English For Research
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The document discusses the register of research writing. It defines register as the language variety used in a particular situation based on field, mode, and tenor. The field of research is the area of knowledge and researcher's claim/position. The mode is that a thesis follows conventions of a genre. The tenor depends on the relationship between the researcher and intended audience/addressee, which should be other scholars in the field. The document emphasizes that acquiring English for research means internalizing Western ways of thinking while maintaining an awareness of one's own cultural identity and location.
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Faculty of Humanities/Humanities (postgraduate)-2014
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ENGLISH FOR ACADEMIC PURPOSES
This document discusses English for Academic Purposes (EAP). EAP focuses on analyzing students' academic language needs and the linguistic structures of academic texts. It teaches formal academic genres like research papers and dissertations, with a focus on reading and writing. EAP courses are tailored to students' immediate academic needs, teaching only the vocabulary, grammar, topics, and communicative skills relevant to their fields of study. The goal is to provide practical English language training for academic contexts.
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jircd (print) issn 1742–2906jircd (online) issn 1743–1662.docx
jircd (print) issn 1742–2906
jircd (online) issn 1743–1662
lhs vol 4.1 2008 67–89
©2011, equinox publishing
doi : 10.1558/lhs.v4i1.67
Article
‘The foreign teacher is an idiot’: Symbolic
interactionism, and assumptions about
language and language teaching in China
Phiona Stanley
Abstract
This paper examines Western teachers’ and Chinese students’ assumptions about
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tion of outward classroom behaviours derived from these assumptions as symbols
that may be misunderstood across cultures, using symbolic interactionism as a theo-
retical framework. Said’s Orientalism, and its mirror image, Occidentalism, inform
the intercultural (mis)communication in this context, which is a public university in
Shanghai.
The study found that the student participants conceptualized language as a
set of discrete, quantifiable items. In this view, language is learned by acquiring
more items rather than by developing discourse and other competences. Students’
beliefs are at odds with the theories of language and language learning implicit in
the (weak) communicative methodology used by the Western participant teachers.
However, students perceived their teachers’ classroom behaviours as indicative of
their ineffectiveness rather than as indicative of differences in underpinning theo-
retical models.
Keywords: theories of language, theories of language learning, oral
English, Occidentalism, communicative language teaching
Affiliation
Monash University, Australia.
email: [email protected]
68 ‘The foreign teacher is an idiot’
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Tomasello, 2005; McLaughlin, 2006), and it is not my intention to add to these
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what they do in language classrooms, and when both sides neither realize that
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