In China, a widespread learning practice for foreign languages are reading, reciting and memorising texts. This book investigates this practice against a background of Confucian heritage learning and western attitudes towards memorising, particularly audio-lingual approaches to language teaching and later largely negative attitudes.
In China, a widespread learning practice for foreign languages are reading, reciting and memorising texts. This book investigates this practice against a background of Confucian heritage learning and western attitudes towards memorising, particularly audio-lingual approaches to language teaching and later largely negative attitudes. The author conceptually examines a number of issues central to the understanding of the practice of text memorisation in the Chinese educational context. Furthermore, there is an empirical inquiry into Chinese learners/teachers' practices and perceptions of the inclusion of text memorisation in foreign language learning and teaching. Drawing on heuristics yielded by both theoretical and empirical findings, this study promotes a 'different-rather-than-deficit' perspective in understanding Chinese learners and their learning practice by way of challenging the uncritical assumptions about the negative impact of a Confucian philosophy of education. More importantly, the topic and theme discussed in this book are timely and relevant to some long and widely debated issues in foreign language teaching and learning within China and internationally.
Contents: Text Memorisation: A Historical Overview - A Macroscopic View: Memorisation in Confucian Heritage Learning - ELT In China: Memorisation, Audiolingualism and Chinese Culture of Learning - An Empirical Study: Methodology and Procedures - Chinese Learners' Perceptions of Text Memorisation in Foreign Language Learning - Teachers' Perceptions of the Use of Text Memorisation in Foreign Language Teaching - Perceptions and Practices of Text Memorisation Across Educational Levels: Commonalities and Diversities - Summary and Conclusion.
Dissertationsschrift
Xia Yu received her PhD at the University of Southampton and is currently employed as Senior Lecturer at Foreign Language School, Southwest University of Political Science and Law, People's Republic of China. Her research interests include educational linguistics, second language acquisition and foreign/second language teaching. She has published a number of studies in her areas of expertise, which have appeared in scholarly publications in China, Europe and North America.
Über den Autor
Xia Yu received her PhD at the University of Southampton and is currently employed as Senior Lecturer at Foreign Language School, Southwest University of Political Science and Law, People's Republic of China. Her research interests include educational linguistics, second language acquisition and foreign/second language teaching. She has published a number of studies in her areas of expertise, which have appeared in scholarly publications in China, Europe and North America.
Inhaltsverzeichnis
Contents: Text Memorisation: A Historical Overview - A Macroscopic View: Memorisation in Confucian Heritage Learning - ELT In China: Memorisation, Audiolingualism and Chinese Culture of Learning - An Empirical Study: Methodology and Procedures - Chinese Learners' Perceptions of Text Memorisation in Foreign Language Learning - Teachers' Perceptions of the Use of Text Memorisation in Foreign Language Teaching - Perceptions and Practices of Text Memorisation Across Educational Levels: Commonalities and Diversities - Summary and Conclusion.
Klappentext
In China, a widespread learning practice for foreign languages are reading, reciting and memorising texts. This book investigates this practice against a background of Confucian heritage learning and western attitudes towards memorising, particularly audio-lingual approaches to language teaching and later largely negative attitudes. The author conceptually examines a number of issues central to the understanding of the practice of text memorisation in the Chinese educational context. Furthermore, there is an empirical inquiry into Chinese learners/teachers' practices and perceptions of the inclusion of text memorisation in foreign language learning and teaching. Drawing on heuristics yielded by both theoretical and empirical findings, this study promotes a 'different-rather-than-deficit' perspective in understanding Chinese learners and their learning practice by way of challenging the uncritical assumptions about the negative impact of a Confucian philosophy of education. More importantly, the topic and theme discussed in this book are timely and relevant to some long and widely debated issues in foreign language teaching and learning within China and internationally.
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