Cognitive Strategies for Dual Imperatives: EFL Listening and Speaking in Chinese Universities
Author(s)
Liyanage, Indika
Bartlett, Brendan
Tao, Thomas
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
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 >
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
Subject
English as a Second Language
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)