Teaching English to Chinese Students

Table Of Contents

• Title Page
• Copyright Page
• Dedication
• Contents
• Tables
• Preface/Acknowledgements
• Abbreviations
• Chapter 1: Introduction
• 1.1 Aims of the Study
• 1.2 Professional Context
• Chapter 2: The Positioning of UK HE in the Globalised Arena
• 2.1 Globalisation and Neoliberalism
• 2.2 Human Capital Theory (HCT), the Knowledge Economy and the University
• 2.3 New Public Management (NPM)
• 2.4 The Purpose of Education
• Chapter 3: China’s Education Context
• 3.1 Background
• 3.2 Specific Tensions
• 3.2.1 Western Perceptions of Teacher-Student Relationship in China
• 3.2.2 Oral Communication
• 3.2.3 Critical Thinking
• 3.2.4 Writing
• 3.2.5 Memorisation
• 3.2.6 Motivation
• 3.3 The Chinese Learner
• 3.4 The Confucian-Heritage Culture (CHC) Connection
• 3.5 Cultures of Learning
• 3.6 Small Cultures
• 3.7 Social and Other Justifications
• 3.8 Periods of Chinese Education Reform
• 3.8.1 Transformation One: Interactions between the East and the West
• 3.8.2 Transformation Two: A Rejection of the Confucian Education Tradition of Interpretive Reading of Classics
• 3.8.3 Transformation Three: The Influence of the Soviet Unions’ Centralised System of Education
• 3.8.4 Transformation Four: Standardisation of Chinese Education
• Chapter 4: English for Academic Purposes (EAP)
• 4.1 EAP: Background, Purpose and Approaches
• 4.2 Tensions in the EAP Arena
• 4.3 The English for Academic Purposes (EAP) Module
• 4.3.1 Introduction to the Module
• 4.3.2 Academic Writing
• 4.3.3 Curriculum and Integration of Critical Thinking
• 4.3.4 The Development of Listening, Speaking and Reading Skills
• Chapter 5: Methodology
• 5.1 Narrative Inquiry
• 5.2 Participant Selection Process
• 5.3 Ethical Considerations
• 5.4 Method of Data Collection: The Narrative Interview
• 5.4.1 Narrative Interview Questions
• 5.5 The Transcription Process
• 5.6 Narrative Analysis
• 5.7 Thematic Analysis
• 5.7.1 Phase 1: Familiarising Yourself with the Dataset
• 5.7.2 Phase 2: Coding
• 5.7.3 Phase 3: Generating Initial Themes
• 5.7.4 Phase 4: Developing and Reviewing Themes
• 5.7.5 Phase 5: Refining, Defining and Naming Themes
• Chapter 6: Findings and Discussion
• 6.1 Theme: Motivations
• 6.2 Theme: Experiencing Education: China and the UK
• 6.2.1 Making Meaning of the English for Academic Purposes (EAP) Module
• 6.2.2 Challenges of Oral and Written Communication
• 6.2.3 Teacher-Student Relationship
• 6.3 Theme: Critical Thinking and Chinese Students
• 6.3.1 The EAP Module’s Approach to Critical Thinking
• 6.3.2 Returning to China with a Critical Mind
• 6.3.3 Tension with International Peers
• 6.4 Narrative Analysis Findings
• Chapter 7: Implications of the Findings and Research Opportunities and Recommendations, Reflections on Data Collection, Inquirer’s Journal, Limitations and Concluding Remarks
• 7.1 Implications of the Findings and Research Opportunities and Recommendations
• 7.1.1 Review and Potential Re-orientation of the EAP Module
• 7.1.1.1 Curriculum Development
• 7.1.1.2 A Re-thinking of Approaches to the Development of Oral and Written Communication
• 7.1.1.3 Critical Thinking
• 7.1.1.4 Teacher-Student Relationship
• 7.2 Reflections on Data Collection
• 7.3 Inquirer’s Journal
• 7.3.1 Initial Stages of Interviewing
• 7.3.2 Thoughts on the Transcription Process
• 7.3.3 Data Analysis
• 7.4 Limitations of the Study
• 7.5 Concluding Remarks
• Bibliography
• Appendix: Thematic Analysis Final Themes and Subthemes