DEVELOPING ENGLISH AND WRITING SKILLS

DEVELOPING ENGLISH AND WRITING SKILLS FOR ENGLISH SPEAKER OF OTHER LANGUAGE

Brigitte Cunning

University of Houston - Clear Lake

Abstract

The purpose of this study is to uncover the underlying issues peculiar to the Chinese culture that inhibit the acquisition of English Language proficiency, and offer some strategies for system-wide implementation to correct the imbalances. The urgent need for improving English Language skills in China is evidenced by that country's increasing demand for native English speaking educators to work in its schools and universities. Although the ability to speak Chinese is not required, translation may prove difficult since many Chinese do not understand the dialects of other locals (Jan, 2009). Paradoxically, anyone who understands the real meaning of communication would know that language is only one form of communication. Those who are already exposed to bilingualism and cultural diversity are able to adapt to the social challenges within China in a short amount of time. The study will focus on appropriate teaching methodology that can address the critical weaknesses in Chinese teaching styles to support more effective second language acquisition. Qualitative research techniques will be used to complete a comprehensive research design utilizing naturalistic inquiry, emergent design flexibility, and purposeful sampling. The criteria of selection for the literature was relevance to the research topic and the year of publication. Both public and private libraries as well as online libraries were visited to access the data. Some of the online databases that were accessed are ebsco, questia, emerald, phoenix and so on.

Table of Contents

Page

ABSTRACTIX

LIST OF TABLESVIII

LIST OF FIGURESXIII

BACKGROUND1

Purpose Of The Study4

Research Question(s)4

Rationale4

Significance Of The Study5

Definition of Terms11

Assumptions12

LITERATURE REVIEW13

Instructional Technology14

Professional Standards16

Instructional Technology in ESOL Education17

Curriculum Characteristics17

Summary18

PROPOSED METHODOLOGY20

Research Design20

Literature Search20

Keywords21

REFERENCES22

APPENDICES26

List of Tables

Page

Table 2.0 - Related Topics46

Table 2.1 - Extended English Alphabet49

Table 2.2 - Learner Context Analysis65

Table 2.2a - Demographic Observations - Haidian District68

Table 2.2b - Demographic Observations - Qinzhou District69

Table 2.3 - Rubric - Performance Assessment Checklist77

Illustration 1.1 - Welcome to China139

Illustration 1.2 - Where are you from?139

Illustration 1.3 - So much to do140

Illustration 1.4 - It's quite simple, really140

Illustration 1.5 - Many hands make light work141

Illustration 1.6 - Let's do it!141

Illustration 1.7 - English corner142

Illustration 1.8 - East West connection142

List of Figures

Page

Fig. 2.1 - New English Curriculum Questionnaire71

Fig. 2.2 - Instructional Materials - Pre-Course72

Fig. 2.3 - Letter of Consent75

Developing English and Writing Skills For English Speaker of Other Language

Background

According to Klee, et al. (1996), in learning to speak a second language, one should become a “mental archaeologist” (Klee, et al. 1996: 5). One's excavation site is the dictionary. Building a vocabulary is the most basic way to learn a second language. That being said, what is the point of learning a second language if you do not use it?

Effective second language acquisition may require language immersion during which students learn to think as well as speak in the second language while studying the history, culture and politics of the region in which the language is spoken (Klee, et al. 1996).

Language immersion education has emerged as a uniquely constituted, highly effective ...