Modern and Postmodernist Positions of Language Learning in A Chinese University Classroom
This paper contributes to the debate about productive ways of teaching and learning English as Foreign Language (EFL). It takes as its starting point modernist and postmodern approaches to EFT/L before looking at comparable issues of identity. It then applies these concepts to two instances of classroom interaction between Chinese university students working with their normative English teacher in a College English class. The discursive approach to analysis of transcribed video data demonstrates how the teacher and students use narrative genre as a resource for demonstrating, in English, their knowledge of a social concept. These instances show how English Language Teaching (ELT) pedagogy facilitates students learning within a postmodernist discourse of agency that forms a sharp contrast with more familiar reductionist modernist approach of the past. The findings have implications for reconceptualizing EFL curriculum design and teacher development in EFL contexts, globally.
Greer Johnson
Griffith Institute for Education Research Griffith University Australia
国际会议
The 2nd International Conference on Language Learning at Peking University(北京大学第二届英语教学国际研讨会)
北京
英文
446-452
2008-10-10（万方平台首次上网日期，不代表论文的发表时间）