Factors that affect Chinese teachers’ use of the L1 and TL at tertiary level: an investigation from sociolinguistic perspective

Guo, JunLiang (2021) Factors that affect Chinese teachers’ use of the L1 and TL at tertiary level: an investigation from sociolinguistic perspective. PhD thesis, University of Glasgow.

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Abstract

Communicative Language Teaching (CLT) has been dominantly advocated in various educational contexts for many years. A number of countries promoted CLT in their English curricula, and the development of students’ communicative competence has become increasingly important in the era of globalisation. It is because people from different areas in the world are increasingly interconnected and communicative competence entails international sensitivities to communication needs of global citizens. Emergence of English as a global language and the changing situation of English learning have been acknowledged globally. However, there appears to be increasing resistances against the implementation of CLT in countries like China, Japan and Vietnam. This study is a timely research that revisits English Language Teaching (ELT) in China with the focus on Chinese teachers’ use of the Target Language (TL) and First Language (L1). The purpose is to have an in-depth look at the factors that affect Chinese teachers’ use of the TL and L1 in College English classes.

The current study took place in a regional university in China. The research methods employed included 53 Classroom Observations, 4 teachers’ interviews and 4 students’ focus-group interviews, and document analysis. The findings suggest multiple resistances existing in the current research site and call for changes that should be made from different dimensions within the context.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Subjects: L Education > LB Theory and practice of education
Colleges/Schools: College of Social Sciences > School of Education
Supervisor's Name: Livingston, Professor Kay and Crichton, Dr. Hazel
Date of Award: 2021
Depositing User: Theses Team
Unique ID: glathesis:2021-82371
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 06 Aug 2021 15:06
Last Modified: 06 Aug 2021 15:06
Thesis DOI: 10.5525/gla.thesis.82371
URI: http://theses.gla.ac.uk/id/eprint/82371

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