• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Cognitive Strategies for Dual Imperatives: EFL Listening and Speaking in Chinese Universities

    Author(s)
    Liyanage, Indika
    Bartlett, Brendan
    Tao, Thomas
    Griffith University Author(s)
    Liyanage, Indika J.
    Year published
    2014
    Metadata
    Show full item record
    Abstract
    Strategic development of oral communication skills (i.e., listening and speaking) in English as a Foreign Language (EFL) in China is fraught with difficulties, including lack of contexts for authentic language use, examination-oriented pedagogy, and tacit educational practices. The quantitative study reported here was designed around a research question of how extensively three specific cognitive strategies - translation, deduction, and contextualisation - are used when students are listening and speaking in class. It was conducted with a large sample (N = 1,440) of Chinese EFL learners at the tertiary level who were learning ...
    View more >
    Strategic development of oral communication skills (i.e., listening and speaking) in English as a Foreign Language (EFL) in China is fraught with difficulties, including lack of contexts for authentic language use, examination-oriented pedagogy, and tacit educational practices. The quantitative study reported here was designed around a research question of how extensively three specific cognitive strategies - translation, deduction, and contextualisation - are used when students are listening and speaking in class. It was conducted with a large sample (N = 1,440) of Chinese EFL learners at the tertiary level who were learning in class to speak and listen in English. Findings indicate all three strategies are used extensively in both modalities, but significantly more so in speaking. These findings are interpreted in relation to instructional objectives of preparing students for oral communication beyond the classroom and for passing the listening test in the College English Test Band 4 (CET-4).
    View less >
    Journal Title
    Language Education in Asia
    Volume
    5
    Issue
    1
    DOI
    https://doi.org/10.5746/LEiA/14/V5/I1/A05/Liyanage_Bartlett_Tao
    Subject
    English as a Second Language
    LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
    Publication URI
    http://hdl.handle.net/10072/66349
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander