東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Critical pedagogy in EFL college wri...

The University of Toledo.

Linked to FindBook

Google Book

Amazon

博客來

Critical pedagogy in EFL college writing instruction in China: An untested feasibility.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical pedagogy in EFL college writing instruction in China: An untested feasibility./
Author:	Gui, Lin.
Description:	146 p.
Notes:	Adviser: Dale Snauwaert.
Contained By:	Dissertation Abstracts International69-09A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3329489
ISBN:	9780549824664

Critical pedagogy in EFL college writing instruction in China: An untested feasibility.
Gui, Lin.

Critical pedagogy in EFL college writing instruction in China: An untested feasibility. - 146 p.

Adviser: Dale Snauwaert.

Thesis (Ph.D.)--The University of Toledo, 2008.

The institutional English language policies in China, such as the College English Curriculum Requirements (CECR), the Syllabus for College English Test Band 4 and the College English Tests , set standards for the teaching and learning of College English, and serve national, social and economic advancement. As the CECR states, "The objective of College English education is to meet the needs of China's social development and international exchanges" (Ministry of Education, 2007, Character and Objective of College English Section, para. 4). What is absent in the national level agenda is the students' self. After analyzing sample essays of College English Test Band 4, the writer identifies the lack of self-identity as a prevalent issue in EFL college writing in China, and considers this the result of institutional imposition of English education under the global impact of English linguistic imperialism. In this study, 'self' is considered a rational being, able to critically examine the social and political contexts, in which he/she is embedded, to express his/her own needs, interests and thoughts, and to make decisions on things that affect his/her life. The purpose of this study is to explore critical pedagogy as an alternative to respond to the lack of self-identity in EFL college writing instruction in China. To address this issue and achieve this purpose, the writer argues that Freirean critical pedagogy is necessary, though not sufficient, to transform the dominant banking paradigm in EFL college writing instruction to a problem-posing paradigm, so as to help create a critical writer identity in EFL college writing in China.

ISBN: 9780549824664Subjects--Topical Terms:

1018115
Education, Language and Literature.

Critical pedagogy in EFL college writing instruction in China: An untested feasibility.
LDR:02588nmm 2200301 a 45 001 866650
005 20100802
008 100802s2008 ||||||||||||||||| ||eng d
020 $a 9780549824664
035 $a (UMI)AAI3329489
035 $a AAI3329489
040 $a UMI $c UMI
100 1 $a Gui, Lin. $3 1035302
245 1 0 $a Critical pedagogy in EFL college writing instruction in China: An untested feasibility.
300 $a 146 p.
500 $a Adviser: Dale Snauwaert.
500 $a Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3501.
502 $a Thesis (Ph.D.)--The University of Toledo, 2008.
520 $a The institutional English language policies in China, such as the College English Curriculum Requirements (CECR), the Syllabus for College English Test Band 4 and the College English Tests , set standards for the teaching and learning of College English, and serve national, social and economic advancement. As the CECR states, "The objective of College English education is to meet the needs of China's social development and international exchanges" (Ministry of Education, 2007, Character and Objective of College English Section, para. 4). What is absent in the national level agenda is the students' self. After analyzing sample essays of College English Test Band 4, the writer identifies the lack of self-identity as a prevalent issue in EFL college writing in China, and considers this the result of institutional imposition of English education under the global impact of English linguistic imperialism. In this study, 'self' is considered a rational being, able to critically examine the social and political contexts, in which he/she is embedded, to express his/her own needs, interests and thoughts, and to make decisions on things that affect his/her life. The purpose of this study is to explore critical pedagogy as an alternative to respond to the lack of self-identity in EFL college writing instruction in China. To address this issue and achieve this purpose, the writer argues that Freirean critical pedagogy is necessary, though not sufficient, to transform the dominant banking paradigm in EFL college writing instruction to a problem-posing paradigm, so as to help create a critical writer identity in EFL college writing in China.
590 $a School code: 0232.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Sociology of. $3 626654
650 4 $a Language, Modern. $3 1018098
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0279
690 $a 0291
690 $a 0340
690 $a 0681
710 2 $a The University of Toledo. $3 1023352
773 0 $t Dissertation Abstracts International $g 69-09A.
790 $a 0232
790 1 0 $a Snauwaert, Dale, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3329489