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20230719T101520230719T1315Europe/Amsterdam[SYMP83] Teaching and Learning European Languages in Chinese Universities100 % Online sessionAILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Major Issues of European Language Education Policy in China
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
European language education policy is an important part of language policy and planning research, as it is related to the improvement of national language capacity. Under the framework of the theoretical framework of National Language Capacity, and looking back the major developments, characteristics and achievements of European language education policy implemented in China, this talk points out five major issues concerning the governance system, strategic planning, regional development, information construction, and "New Liberal Arts" construction in European language education policy formulation. It puts forward four suggestions to respond to the current situation: to coordinate and establish specialized management institutions; to develop strategic plans at different levels; to promote the balanced European language education in different areas and periods; and to pay attention to information construction and cultural self-confidence training in order to adapt to the needs of "New Liberal Arts" construction. Key Words: European language education; language policy and planning; European language education policy; national language capacity
This paper explores (1) the present situation of European language education in China, (2) problems existing in European language education in China, (3) the interactions between national policy and European language education policy in China, and (4) how to explain them from the perspective of agency and structure.
Bibliography: [1] Dinghua, W. 2018. A Review of the Policies on Foreign Language Education in China over the Past 40 Years of Reform and Opening-up. Curriculum, Teaching Material and Method, 38(12), 4-11. [2] Looney, D. & N. Lusin. 2019. Entollments in languages other than English in United States Institutions of Higher Education, summer 2016 and fall 2016: Final report. https://www.mla.org/content/download/110154/2406932/2016Enrollments-Final-Report.pdf. accessed 12/01/2020. [3] Murphy, D. & K. Evans-Romaine. 2017. Exploring the US Language Flagship Program: Professional Competence in a Second Language by Graduation. Clevedon: Multilingual Matters. [4] Qiufang, W. 2019. Foreign language education in China in the past 70 years: Achievements and challenges. Foreign Language Teaching and Research, 51(5), 735-745.
A Corpus Discourse Analysis of College German Textbooks in China: Focusing on Environment Issue and Value Orientation
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Textbooks are critical educational resources to raise critical awareness of environment issues among foreign language students including Chinese learners of German. German has been taught as one of the main foreign languages in China's colleges for decades, but few studies have been conducted on the coverage of environment issues in China's College German textbooks. In this study, we used a corpus discourse analysis to explore environment issues and value orientation in China's College German textbooks. The sample textbooks included Studienweg Deutsch, Hoch Schuldel, Klick auf Deutsch, Stichwort Deutsch, and Einblick, which were the mostly used ones in China. The results showed that the German textbooks did cover diverse environment issues and most of them centered on shallow environmentalism.Ambivalent discourses about environmental issues accounted for the largest percentage, followed by destructive discourse and beneficial discourse. The results suggest that textbooks need to include more beneficial discourse to actively encourage students to protect environment. Also teachers should devise pedagogical tasks to compensate for gaps existing in the textbooks.
Research background Global education "involves learning about those problems and issues which cut across national boundaries and about the interconnectedness of systems"（Tye & Knip 1991:47). Among these issues, what tops the list is the issue of environment. Due to the environment degradation of our Mother Earth, the issue of environment has been ranked as one of the most urgent issues which requires immediate action. Therefore, environment education in schools at all levels is quite necessary. Environment education is not only an increasingly important educational agenda around the world, it has also become part of the FL (Foreign Language) curriculum worldwide. By integrating environment education in FL curriculum, educators can enhance students' interest in global issues that might directly influence their futures, promote language learning and meaningful communication about environmental issues, and motivate them to contribute to a healthier, more sustainable world. Textbooks, as the main instructional teaching materials in foreign language classrooms, are the direct source of education for students.In China, German has been taught as one of the main foreign languages in colleges for the past several decades, and a variety of textbooks of College German areavailable in the market. Unfortunately, few studies on German textbooks used in China's colleges have been conducted in terms of integration of environmental problems into language education. Given this gap, the current research was conducted to explore the environment contents and the value orientation reflected in China's College German textbooks . The research questions: (1)Are there any environmentally related contents in China's College German textbooks,and what specific topics are covered? (2)How are these environmental contents constructed discursively in terms ofeco-discourse analysis(transitivity and ergativity analysis), and what environmental values (destructive, ambivalent or beneficial discourse) are conveyed?Selected textbooks 5 College German textbook series available in China's market were chosen as sample textbooks for analysis. They were Studienweg Deutsch, Hoch Schuldel, Klick auf Deutsch, Stichwort Deutsch, Einblick, and altogether they accounted for 95% of the College German textbook share in China's present market. These textbooks were published by Foreign Language Teaching and Education Press, Shanghai Foreign Language Education Press, and Higher Education Press. Research results We only analyzed the reading articles in the selected College German textbooks. The environment-related reading articles were sorted out and used as the final research corpus by way of eco-discourse critical analysis. The results suggested that while China's College German textbooks did cover diverse environment topics, most of them centered on shallow environmentalism, and there is a need for deep environmentalism topics and contents. Discursively, ambivalent discourse accounted for the largest percentage for the environment contents, followed by destructive discourse and beneficial discourse, which indicated there is a need for more beneficial discourse in textbooks to actively encourage students to protect the systems that support our life. Given the current situation in China'sCollege German textbooks for tertiary students, when renewing College German Curriculum Criteriaand textbook compilation, more concerns should be put regarding environment education. Teachers,meanwhile, should devise certain pedagogical tasks to compensate for the gaps existing in the textbooks regarding environment education.
Representing cultures in locally developed language textbooks: A comparative analysis of German textbooks in China, Japan and Korea
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Language and culture are interdependent. Textbooks, given their role as an important source of target language input and culture knowledge in second language teaching, have become a crucial medium for representing cultural values, beliefs, and stereotypes or misunderstandings. Questions related to the culture representations in second language textbooks are under heated discussions, but there lacks adequate attention to textbooks for non-English languages. In view of the aspects above, this study presents a comparative analysis investigating how cultures are represented in locally developed non-English language textbooks, especially those researching textbooks developed for cultures with less similarities to the target culture. German language textbooks that are widely used in Chinese, Japanese and Korean universities – as examples of non-English language textbooks, namely Studienweg Deutsch, Spitzen and Lebendiges Deutsch für Studenten - are chosen for the empirical analysis. In order to do this, this study constructs an analytical model of cultural representation in foreign language textbooks, wherein cultural dimensions, regional/national cultures and cultural modalities will be analyzed. Based on the framework, this study will be a combination of quantitative and qualitative research to explore their similarities and differences. More importantly, it aims also to examine the applicability of a conceptional framework.
IntroductionLanguage and culture are interdependent. The teaching and learning of culture are inseparable from language education. Textbooks have become a crucial medium for representing cultural values, beliefs, and even stereotypes or misunderstandings. Questions related to the culture representations in second language textbooks are under heated discussions (e.g. Weninger & Kiss 2013), but there lacks adequate attention to textbooks for non-English languages. Moreover, most studies concern textbooks published in a single country or region, while comparative studies are few, especially those researching textbooks developed for cultures with less similarities to the target culture. In addition, in relation to the types of culture examined in current studies, the main focus is on the target culture, the source culture and the international or the neutral culture separately, but rarely on the interaction between different cultures. In terms of research methods, the content analysis method is used extensively, whereas the critical social semiotic approach featuring orientation towards different modalities is gaining recognition in more recent studies, which, however, mostly examine texts, images and the relationship between them only. This study will investigate locally developed German language textbooks in China, Japan and Korea - as examples of non-English language textbooks - to explore the similarities and differences in cultural representation. Cultural dimensions, regional/national cultures and cultural modalities will be analyzed. Conceptual frameworkThis study constructs the following analytical model of cultural representation in foreign language textbooks, which applies to non-English textbooks. a. Cultural dimensions Based on Yuen's (2011) classification, and with reference to Moran's (2008) five cultural dimensions and Hofstede's (2005) cultural onion model, culture is divided into the five dimensions: cultural products, cultural practices, cultural persons, cultural rituals and cultural perspectives. b. Regional/National cultures The regional/national cultures can be classified into source culture, target culture, other culture, and interactive culture. c. Cultural modalities Cultural contents in foreign language textbooks can be verbal or non-verbal. We examine all possible forms for presenting cultural content, such as texts (including dialogues), images (e.g. diagrams, pictures etc.), audio, proverbs, background information and related tasks (e.g. cultural comparisons). Data and methodIn view of the lack of adequate attention to cultural representation in non-English textbooks, three series of German textbooks that are widely used in Chinese, Japanese and Korean universities, namely Studienweg Deutsch, Spitzen! and Lebendiges Deutsch für Studenten, will be selected for empirical analysis. This study will be a combination of quantitative and qualitative research. More importantly, the study aims to examine the applicability of a conceptional framework based on the empirical analysis. Bibliography Hofstede, G., & Hofstede, G. J. (2005): Lokales Denken, globales Handeln. Interkulturelle Zusammenarbeit und globales Management. München: Deutscher Taschenbuch Verlag. Moran, P. R. (2008). Teaching Culture: Perspectives in Practice. Boston: Heinle ELT. Weninger, C., & Kiss, T. (2013). Culture in English as a Foreign language (EFL) textbooks: A semiotic approach. Tesol Quarterly, 47(4), 694-716. Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466.
Translanguaging practices in Content and Third Language Integrated Learning classroom
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
With a growing popularity of Content and Language Integrated Learning (CLIL) classrooms in tertiary education,an increasing number of teachers of languages other than English (LOTEs) involved in CLIL lessons are confronted with new problems, such as lack of content knowledge, ready-made teaching materials in LOTEs, or guidelines on how to integrate language and content, limited time for preparing, and students' limited language proficiency. Thus, it remains a huge challenge for LOTEs teachers, especially novice teachers, to prepare and design the content and language integrated courses.
While translanguaging has been regarded as an appropriate approach to addressing the challenge that teachers and learners experienced during the CLIL classrooms (Lin & He, 2017), limited studies have been done concerning translanguaging practices applied in content and third language integrated research in LOTEs classrooms (Nikula & Moore, 2019). The majority of existing studies focused on the positive roles of translanguaging practices on CLIL classrooms such as meaning-making (Bieri,2018), content scaffolding, highlighting topic shifts, facilitating transitions between different stages in the lesson (Lin, 2015), promoting social involvement and identity affirmation (Lin & He, 2017). However, the concept of translanguaging has not yet been discussed on the preparing phase of content and third language integrated learning courses, which could empower LOTEs teachers, especially novice CLIL teachers in classroom practice.
To address aforementioned gaps, this study aims to explore teachers' translanguaging practices when teaching subject content, especially at the preparation stages for the CLIL courses in the medium of languages other than English (LOTEs) in a Chinese tertiary institution. The paper intends to answer the following two questions: Q1: What are teachers' translanguaging practices during the preparation of the CLIL courses using French as a major medium of instruction in a Chinese university? Q2: What are teachers' perceptions on the use of translanguaging in CLIL course-preparing contexts?
A variety of data were collected to investigate these practices.The data include teachers' course planning and designing documents, teaching materials andteacher's reflective diaries.Through a thematic analyse of data, this research not only identified multiple functions of L1 and L2 in the designing of content and third language integrated learning courses, but also showed how translanguging strategies could be used to facilitate both language and content instruction. The findings could inform LOTEs teachers involved in CLIL classrooms of translanguaging pedagogies and enrich the theoretical framework of translanguaging.
Reference Bieri, A. (2018). Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 91–109. Lin, A.M.Y.(2015).Conceptualising the potential role of L1 in CLIL, Language, Culture and Curriculum, 28:1, 74-89 Lin, A.M.Y.& He, P.(2017).Translanguaging as Dynamic Activity Flows in CLIL Classrooms, Journal of Language, Identity & Education, 16:4, 228-244 Nikula, T. & Moore, P.(2019). Exploring translanguaging in CLIL, International Journal of Bilingual Education and Bilingualism, 22:2, 237-249
The Analysis of Context-oriented Language Instruction for Spanish Aspect in China
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
This study presents a learning experiment involving a series of Spanish instruction innovations, with an emphasis on the use of context information to promote the acquisition of Aspect in Spanish. Building on the theoretical framework of the Trinitarian Grammar (Feng & Shi, 2011; Feng, 2014), this learning experiment of Spanish Aspect was composed of three parts: formal structure explanation, grammatical function explanation, and typical context. Twenty-two Spanish/English duo-majored freshmen have participated in this study. Prior to the implementation, detailed guidelines of the learning experiment were provided to the participants and oral consent was obtained. During the experiment, in addition to explaining the formal structures and grammar functions, participants were also invited to describe the specific context embedding in the real-life examples, highlighting the use of the Aspect. Besides, other learning tasks, such as Chinese to Spanish translation, were also carried out to assess their comprehension of Aspect in Spanish. After the learning experiment, both qualitative evidence and quantitative evidence collected through the experiment were intertwined and analyzed. The results yielded that the context-oriented instruction accelerated Chinese foreign language learners' comprehension of the Aspect in Spanish.
In China, despite the number of Spanish programs is boosting, studies on Spanish teaching in higher education are parsimonious. Furthermore, the significant challenge in grammar learning reported by both Spanish as a foreign language (SFL) teachers and learners calls for instruction innovation. However, rather than rush into any teaching reform, a learning experiment was administered to shed light on the impact of some innovative instructions (i.e., context-oriented instruction) on Chinese SFL learners' acquisition of Aspect in Spanish. Tradition grammar instruction for Spanish Aspect focused on explaining the principles, however, principles alone contributed less to learners' correct judgment of the use of Aspect. In both written assignments and oral responses, SFL learners constantly manifested confusion over which aspect (i.e perfective or imperfective aspect) is more appropriate. There are some inherent factors, like the differences in structure dwelling in the two language systems (Chinese and Spanish), or the cognitive bias that occurred during the semantic exchange between the second language (L2) to the first language (L1), which led to learners' hesitation or even some misjudge of the Aspect. However, more importantly, Spanish Aspects need to be comprehended by integrating context cues and grammar rules. To further validate the significance of context, in this study we developed a learning experiment involving a series of Spanish instruction innovations, with an emphasis on the use of context information to promote the acquisition of the Aspect in Spanish. Building on the theoretical framework of the Trinitarian Grammar (Feng & Shi, 2011; Feng, 2014), this learning experiment of Spanish Aspect was composed of three parts: formal structure explanation, grammatical function explanation, and typical context. Twenty-two Spanish/English duo-majored freshmen have participated in this study, and all the participants are native speakers of Chinese. The entire experiment lasts for six weeks. Prior to the implementation, detailed guidelines of the learning experiment were provided to the participants and oral consent was obtained. During the experiment, in addition to explaining the formal structures and grammar functions of the textbook, participants were also invited to describe the specific context embedding in the real-life examples, highlighting the use of Aspect. Besides, other learning tasks, such as Chinese to Spanish translation, were also carried out once a week to assess Spanish/English duo-majored freshmen's comprehension of Aspect in Spanish. After the learning experiment, another interpretation task was initiated. Participants demonstrated their knowledge of Aspect in Spanish by explaining the use of aspect in the context of five different Spanish sentences. Guiding questions, like "Is it possible to substitute the existing perfective aspect with an imperfect aspect?" are used to facilitate the learning reflections. Finally, both qualitative data and quantitative data collected through the experiment were intertwined, compared and analyzed. The results yielded that the context-oriented instruction accelerated Chinese foreign language learners' comprehension of the Aspect in Spanish. Pedagogy implications would also be elaborated in the presentation.
Promoting Second Language Writing through Technology-driven Multimodal Feedback
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Teachers' feedback receives a growing attention in the multimodal studies of second language teaching. Previous literature focuses on the positive role of teachers' body language and video in error correction (Mokarrameh et al.2020, etc.). These research revealed that non-verbal and video feedback can improve content understanding and strengthen the bond between teachers and students. Meanwhile, efficient use of multimodal resources can resolve existing problems such as low efficiency of feedback among teachers. However, the increasing use of technology-driven multimodal ways in second language writing has not been widely explored (Elola & Oskoz, 2016), especially for classroom languages other than English. In higher education, Gen Z learners with multilingual resources are accustomed to receiving information in multimodal ways, it is thus important to conceive constructive feedback based on a multimodal discourse analysis framework. To address aforementioned gap, this paper poses two following questions: (1) How can technology-driven multimodal feedback be conceived and implemented in French second language writing? (2) To what extent, if any, does providing technology-driven multimodal feedback influence French second language writing? In response to the first question, this paper adopts the multimodal discourse analysis theory (Zhang& Huang, 2018) as framework, in an attempt to effectively establish multimodal feedbackanalysisframework by integrating multiple symbol resources such as words, pictures and graphs, colors and emojis (Kress & Leeuwen，1996). As for the second question, this paper reports on the use of technology-driven multimodal feedback in French L2 classroom by demonstrating the effects on students' achievement, learning engagement, and self-efficiency as well as teachers' attitudes towards multimodal feedback in a Chinese university. The data consist of 216 drafts of 58 students from two classes, including one control group, semi-structured interviews with eight students and one teacher, 58 questionnaire responses, and the teacher's self-reflective journal. Quantitative and qualitative analysis of data suggests that students receiving technology-driven multimodal feedback strongly preferred the new kind of feedback. They also improved learning engagement and self-efficiency compared to the traditional feedback they once received. Such improvement could be confirmed by their affective and cognitive changes engendered by the multimodal feedback. However, the results also reveal that they did not display statistically significant academic achievement. Given that the improvement of second language writing proficiency takes a long process, feedback through only one semester may not be sufficient to bring apparent results, the long-term effect of multimodal feedback in supporting second language writing needs further investigation. In addition, several educational implications could be generated from the present study.
References Zhang, D. &Huang, L. (2018). Multimodal and Foreign Language Education Research, Shanghai: Tongji University Press. Bayat, Mokarrameh et al. (2020).A Teacher's Multimodal Corrective Feedback: Exploring its Enjoyment Building Capacity. Polish Psychological Bulletin. Vol. 51(2) 71–88. Elola, I., & Oskoz, A. (2016). Supporting second language writing using multimodal feedback. Foreign Language Annals, 49(1), 58–74. Kress, G. & Van Leeuwen, T. (1996). Reading Images: The Grammar of Visual Design. New York: Routledge.
Foreign Language Enjoyment and Foreign Language Classroom Anxiety of German Language Learners in Chinese Higher Education: A Mixed-Method Investigation
Oral Presentation[SYMP83] Teaching and Learning European Languages in Chinese Universities10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
The present study is a mixed-method investigation into both foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 201 Chinese university students in a non-degree German language program. Since scarce studies have focused on classroom emotions in the LOTE (languages other than English) field, this current study fills in the gap in the existing literature and provides implications for teachers in the German language classroom. The necessity of this study is also supported by the trend of multilingualism being increasingly prevalent. In terms of the quantitative data, we employed a questionnaire based on FLE-scale and FLCA-scale to examine the participants' classroom emotions as well as other learner- and teacher-related variables. Specifically, the learner-related variables included the self-perceived language proficiency, the ranking and the scores in the exam, while the teacher-related variables included the learners' evaluation of the friendliness, strictness, humour, and unpredictability of their teachers. The data analysis showed that the German language learners reported a higher level of FLE than FLCA and that the two emotions were negatively correlated. Regression models further showed that FLE was strongly predicted by the teacher-related variables, while FLCA was primarily predicted by the learner-related variables. To be precise, participants' FLE was most predicted by teachers' humorousness, their self-perceived reading proficiency level, and teachers' friendliness. Meanwhile, participants' FLCA was mainly predicted by their self-perceived listening ability, their ranking in class, and the unpredictability of the teacher. Regarding the qualitative data collection, the open-ended questions inquired about learners' most enjoyable and anxious experiences in their German language classroom. The results showed that learners' FLE experiences were more related to the teacher, whereas FLCA experiences were more related to learners themselves. More specifically, learners' FLE in the German language classroom was boosted by the specific classroom activities organized by the teacher, their good language performance, the sense of achievement in a new language, and the frequent interaction with teachers and classmates. In the meantime, the relatively high demand of German language learning, the frequent exams, and the learners' fear of bad language performance resulted in a higher FLCA. Both the quantitative and qualitative findings were only partially consistent with previous studies focused on the classroom emotions of EFL (English as a Foreign Language) learners in China (Dewaele & MacIntyre, 2014; Jiang & Dewaele, 2019). In light of the findings, we suggest that teachers organize more diversified classroom activities and integrate more culture-related content to boost students' FLE. Moreover, teachers may also adopt more flexible assessment formats and provide clear instructions thereof, thus helping students be more prepared and ameliorate their FLCA.
