Source 2:
Phiona Stanley. "Meeting in the Middle? Intercultural Adaptation in Tertiary Oral English in China.", Researching Chinese Learners:Skills, Perceptions and Intercultural Adaptations. Ed. Lixian Jin and Martin Cortazzi. New York: Palgrave MacMillan, 2011. 93-118. Print.
Summary:
From my point of view, in this chapter, Phiona Stanley presents the difference between Chinese student’s expectation for Classroom Learning to learn “real knowledge” from books and teachers and foreign teacher’s expectation for more talking and discussion through classroom. And then Phiona Stanley analyzes the situation of language teaching in China which is more likely passive instead of communicative language teaching because of cultural influence, class size, examination backwash and curriculum separation. Phiona Stanley then argues that to separate language learning in discrete part instead of learning as a whole is the reason that students have trouble using English. Because the way Chinese students learn English is focusing on textbooks and respecting all the things teachers while the foreign teachers in oral English class want everyone to speak and talk about topic, they have to cross the cultural gap.In the conclusion Phiona Stanley says that the chapter focuses on describing “intercultural misunderstandings” and “transforming the somewhat intangible oral English course into a more tangible cultural studies course”. She states that “cultural teaching” can be the way to solve misunderstanding of the language and problems during the communication. I think my abstract of the chapter focus more on the situation of English learning in China and the factors cause it and the way to solve problems. While the author wants to express her opinion that teachers and students should hold positive attitude toward “intercultural misunderstandings” in class and find ways to solve it.
Phiona Stanley. "Meeting in the Middle? Intercultural Adaptation in Tertiary Oral English in China.", Researching Chinese Learners:Skills, Perceptions and Intercultural Adaptations. Ed. Lixian Jin and Martin Cortazzi. New York: Palgrave MacMillan, 2011. 93-118. Print.
Summary:
From my point of view, in this chapter, Phiona Stanley presents the difference between Chinese student’s expectation for Classroom Learning to learn “real knowledge” from books and teachers and foreign teacher’s expectation for more talking and discussion through classroom. And then Phiona Stanley analyzes the situation of language teaching in China which is more likely passive instead of communicative language teaching because of cultural influence, class size, examination backwash and curriculum separation. Phiona Stanley then argues that to separate language learning in discrete part instead of learning as a whole is the reason that students have trouble using English. Because the way Chinese students learn English is focusing on textbooks and respecting all the things teachers while the foreign teachers in oral English class want everyone to speak and talk about topic, they have to cross the cultural gap.In the conclusion Phiona Stanley says that the chapter focuses on describing “intercultural misunderstandings” and “transforming the somewhat intangible oral English course into a more tangible cultural studies course”. She states that “cultural teaching” can be the way to solve misunderstanding of the language and problems during the communication. I think my abstract of the chapter focus more on the situation of English learning in China and the factors cause it and the way to solve problems. While the author wants to express her opinion that teachers and students should hold positive attitude toward “intercultural misunderstandings” in class and find ways to solve it.
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