified which contribute to the role of rote learning in China and its continued use. Chinese cultural background is one of the factors being discussed here.

The findings suggest that Chinese learners of English generally hold highly positive attitudes towards rote learning. The paper concludes that Confucian-based cultural background is an understandably important factor in the formation of RL in China but that this fact should not lead to RL as a mere memorisation. The results gained through interviews are consistent with Confucian values. The findings indicate:1) In China, teachers are highly respected, but learners never reject communicative strategies or interactive methods; 2) RL used in China is not mere memorization, but a consolidation of knowledge and a deepening of understanding; 3) Confucius’ sayings and maxims also reflect an advocate of using independent, practical principles and flexible learning skills rather than learners’ passive role as impressed in the world.

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Zhongshe Lu (Tsinghua University/Nottingham University)

This paper is devoted to the development of college English in China over the last twenty years with special regard to the two milestones. The first is the revising of the three versions of the National English Syllabus The second milestone is that College English should make a step forward set in the Conference on College English Teaching held in Daqing in 1994, for which all college English teachers are striving now.

The field of college English, like most other areas of intellectual inquiry, has made remarkable progress over the last two decades both in teaching and learning. To give a clear idea about the development of college English in those twenty years, the writer of this paper has divided the whole period into 4 stages, namely: the stage of resurrection; the stage of improvement; the stage of advancement; and the stage of making a step forward. People might have different opinions about this classification, but whether it is correct or wrong is not under discussion. For the moment, let us settle upon the four stages above as a touchstone, describing how college English has been developed, introducing some much-needed background materials, such as the issue of revising different versions of the National English Syllabus, the publication of textbooks, the importing of both foreign materials and teaching methods, the gradually accepted college English tests, etc., analysing them so as to sum up some worthwhile experience for further reference.

Summary

Fionnuala o'Connell (University of Ulster) and Lizian Jin (Chinese University, Hong Kong / De Montfort University

Writing a literature review at postgraduate level represents a considerable challenge to Chinese students: it is a substantial piece of academic writing relating to the writer’s own research; it needs to show evidence of understanding of a range of literature on the chosen topic; and it needs to have its own structure. Despite some recommendations for literature review writers to build up ‘ongoing dialogue’ (Creswell 1994; Hitchcock 1996), there is apparently no existing model available on how to write a literature review for academic writing such as a dissertation or thesis.

This paper presents our analysis of literature reviews in dissertations written by Chinese postgraduate students in UK universities. The analysis is based on a model of literature review structures which have been developed from the research on ‘move structures and cycles’ (Swales 1981; Hoey 1983; Dudley-Evans 1994). The main aim of this research is to discover Chinese students’ perceptions of what a literature review is and how to write it; and, further, to see how their academic culture and beliefs may influence their writing of the literature review. Four literature reviews written by Chinese postgraduate students will be analysed in detail to compare their structures with those of a good literature review implicated and proposed by well-established Western academics. The findings will be used to design a more effective teaching programme for academic writing and for informing academic staff of the particular needs of Chinese students.

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Joan Cutting (University of Sunderland)

The University of Sunderland runs a Graduate Abroad scheme for students who, upon graduating, wish to take a year out abroad before starting a job. This paper describes the experiences of a group of nine students, from schools across the university, who went to teach English in China. It is based on the feedback of the student-teachers, on the good, the bad and ugly of their experience. The paper aims to serve as guidance for future student-teachers, to provide suggestions for dealing with large classes and low resources. It should also help all EAP teachers to understand their Chinese students better.

Summary

Eunice Tang (Warwick University)

I will compare the educational systems between Hong Kong, SAR, and the mainland China - their differences and the similarities. Students' English learning experiences will also be contrasted. With the background understanding of these Chinese learners, participants are encouraged to identify i) their strengths and weaknesses; and ii) possible problems and solutions.

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Eileen Kontoulis (Sheffield Hallam University)

I will explain the Sheffield Hallam University EAP course delivered in a state school China to prospective undergraduates. Significant issues relating to this will then be discussed.

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Tim Francis (University of Bath)

I will look at certain typical Chinese errors and problems - in writing, reading and speaking and suggest causes related not only to L1 interference, but also educational experience, culture, social psychology etc. The bulk of the session will be taken up with examples. I will also consider the usefulness, both to teachers and students, of this sort of contrastive analysis, which goes beyond purely linguistic analysis and takes in cross-cultural comparisons.

Olwyn Alexander (Heriot Watt University)

Chinese literacy practices seem to encourage Chinese students to approach the learning of English with a similar attention to specific detail and a similar respect for the authority of the teacher. In this workshop I will introduce some classroom ideas aimed at enabling students to understand the difference between general and specific statements and to write texts which move from one to the other. These ideas grew from the Dogme ELT ‘movement’ presented by Scott Thornbury and others at the recent IATEFL Conference and elsewhere. Dogme ELT – a pedagogy of the bare essentials may be a useful way to encourage students to reconsider their traditional idea of the teacher as an authority figure.

Kevin Nield (School of Sport and Leisure Management, Sheffield Hallam University)

The purpose of the workshop is to explore possible differences in the teaching, learning and assessment preferences of Chinese learners. Essentially asking if these differences are real. What are the strategies for dealing with actual differences.

Summary

Ni Minxue (currently on exchange at Djanogly City Technology College, Nottingham.
Gu Huiling (currently on exchange at Slough Grammar School)

This is a workshops led by a group of Chinese secondary school teachers currently on exchange in the UK. Discussions will focus on the exchange programme and the differences between Chinese and British learners.

Summary - Ni MInxue et al, Summary - Mu Qiyun, Summary - Gu Huiling, Summary - Shen Hong