Implementing English-medium instruction (EMI) in China: teachers' practices and perceptions, and students' learning motivation and needs

This paper reports on a classroom-based investigation into a tertiary English-medium instruction (EMI) programme in China, with a focus on subject teachers' perceptions and practices in EMI and students' motivation and needs in English learning. Given a lacuna in existing EMI research, it...

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Vydáno v:	International journal of bilingual education and bilingualism Ročník 22; číslo 2; s. 107 - 119
Hlavní autoři:	Jiang, Li, Zhang, Lawrence Jun, May, Stephen
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Abingdon Routledge 17.02.2019 Taylor & Francis Ltd
Témata:	Achievement Gains Attainment Classroom observation Classroom Observation Techniques Classroom Research Classrooms College Faculty College Students Competence Cooperative learning Educational Needs English (Second Language) English as a second language learning English for Academic Purposes English for Special Purposes English language English proficiency focus on form Foreign Countries Higher Education Instructional Effectiveness Language Language of Instruction Language Proficiency Language Skills Learning Learning environment Learning Motivation Motivation Needs Perceptions Polls & surveys pragmatic strategies Pragmatics Second Language Instruction Second Language Learning Specialists Strategies Student attitudes Student Motivation Students Teacher Attitudes Teachers Teaching Tertiary EMI in China China
ISSN:	1367-0050, 1747-7522
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Shrnutí:	This paper reports on a classroom-based investigation into a tertiary English-medium instruction (EMI) programme in China, with a focus on subject teachers' perceptions and practices in EMI and students' motivation and needs in English learning. Given a lacuna in existing EMI research, it examined how EMI instruction was delivered by subject teachers and how English learning should be facilitated through adjunct ESP courses when participants' English proficiency was inadequate. Data were obtained from nine classroom observations, three post-observation interviews and a questionnaire survey. Findings show that effective instruction was maintained via deploying pragmatic strategies, yet the goal of promoting English attainment was underachieved, as language teaching was not overtly heeded. Subject teachers' perceptions of EMI undermined prospective students' linguistic gains. The immediate educational context also contributed to students' English learning motivation and needs. Our findings suggest increasing access to ESP provision that is fine-tuned to the language issues in genuine EMI classrooms is crucial. Collaboration between subject and language specialists is beneficial to students' learning of both the subject knowledge and the language skills. ESP practitioners thus need to consider students' communicative needs in their disciplines and address the limitations of the current EMI practices in tertiary education in China.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1367-0050 1747-7522
DOI:	10.1080/13670050.2016.1231166