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An implementation study of the English as a foreign language curriculum policies in the Chinese tertiary context.

机译：在中国高等教育背景下的英语作为外语课程政策的实施研究。

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摘要

This study explores the implementation of the mandatory national college English curriculum within a Chinese tertiary context. Using a mixed methods approach, I conducted the study by engaging three groups of participants. I interviewed four national policymakers in terms of syllabi, textbooks, and tests to identify the intended curriculum. I interviewed six departmental administrators to determine their perceptions of the national language policies and their roles in ensuring the implementation of these policies. I conducted surveys to discover 248 teachers' perceptions of the intended curriculum and uncovered the factors affecting their implementation activities in the classroom. By observing two teachers' classrooms and through follow-up interviews, I also examined how the language policies were being interpreted at the grass-roots level.; The findings revealed a discrepancy between policymakers and administrators and between policymakers' intentions and teachers' implementations. Policymakers had designed, from their perspectives, general, open-ended, and abstract policies to offer local universities and teachers some flexibility and autonomy when they put those policies into practice. However, administrators as intermediary individuals between policymakers and implementers apparently had interpreted the open-endedness of the curriculum policies differently from the policymakers. Instead, they emphasized one intended outcome---students' good scores on the test. They also failed to support their teachers in understanding the policies by not providing necessary resources to help them implement the policies fully.; Furthermore, the research uncovered five external and internal factors as significant predictors of teachers' implementation: resource support, teaching methods (communicative language teaching and grammar-translation method), teaching experience, language proficiency, and professional development needs. Classroom observations and interviews revealed that teachers failed to implement what was expected from policymakers in the classroom. Rather, they conducted teaching based on the classroom and political reality. Their factors were mainly student factors and the departmental factor. The implications of this study point to the importance of the intermediaries, the department heads, in both providing the necessary pressure (motivation) and support (resources) necessary for the implementation to occur.
机译：本研究探讨了在中国高等教育背景下实施国家强制性大学英语课程的情况。我采用混合方法，通过三组参与者进行了研究。我从教学大纲，教科书和测试等方面采访了四位国家政策制定者，以确定目标课程。我采访了六名部门管理员，以确定他们对国家语言政策的理解以及他们在确保这些政策实施方面的作用。我进行了调查，以发现248名教师对预期课程的看法，并发现了影响其在课堂上开展活动的因素。通过观察两个老师的教室并通过后续访谈，我还研究了在基层如何解释语言政策。调查结果表明，决策者与管理者之间，决策者的意图与教师的实施之间存在差异。政策制定者从他们的角度出发设计了通用，开放性和抽象性的政策，以便在实施这些政策时为地方大学和教师提供一定的灵活性和自主权。但是，作为决策者和实施者之间的中介人的管理者显然对课程政策的开放性做出了与决策者不同的解释。取而代之的是，他们强调了一个预期的结果-学生在考试中的好成绩。他们还没有提供必要的资源来帮助他们充分执行政策，从而无法支持他们的老师理解政策。此外，该研究发现了五个外部和内部因素，它们是教师实施的重要预测因素：资源支持，教学方法（交际语言教学和语法翻译方法），教学经验，语言能力和专业发展需求。课堂观察和访谈显示，教师未能实现课堂上决策者的期望。相反，他们根据教室和政治现实情况进行教学。他们的因素主要是学生因素和部门因素。部门负责人指出，这项研究的意义在于中介机构在为实施提供必要的压力（动力）和支持（资源）方面的重要性。

著录项

  • 作者

    Wang, Hong.;

  • 作者单位

    Queen's University (Canada).;

  • 授予单位 Queen's University (Canada).;
  • 学科 Education Language and Literature.; Education Bilingual and Multicultural.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 347 p.
  • 总页数 347
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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