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English Education in China : = Initiation, Evolution, and Impact a Case Study of College English Test (CET-4/6) and College English Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English Education in China :/
其他題名:	Initiation, Evolution, and Impact a Case Study of College English Test (CET-4/6) and College English Education.
作者:	Jiang, Xiaojun.
面頁冊數:	1 online resource (378 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999319click for full text (PQDT)
ISBN:	9798641413167

English Education in China : = Initiation, Evolution, and Impact a Case Study of College English Test (CET-4/6) and College English Education.
Jiang, Xiaojun.

English Education in China :Initiation, Evolution, and Impact a Case Study of College English Test (CET-4/6) and College English Education. - 1 online resource (378 pages)

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

Includes bibliographical references

This dissertation investigates the impact of the CET-4/6 (College English Test Band Four/Six) on College English education at one university in China. It aims to explore the social contexts where CET-4/6 was initiated, used as a de facto language policy, and later dropped at this university, and investigate the impacts of CET-4/6 as a de facto language policy on College English teaching and learning. The research is guided by theories of the Macroacquisition of English (Brutt-Griffler, 2002, 2017) and test as de facto language policy (Shohamy, 2001). While the former provides an explanatory sociohistorical and policy framework to study the evolution and trends in English education in China, the latter offers an assessment perspective to reconsider the role CET-4/6 has been playing both in educational and social domains. This research uses a qualitative approach with multiple data collection methods. Using one university context as a case study, it analyzes data from questionnaire surveys, non-participant class observations, and interviews. Specifically, it studies the perspectives of College English Department faculty members, English training institute teachers, and non-English-major college students. To provide a broader context for the study, this research also incorporates data from interviews with national policymakers and university administrators, historical documents, media reports, and online resources. Data are analyzed through the constant-comparative method (Glaser, 1965), where themes, concepts, and patterns are identified (Braun & Clarke, 2006). The findings indicate that the initiation of CET-4/6, the use of CET-4/6 as a de facto language policy, and the drop of this policy are aligned with the general trend in English education in China. The impact of the change of policy on College English education is limited, and CET-4/6 has become a default option for college students and a part of college life. English learning has evolved from a government campaign into a conscious act taken by individuals to achieve specific goals, during which mutual influence within distinct speech communities is playing out and exerts an ever more significant role.This study draws a comprehensive picture of the history of CET-4/6 and English education in China. The findings could be used by policymakers, university administrators, English educators, and English learners to use as a reference to make College English education more efficient, and to address challenges that College English education is facing in the 21st century.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798641413167Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

CET-4/6Index Terms--Genre/Form:

542853
Electronic books.

English Education in China : = Initiation, Evolution, and Impact a Case Study of College English Test (CET-4/6) and College English Education.
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520 $a This dissertation investigates the impact of the CET-4/6 (College English Test Band Four/Six) on College English education at one university in China. It aims to explore the social contexts where CET-4/6 was initiated, used as a de facto language policy, and later dropped at this university, and investigate the impacts of CET-4/6 as a de facto language policy on College English teaching and learning. The research is guided by theories of the Macroacquisition of English (Brutt-Griffler, 2002, 2017) and test as de facto language policy (Shohamy, 2001). While the former provides an explanatory sociohistorical and policy framework to study the evolution and trends in English education in China, the latter offers an assessment perspective to reconsider the role CET-4/6 has been playing both in educational and social domains. This research uses a qualitative approach with multiple data collection methods. Using one university context as a case study, it analyzes data from questionnaire surveys, non-participant class observations, and interviews. Specifically, it studies the perspectives of College English Department faculty members, English training institute teachers, and non-English-major college students. To provide a broader context for the study, this research also incorporates data from interviews with national policymakers and university administrators, historical documents, media reports, and online resources. Data are analyzed through the constant-comparative method (Glaser, 1965), where themes, concepts, and patterns are identified (Braun & Clarke, 2006). The findings indicate that the initiation of CET-4/6, the use of CET-4/6 as a de facto language policy, and the drop of this policy are aligned with the general trend in English education in China. The impact of the change of policy on College English education is limited, and CET-4/6 has become a default option for college students and a part of college life. English learning has evolved from a government campaign into a conscious act taken by individuals to achieve specific goals, during which mutual influence within distinct speech communities is playing out and exerts an ever more significant role.This study draws a comprehensive picture of the history of CET-4/6 and English education in China. The findings could be used by policymakers, university administrators, English educators, and English learners to use as a reference to make College English education more efficient, and to address challenges that College English education is facing in the 21st century.
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