Hostname: page-component-74656f9884-2dmjx Total loading time: 0 Render date: 2026-11-09T23:24:41.985Z Has data issue: false hasContentIssue false
  • English
  • Français

English teaching and learning in China

Published online by Cambridge University Press:  23 December 2008

Martin Cortazzi  and
Lixian Jin
Martin Cortazzi
Affiliation:
School of Education, University of Leicester
Lixian Jin
Affiliation:
Human Communication Department, De Montfort University
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
State-of-the-Art Article
Information
Language Teaching , Volume 29 , Issue 2 , April 1996 , pp. 61 - 80
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Alexander, L. G. (1967). New Concept English. London: Longman.Google Scholar
Alexander, L. G. (1980). Mainline Progress A and B. London: Longman.Google Scholar
Allen, W. & Spada, N. (1983). Designing a communicative syllabus in the People's Republic of China. In Jordan, R.R. (ed.). Case Studies in ELT. London: Collins ELT, 132–145.Google Scholar
Alptekin, C. (1988). Chinese formal schemata in ESL composition. British Journal of Language Teaching, 26, 2, 112–116.Google Scholar
Arndt, V. (1987). Six writers in search of texts: a protocol-based study of LI and L2 writing. ELT Journal, 41, 4, 257–267.CrossRefGoogle Scholar
Beijing Review (1995). Statistical communique of the State Statistical Bureau of the People's Republic of China on 1994 National Economic and Social Development. Beijing Review, March 20–26, 1–8.Google Scholar
Bond, M. H. (1991). Beyond the Chinese Face, insights from psychology. Hong Kong: Oxford University Press.Google Scholar
Boyle, J. & Boyle, L. (1991). Common Spoken English Errors of Chinese Students. Hong Kong: Longman.Google Scholar
Brick, J. (1991). China, a handbook in intercultuml communication. Sydney: National Centre for English Language Teaching & Research, Macquarie University.Google Scholar
Brinton, D. H., Snow, M. A. & Wesche, M. B. (1989). Content-Based Second Language Instruction. Boston, MA: Heinle & Heinle.Google Scholar
The British Council (1995). English Language Teaching Profile of the People's Republic of China. Beijing: The British Council.Google Scholar
Brock, M. N. & Walters, L. (1993) (eds.). Teaching Composition around the Pacific Rim: Politics and Pedagogy. Clevedon: Multilingual Matters.Google Scholar
Buley-Meissner, M. L. (1991). Teachers and teacher-education: a view from the People's Republic of China. International Journal of Educational Development, 11, 1, 41–53.Google Scholar
Bunton, D. (1989). Common English Errors of Chinese Students. Hong Kong: Longman.Google Scholar
Burnaby, B. & Sun, Y. (1989). Chinese teachers' views of Western language teaching: context informs paradigms, TESOL Quarterly, 23, 2, 219–238.Google Scholar
Campbell, K. P. & Zhao, Y. (1994). The dilemma of English language instruction in the People's Republic of China. TESOL Journal, 3, 3, 4–6.Google Scholar
Chang, C. K. (1990). How I learned English. Taipei: Bookman Books.Google Scholar
Chang, J. (1987). Chinese speakers. In Swan, M. & Smith, B. (eds.). Learner English: a teachers' guide to interference and other problems. Cambridge: Cambridge University Press, 224–37.Google Scholar
Chen, S. (1992). Pedagogy for discourse structure in ESL academic writing: developmental factors and the sociocultural background of LI. In Yang, M. C. (ed). Selected Papers from the Eighth Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishers.Google Scholar
Cheung, Y. S. (1990). Developing an EAP-oriented vocabulary for Junior Secondary Schools: an empirical study. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 299–319.Google Scholar
Chou, H. (1989). Contrastive rhetoric: Chinese and English. In Chang, S., Tseng, D. & Hwang, B., (eds.). Papers Presented in the Sixth Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishers.Google Scholar
College English Syllabus Revision Team (1991). College English Syllabus for students of arts and sciences. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Connor, U. (1996). Contrastive Rhetoric, cross-cultural aspects of second-language writing. Cambridge: Cambridge University Press.Google Scholar
Cortazzi, M. (1990). Cultural and educational expectations in the language classroom. In Harrison, B. (ed.). Culture in the Language Classroom. Cambridge: Cambridge University Press, 54–65.Google Scholar
Cortazzi, M. & Jin, L. (1994a). Ways with words - Chinese students' learning of English vocabulary. In Dai, D. (ed.). Papers from the Second Internatinal Symposium on ELT, 15–28. Taipei: ETAROC & The Crane Publishers.Google Scholar
Cortazzi, M. & Jin, L. (1994b). Narrative Analysis: applying linguistics to cultural models of learning. In Graddol, D. & Swann, J. (eds.). Evaluating Language. Clevedon: Multilingual Matters, 75–90.Google Scholar
Cortazzi, M. & Jin, L. (1996). Changes in learning English vocabulary in China. In Coleman, H. & Cameron, L. (eds.). Change and Language. Clevedon: Multilingual Matters, 153–165.Google Scholar
Cortazzi, M. & Jin, L. (in press). Cultures of learning: language classrooms in China. In Coleman, H. (ed.). Society and the Language Classroom. Cambridge: Cambridge University Press.Google Scholar
Cotton, I. (1990). Why intensive reading hinders the development of both English language teaching and English language learning in China. Teaching English in China, ELT Newsletter, 20: 49–52. Beijing: the British Council.Google Scholar
Courchene, R. (1994). Listening comprehension: more than just comprehensible input, Teaching English in China, Vol. 26, pp. 12–25.Google Scholar
Cowan, J. R., Light, R. L., Mathews, B. E. & Tucker, G. R. (1979). English teaching in China: a recent survey. TESOL Quarterly, 13, 4, 465–82.Google Scholar
Crook, D. (1990). Some problems of Chinese education as seen through the eyes of a foreigner. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 11–38.Google Scholar
Crystal, D. (1985). How many millions? the statistics of English today. English Today, 1, 7–9.Google Scholar
Dong, W. & Liu, D. (eds.). (1984). English, Senior 1. Chengdu: People's Education Publishing House.Google Scholar
Dyer, J. (1993). The CECL development project. Research on Foreign Languages Higher Education, 6, 24–28.Google Scholar
Dzau, Y. F. (1990a). Introduction. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 1–10.Google Scholar
Dzau, Y. F. (1990b). Historical background. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 11–39.Google Scholar
Dzau, Y. F. (1990c). How English is taught in tertiary educational institutions. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 41–58.Google Scholar
Everett, R. (1990). A theoretically based evaluation of intensive reading. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 175–81.Google Scholar
Flowerdew, J. & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly, 2, 2, 345–373.Google Scholar
Gan, Z. D. (1994). Texts for intensive reading in China: an analysis. Teaching English in China, 26, 76–80.Google Scholar
Grant, N. J. H. & Liu, D. Y. (1992, 1993). Junior English for China. Beijing: People's Education Press & Longman.Google Scholar
Grant, N. J. H. & Liu, D. Y. (1993). Senior English for China. Beijing: People's Education Press & Longman.Google Scholar
Gu, M. (1981). Teacher training in China. Journal of Education for Teaching, 7, 3, 246–51.Google Scholar
Gu, Y. (1990). Politeness phenomena in modern Chinese. Journal of Pragmatics, 14, 237–57.CrossRefGoogle Scholar
Gui, S. (1990). Social psychological aspects of English language learning in China. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 115–37.Google Scholar
Hao, X. J., Zhao, S. F., Xie, F. & Wang. F. X. (1990). The urgent need for change in ELT methodology in China. Teaching English in China, 21, 45–51.Google Scholar
Harvey, P. (1985). A lesson to be learned: Chinese approaches to language learning. ELT Journal, 39, 3, 183–186.Google Scholar
Harzell, R. W. (1988). Harmony in Conflict, active adaptation to life in present-day Chinese society. Taipei: Caves Books.Google Scholar
Hildebrandt, H. W. & Liu, J. (1991). Communication through foreign languages: an economic force in Chinese enterprises. Journal of Asian Pacific Communication, 2, 1, 45–67.Google Scholar
Hinds, J. (1990). Inductive, deductive, quasi-inductive: expository writing in Japanese, Korean, Chinese, and Thai. In Connor, U. & Johns, A. M. (eds.). Coherence in Writing: research and pedagogical perspectives. Alexandria, VA: TESOL, 87–110.Google Scholar
Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretations of English texts. TESOL Quarterly, 28, 2, 353–76.Google Scholar
Hinkel, E. (1995). The use of modal verbs as a reflection of cultural values. TESOL Quarterly, 29, 2, 325–41.Google Scholar
Houston, A. (1994). Learn writing through writing: the Chengdu approach to teaching written composition. Teaching English in China, 26, 100–10.Google Scholar
Hu, F. (1994). How to create tasks for developing students' reading skills. Teaching English in China, 26, 88–91.Google Scholar
Hu, W. (1990). Why bother about culture in ELT. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 151–62.Google Scholar
Hu, W. & Grove, C. L. (1991). Encountering the Chinese, a guide for Americans. Yarmouth, Maine: Intercultural Press.Google Scholar
Hu, W., Ma, W., Zhu, J. & Li, H. (1992). College English. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Hu, Y. (1990). Teaching English in Chinese secondary schools. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 59–68.Google ScholarPubMed
Hu, Z., Brown, D. F. & Brown, L. B. (1982). Some linguistic differences in the written English of Chinese and Australian students. Language Learning and Communication, 1, 1, 39—49.Google Scholar
Huang, G. W. (1992). The teaching of English grammar in the Chinese classroom, paper presented at Language World conference, Edinburgh.Google Scholar
Huang, L. (1991). A discussion of fast reading teaching of College English. Teaching English in China, 23, 122–4.Google Scholar
Huang, X. & Naerssen, M. V. (1987). Learning strategies for oral communication. Applied Linguistics, 8, 3, 287–307.Google Scholar
Hudson-Ross, S. & Dong, Y. R. (1990). Literacy learning as a reflection of language and culture: Chinese elementary school education. The Reading Teacher, 44, 2, 110–23.Google Scholar
Jin, L. (1992). Academic Cultural Expectations and Second Language Use: Chinese Postgraduate Students in the UK — a Cultural Synergy Model. Ph.D. thesis, University of Leicester.Google Scholar
Jin, L. & Cortazzi, M. (1993). Cultural orientation and academic language use. In Graddol, D., Thompson, L. & Byram, M. (eds.). Language and Culture, 84–97. Clevedon: Multilingual Matters.Google Scholar
Jin, L. & Cortazzi, M. (1995). A cultural synergy model for academic language use. In Bruthiaux, P., Boswood, T. & Du-Babcock, B. (eds.). Explorations in English for Professional Communication, 41–56. Hong Kong: City University of Hong Kong.Google Scholar
Jin, L. & Cortazzi, M. (in press). This way is very different from Chinese ways': EAP needs and academic culture. In Dudley-Evans, T. & Hewings, M. (eds.). Evaluation and Course Design in EAP. London: Macmillan.Google Scholar
Johns, A. M. (1984). Textual cohesion and the Chinese speaker of English. Language Learning and Communication, 3, 1, 69–73.Google Scholar
Kaplan, R. B. (1962). Contrastive grammar: teaching composition to the Chinese student. Journal of English as a Second Language, 2, 1–13.Google Scholar
Kaplan, R. B. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 1–20.CrossRefGoogle Scholar
Kohn, J. (1992). Literacy strategies for Chinese university learners. In Dubin, F. & Kuhlman, N. A. (eds.). Cross—cultural Literacy, global perspectives on reading and writing. Englewood Cliffs, NJ: Regents/Prentice Hall, 113–27.Google Scholar
Lay, N. D. S. (1982). Composing processes of adult ESL learners: a case study. TESOL Quarterly, 16, 406–7.Google Scholar
Li, B. Q. (1993). The eclectic approach: the most appropriate for TEFL in China? Teaching English in China, 25, 25–28.Google Scholar
Li, G. Y. (1990). Production of ELT materials for Chinese learners — evolution or revolution? In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 106–115.Google ScholarPubMed
Li, H. B. (1991). Improving grammar teaching in China. Teaching English in China, 22, 42–6.Google Scholar
Li, J. & Li, J. (1991). Memory strategies. Teaching English in China, 23, 64–71.Google Scholar
Li, L. Y. (1994). English for Children. Haikou: Hainan Photography & Fine Arts Publishing House.Google Scholar
Li, R. & Zhang, M. L. et al. (1984). Step by Step. Shanghai: Huadong Teachers' University.Google Scholar
Li, X. (1990). CECL: towards a more holistic view of language, language learning and the language learner. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 47–62.Google Scholar
Li, X. J. (1984). In defence of the communicative approach. ELT Journal, 38, 2–13.Google Scholar
Li, X. J. (1987, ed.). Communicative English for Chinese Learners. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Li, Y. H. et al. (1991). College English, intensive reading Book 3, 4, 6. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Light, R. & Works, N. (1984). Training teachers across cultures: report on a Fulbright program in China. World Language English, 3, 4, 269–78.Google Scholar
Lin, Q. (1986). A second thought on Robert Kaplan's theory of Chinese thought patterns. In Tung, C., Huang, B. & Liao, C. (eds.). Papers from the Third Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publisher, 187–96.Google Scholar
Lin, Y. (ed.). (1992). Primary English for China. Beijing: People's Education Press & Pacific Rim Press.Google Scholar
Liu, F. X. (1994). Making the best of the textbook College English. Teaching English in China. 26, 65–75.Google Scholar
Lo, B. L. C. (1984). Teacher education in the eighties. In Hayhoe, R. (ed.). Contemporary Chinese Education. London: Groom Helm, 154–177.Google Scholar
Macmillan, M. (1990). The University of East Asia/South China Normal University Joint Open Diploma in English: a self-study programme in the Chinese context. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 434–449.Google Scholar
Maley, A. (1986). Xanadu - ‘A miracle of rare device’: the teaching of English in China. In Valdes, J. M. (ed.). Culture Bound, bridging the cultural gap in language teaching, 102–11. Cambridge: Cambridge University Press.Google Scholar
Maley, A. (1995). The English 2000 Landmark Review of the Use, Teaching and Learning of English in the People's Republic of China. Manchester: The British Council.Google Scholar
Matalene, C. (1985). Contrastive rhetoric: an American writing teacher in China. College English, 47, 8, 789–808.Google Scholar
Meyer, C. (1990). Intensive reading, some practical strategies. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 164–167.Google Scholar
Minford, J. (1982). The octopartite composition or ‘baguwenzhang’, Appendix II in X. Q. Cao, The Story of the Stone. London: Penguin Books, 389–90.Google Scholar
Mohan, B. A. & Lo, W. A. (1985). Academic writing and Chinese students: transfer and developmental factors. TESOL Quarterly, 19, 3, 515–34.Google Scholar
N.F.E.R. (1981). Teaching Chinese Children - a teachers' guide. London: Nuffield Foundation for Educational Research.Google Scholar
Oatey, H. (1984). Teacher training in the People's Republic of China: a case report. Language Learning and Communication, 3, 3, 353–63.Google Scholar
Oatey, H. (1990). Teacher training in the PRC: influence of sociocultural factors. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 250–63.Google Scholar
Oliver, R. T. (1971). Communication and Culture in Ancient India and China. New York: Syracuse University Press.Google Scholar
Oxford, R. L. & Anderson, N. (1995). A crosscultural view of learning styles. Language Teaching, 28, 201–15CrossRefGoogle Scholar
Paine, L. W. (1990). The teacher as virtuoso: a Chinese model for teaching. Teachers College Record, 92, 1, 48–81.CrossRefGoogle Scholar
Paine, L. W. (1995). Teacher education in search of a metaphor: defining the relationship between teachers, teaching and the state in China. In Ginsburg, M. B. & Lindsay, B. (eds.). The Political Dimension in Teacher Education: comparative perspectives on policy formation. London: The Palmer Press, 76–98.Google Scholar
Peng, Z. Q. & Jin, L. (1986). English for Mothers and their Children. Wuhan: Hubei Children's Publishing House.Google Scholar
Pennycook, A. (1994). The Cultural Politics of English as an International Language. London: Longman.Google Scholar
Pride, J. B. & Liu, R. S. (1988). Some aspects of the spread of English in China. International Journal for the Sociology of Language, 74, 41–70.Google Scholar
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 1, 87–111.Google Scholar
Ren, Z. Q. (1994). How to develop middle school students' listening skill by adapting the present textbooks. Teaching English in China, 26, 29–33.Google Scholar
Ross, H. (1992). Foreign language education as a barometer of modernization. In Hayhoe, R. (ed.). Education and Modernization: the Chinese experience. Oxford: Pergamon Press, 239–254.Google Scholar
Ross, H. A. (1993). China Learns English. New Haven: Yale University Press.Google Scholar
Sampson, G. P. (1984). Exporting language teaching methods from Canada to China. TESL Canada Journal, 1, 1.CrossRefGoogle Scholar
Scarcella, R. (1990). Teaching Language Minority Students in the Multicultural Classroom. Englewood Cliffs, NJ: Prentice Hall Regents.Google Scholar
Schneiter, F. (1992). Getting Along with the Chinese. Hong Kong: Asia 2000 Ltd.Google Scholar
Schoenhals, M. (1993). The Paradox of Power in a People's Republic of China Middle School. New York: M. E. Sharpe.Google Scholar
Scollon, R. (1993). Cumulative ambiguity: conjunctions in Chinese-English intercultural communication. Perspectives, Working papers of the Department of English, City Polytechnic of Hong Kong, 5, 1, 55–73.Google Scholar
Scollon, R. (1994). As a matter of fact: the changing ideology of authorship and responsibility in discourse. World Englishes, 13, 1, 33–46.Google Scholar
Scollon, R. (1995). Plagiarism and ideology: identity in intercultural discourse. Language in Society, 24, 1–28.Google Scholar
Scollon, R. & Scollon, S. W. (1994). The Post-Confucian Confusion, Research report No. 37, Department of English, City University of Hong KongGoogle Scholar
Scollon, R. & Scollon, S. W. (1995). Intercultural Communication. Oxford: Blackwell.Google Scholar
Scollon, S. W. (1989). Literacy and face relations in teaching English in China. In Chang, S., Tseng, D. & Hwang, B., (eds.). Papers Presented in the Sixth Conference on English Teaching and Learning in the Republic of China. Taipei: The Crane Publishers, 195–204.Google Scholar
Scovel, T. (1983). The impact of foreign experts, methodology and materials on English language study in China. Language Learning and Communication, 2, 1, 83–91.Google Scholar
Seligman, S. D. (1989). Dealing with the Chinese. New York: Warner Books.Google Scholar
Shen, S. & Wu, Y. (1990). Principles of language curriculum design. In Wang, Z. L., (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 239–54.Google Scholar
Shih, Y. H. (1986). Conversational Politeness and Foreign Language Teaching. Taipei: The Crane Publishing Co., Ltd.Google Scholar
Sinclair, K. & Wong, I. (1991). Culture shock! China. London: Kuperard.Google Scholar
Spencer-Oatey, H. (1993). Conceptions of social relations and pragmatics research. Journal of Pragmatics, 20, 27–47.Google Scholar
Standre, J., Ruffolo, L. & Wilson, G. (1993). The Rights & Wrongs of English. Taipei: Bookman Books Ltd.Google Scholar
Sun, L. (1990). The communicative approach: our debt and obligation to it. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 80–97.Google Scholar
Sunderland, J. (1990). Doing what the Romans don't do: Advanced Teacher Training Courses in China. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 222–49.Google Scholar
Swales, J. M. (1990). Genre Analysis, English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar
Tang, E. & Ng, C. (1995). A study on the use of connectives in ESL studenis' writing. Perspectives, 7, 2, 105–22.Google Scholar
Taylor, G. & Chen, T. (1991). Linguistic, cultural, and subcultural issues in contrastive discourse analysis: Anglo-American and Chinese scientific texts. Applied Linguistics, 12, 3, 319–35.Google Scholar
Taylor, M. J. (1987). Chinese Pupils in Britain. Windsor: NFER-Nelson.Google Scholar
Thomson, A.J. & Martinet, A.V. (1980). A Practical English Grammar, 3rd edition. Oxford: Oxford University Press.Google Scholar
Thorne, C. & Thorne, A. (1992). Vocabulary learning and memorization; helping learners to help themselves - a role for the teacher. Teaching English in China, 24, 38–42.Google Scholar
Ting-Toomey, S. (ed.). (1994). The Challenge of Facework, cross-cultural and interpersonal issues. New York: State University of New York Press.Google Scholar
Tollefson, J. W. (1991). Planning Language, Planning Inequality, Language Policy in the Commuity. London: Longman.Google Scholar
Triandis, H. C. (1995). Individualism & Collectivism. Boulder: Westview Press.Google Scholar
Tsao, F. F. (1983). Linguistics and written discourse in particular language: contrastive studies, English and Chinese. In Kaplan, R. B. (ed). Annual Review of Applied Linguistics, 3. Rowley, MA: Newbury House, 99–117.Google Scholar
Tseng, D. S., Chang, C., Chen, M., Hong, C., Hong, J., Huang, B. & Shr, C. (1989). Monitoring phenomena in EFL writing: a protocol analysis (eds). Papers Presented in the Sixth Conference on English Teaching & Learning in the Republic of China. Taipei: The Crane Publishers, 341–388.Google Scholar
Wang, D. (1986). Optimal language learning based on the comprehension-production distinction, In Brumfit, C. (ed.). The Practice of Communicative Teaching. Oxford: The British Council & Pergamon Press, 99–122.Google Scholar
Wang, H. M. & Hua, Q. (1990). Beyond traditional grammar - the trial uses of discourse analysis in our College English teaching. Teaching English in China, 20, 76–80.Google Scholar
Wang, L. N. (1994). Teaching writing in the College English classroom. Teaching English in China, 26, 92–6.Google Scholar
Wang, Z. L. (1990) (ed.). ELT in China. Beijing: Foreign Language Teaching & Research Press.Google Scholar
Wang, Z. J. (1991). A combination of traditional Chinese and new ELT methods. Teaching English in China, 22, 40–1.Google Scholar
Ward, T., Barr, B., Chai, M., Hua, D., Kong, X. & Liu, H. (1995). A Crane among the Chickens? Evaluating a training programme for English teachers in China. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Wedell, M. (1992). Pre/In service training of ELT teacher, trainers: planning the regional MATEFL project. In Flowerdew, J., Brock, M. & Hsiu, S. (eds.). Second Language Teacher Education. Hong Kong: City Polytechnic of Hong Kong, 337–50.Google Scholar
White, M. J. & Li, Y. (1991). Second-language fluency and person perception in China and the United States. Journal of Language and Social Psychology, 10, 2, 99–113.Google Scholar
Wickham, B. (1995). China: Sino-British cooperation in ELT 1970–1993: joint ventures in educational development. In Pincas, A. (ed.). Spreading English: ELT Projects in International Development. Hemel Hempstead: Modern English Publications & The British Council.Google Scholar
Wong, L. Y. F. (1992). Education of Chinese Children in Britain and the USA. Clevedon: Multilingual Matters.Google Scholar
Wong, S. L. C. (1988). The language situation of Chinese Americans. In McKay, S. L. & Wong, S. L. C. (eds.). Language Diversity, problem or resource? Cambridge, MA: Newbury House.Google Scholar
Wu, D. M. (1992). Teaching reading comprehension on a discourse level - a discourse framework and its application. Teaching English in China, 24, 99–104.Google Scholar
Wu, J. Y. (1983a). QUCHANG BUDUAN, a Chinese view of foreign participation in teaching English in China. Language Learning and Communication, 2, 1, 111–15.Google Scholar
Wu, J. Y. (1983b). Eclecticism: a Chinese viewpoint. Language Learning and Communication, 2, 3, 287–93.Google Scholar
Wu, Z. Y. (1990). Reading with a purpose - a re-assignment of the English reading program adopted in China. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching & Research Press, 287–98.Google Scholar
Xu, G. (1990). China's modernization and its English language needs. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 2–10.Google Scholar
Xue, J. G. (1994). Comprehension of spoken language and its implications for teaching listening. Teaching English in China, 26, 7–11.Google Scholar
Xue, Z. B. (1990). Revelations of discourse analysis for the teaching of reading. Teaching English in China, 21, 84–9.Google Scholar
Yan, G. Z. (1994). Improving English listening teaching in China. Teaching English in China, 26, 2–6.Google Scholar
Yan, Z. & He, Z (1990). Pragmatic failure of the Chinese learners in communication with English native speakers. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 185–98.Google Scholar
Yang, H. (1990). The design of a new syllabus: a case report. In Dzau, Y. F. (ed.). English in China. Hong Kong: API Press, 152–163.Google ScholarPubMed
Yang, J. Y. (1994). The eclectic approach and its use. English in China, 20, 153–9.Google Scholar
Yao, X. (1993). Foreign languages in Chinese higher education. Language Learning Journal, 7, 74–7.Google Scholar
Yen, R. (1987). Foreign language teaching in China: problems and perspectives. Canadian and International Education, 16, 1.Google Scholar
Yin, Q. & White, G. (1994). The ‘marketisation’ of Chinese higher education: a critical assessment. Comparative Education, 30, 3, 217–237.Google Scholar
Young, L. W. L. (1982). Inscrutability revisited. In Gumperz, J. J. (ed.). Language and Social Identity. Cambridge: Cambridge University Press, 72–84.Google Scholar
Young, L. W. L. (1994). Crosstalk and Culture in Sino-American Communication. Cambridge: Cambridge University Press.Google Scholar
Yuan, S. Y. (1990). Acquisition of a better writing style. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 344–55.Google Scholar
Yue, C. (1991). An alternative to rote learning in teaching vocabulary. Teaching English in China, 23, 60–3.Google Scholar
Yue, M. Y. (1990). A skill-based approach to freshman English - an experimental report. In Wang, Z. L., (ed.). ELT in China. Beijing: Foreign Language Teaching & Research Press, 366–83.Google Scholar
Yum, J. O. (1988). The impact of Confucianism on interpersonal relationships and communication patterns in East Asia. Communication Monographs, 55, 374–88.Google Scholar
Zhai, X. J. et al. (1991). College English, intensive reading, Book 1, 2, 5. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
Zhang, W. (1995). Cultural barriers to effective learning. Unpublished paper, Department of Education, Loughborough University of Technology.Google Scholar
Zhao, Y. & Cambell, K. P. (1995). English in China. World Englishes, 14, 3, 377–90.Google Scholar
Zheng, R. (1990). Some insights from sociolinguistics and their application to English language teaching in China. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 151–62.Google Scholar
Zhou, S. & Zhang, X. (1990), (eds.). College English. Beijing: Commercial Press.Google Scholar
Zhou, Z. (1990). From General English to EST: a proposal to reform China's Service English teaching. In Wang, Z. L. (ed.). ELT in China. Beijing: Foreign Language Teaching and Research Press, 421–433.Google Scholar
Zhou, Z. J. & Chen, J. (1991) (eds.). Contemporary College English, Extensive Reading, Book 1–4. Nanjing: Hehai University Press.Google Scholar