Dòng Nội dung
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans // Language, Culture and Curriculum Volume 32, No 1/2019
2019
p. 50-62

While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts
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Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans // Language, Culture and Curriculum Vol. 32, No.1/ 2019
UK : Taylor & Francis Group, 2019.
p. 50-62 ; 26 cm.

While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.
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Perception of Native English Reduced Forms in Chinese Learners : Its Role in Listening Comprehension and Its Phonological Correlates / Simpson W. L. Wong, Peggy P. K. Mok, Kevin Kien-Hoa Chung,... // Tesol Quaterly Volume 51, Issue1

Pages 7–31.

Previous research has shown that learners of English as a second language have difficulties in understanding connected speech spoken by native English speakers. This study examines the role of the perception of reduced forms (e.g., contraction, elision, assimilation) of English words in connected speech comprehension and the phonological skills underpinning reduced forms perception. Sixty Chinese-speaking undergraduate students were tested with a battery of listening and phonological tasks in English. Results of regression analyses show that receptive vocabulary and perception of reduced forms contributed unique variance to listening comprehension for native English. Moreover, results further show that part-word recognition in a speech gating task and receptive vocabulary predicted perception of reduced forms via a direct pathway, whereas phonemic awareness and phonological memory predicted perception of reduced forms via an indirect pathway (through part-word recognition). These results have implications for the phonological skills that are fundamental to the acquisition of reduced pronunciation variants and the importance of systematic training of reduced forms perception in second language education.