English Language Teaching in China: New Approaches, Perspectives and Standards

This book examines the importance of English language teaching in China, but also the need for this teaching to be modernised in order for China to better join the world economy. The current trend within English teaching in China is for 'communicative competence' - that is, being able to communicate with linguistic, pragmatic, discourse and strategic competence. This volume argues that such a theoretical framework of communicative competence needs to be expanded to address both global needs and local contexts, if English language teaching in China is to be successful. The contributors to this volume examine every aspect of language teaching and suggest new ways in which communication and grammar can be balanced. The chapters include coverage of: * the importance of English in a global world * the theoretical framework of communicative competence * the role of grammar in learning English * assessing and evaluating communicative competence * the starting age of learning English * teaching language skills in the post-methods era * using multimedia in teaching and testing * online learning and self-learning * teacher training through empowerment. With its balance of theory and practice, and internationally renowned contributors, this guide to new approaches, perspectives and standards in language teaching will be essential reading for academics interested in applied linguistics and second language acquisition, and English language teaching professionals.

Table of Contents:
Introduction I: Teaching English Around the Globe 1. The place of methods in teaching English Around the World, Jun Liu (University of Arizona, USA) 2. Redefining Grammar in Contextualizing Communicative Competence, Diane Larsen-Freeman (University of Michigan, USA) 3. The Uses of Communicative Competence in a Global World, Claire Kramsch (UC Berkeley, USA) 4. Teaching and Learning Communicative Competence in an e-era, Denise E. Murray (Macquarie University, Australia) 5. Reimagining Second-Language Acquisition as Performative Practice, Lynne T. Díaz-Rico, (California State University, USA) 6. Empowering Nonnative-English-Speaking Teachers through Collaboration with their Native-English-Speaking Colleagues in EFL Settings, Jun Liu (University of Arizona, USA)  II: Learning and Assessing Communicative Competence  7. Assessing Communicative Competence: From Theory to Practice, Stephen Stoynoff (Minnestota State University, USA) 8. Learning Communicative Competences: Insights from Psycholinguistics and SLA, Tom Scovel (San Francisco State University, USA)  9. Critical Period Hypothesis Retested: The effects of earlier English education in China, Jun Liu (University of Arizona, USA) 10. EFL Writing: Intercultural Implications of Testing Communicative Competence, Ulla Connor (Indiana University, USA) III: Contextualizing Communicative Competence in P.R.China 11. Sustaining Self-Directed Language Learning in the Chinese context, Don Snow (Nanjing University, China) 12. Using Media to Teach Culture-Specific Gestures in the Chinese context, Jun Zhao (Oxford University, UK) 13. Willingness to Communicate in the Chinese EFL Classroom: A Cultural Perspective, Jian E Peng (University of Sydney, Australia) 14. Teaching Pronunciation in China: Models and Methods, Jette G. Hensen Edwards (University of Arizona, USA) 15. The Effectiveness of Anonymous Written Feedback from Peers and the Teacher on Revisions in China, Tracey Xu (Harvard University, USA) and Jun Liu (University of Arizona, USA) 16. Adaptation of the ‘Writing Across Curriculum' Model to the Hong Kong Context, George Braine (Chinese University of Hong Kong, China) and Carmel McNaught (Chinese University of Hong Kong, China) IV. Epilogue 17. Beyond Communicative Competence: A Pedagogical Perspective (Jun Liu)

About the Author :
Jun Liu is Professor and Head of the Department of English at the University of Arizona, USA. He is an ex-President of TESOL and Executive Director of the English Language Center, Shantou University, China. JUN LIU is Assistant Professor in the English Department of the University of Arizona, Tucson.

Review :
"The strength of the book for the non-Chinese reader lies in its cultural insights and in the insight offered into current issues in ELT in China, rather than in suggestions for how to teach English to Chinese students outside the PRC. The range of writers included is impressive and the book contains useful end-of-chapter references. Clear chapter outlines, large page numbers and a clear index add to the book's navigability, making it a useful reference for anyone interested in the area." -- The Asian Learner Vol 4, No. 1 "...this volume presents a number of well-known writers, and also some who bring new insights to the applied linguistics/language acquisition field...the book is interesting and timely...the question of how English is taught in China is not one we can overlook. This book contributes to our current understanding, and hopefully will serve to stimulate further research in this highly dynamic area of English teaching and learning." TESOLANZ Newsletter, July 2009