Andragogy And Teaching English As A Foreign Language In China
Keywords
andragogy; English as a foreign language; memorization; rote learning; TEFL
Abstract
This study investigated the possibility of whether Western andragogy could be practiced in Teaching English as a Foreign Language (TEFL) in China. A well-accepted instrument was modified and utilized for this study. Chinese teachers of English used andragogy to some extent such as personalizing instruction, relating to experience, assessing student needs, and climate building. The findings showed these teachers taught the lower levels of taxonomy, which are characterized by rote learning, memorization, knowledge transmitting, lecture, and focusing on exams. These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts instead of exams, and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative movement (or collaborative learning process) when it comes to learning a foreign language such as English.
Publication Date
10-2-2015
Publication Title
Reference Librarian
Volume
56
Issue
4
Number of Pages
295-314
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1080/02763877.2015.1057680
Copyright Status
Unknown
Socpus ID
84944245850 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84944245850
STARS Citation
Wang, Victor C.X. and Storey, Valerie A., "Andragogy And Teaching English As A Foreign Language In China" (2015). Scopus Export 2015-2019. 682.
https://stars.library.ucf.edu/scopus2015/682