Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China

By Guangwei Hu. 2002

805 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fa8a67d98b4ec09bb93afc1f35507c1714bcabb1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Shulin Yu
2. Icy Lee
3. Yuko Goto Butler
4. Guangwei Hu
5. Lijing Shi
6. N. Rao
7. Zan Chen
8. Hsing-Fu Cheng

Citations in the corpus

• Using peer review with Chinese ESL student writers (2005, background): “L2 students from teacher-centred cultures may believe that their peers are not ‘qualified to critique their work and may distrust their recommendations’ (Paulus, 1999: 268; see also Hu, 2002; Nelson and Murphy, 1992; 1993).”
• The Successors to Confucianism or a New Generation? A Questionnaire Study on Chinese Students' Culture of Learning English (2004, methodology): “Analysis of the data collected (Figure 9) shows that students did not hold a reverent attitude towards the contents of their textbooks as some researchers suggest (e.g. Hu, 2002).”
• Intercultural communication in English language teacher education (2005, background): “In recent years, discussions on culture have expanded from a focus on ‘culture as content’ to encompass the cultural appropriateness of various language teaching methodologies (here defined as the approaches, techniques, and activities used in teaching), especially as they were exported across conte”
• A comparative study of peer and teacher feedback in a Chinese EFL writing class (2006, background): “All rights reserved. doi:10.1016/j.jslw.2006.09.004 (Brick, 2004; Hu, 2002), the mistakes in these essays keep on repeating themselves.”
• Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools (2012, background): “Thus, researchers urge reflection on how to incorporate the ‘‘new’’ approaches into Chinese societies (Li, 2002) and what factors are impeding the process (Hu, 2002).”
• Peer feedback in second language writing (2005–2014) (2016, background): “…issues, defined as ‘a complex of cultural and social differences’ (Hu & Lam 2010: 364), may influence peer dyadic/group interaction and negotiation and act upon peer comments and student revisions of L2 writing (Nelson 1997; Hu 2002; Hyland & Hyland 2006; Nelson & Carson 2006; Yu, Lee & Mak 2016).”
• Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan (2005, background): “…education and college education in Asia have highlighted difficulties in implementing CLT in Asian socio-cultural contexts (e.g., Anderson, 1993; Burnaby and Sun, 1989; Gonzalez, 1985; Hu, 2002; Kirkpatrick, 1984; Lamie, 2004; Lee, 2002; Li, 1998; Sano et al., 1984; Shamin, 1996; Sullivan, 2000).”
• Chinese University Students’ Perceptions of Plagiarism (2015, background): “Notably, plagiarism caused by slack attitudes was seen as the most unacceptable by both 1st-year and 3rd-year students, probably because of the traditional Chinese emphasis on the importance of attitude and diligence in education (Biggs, 1996; Hu, 2002; Tweed & Lehman, 2002).”
• What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning (2015, background): “Student empowerment and independent learning, at the first glance, appear contradictory to the deeply-rooted Confucian beliefs in education that emphasize teachers' authority and students' obedience while discouraging individual learners' self-expression and self-fulfilment (Hofstede & Hofstede, 200”
• A Chinese Conceptualisation of Willingness to Communicate in ESL (2003, background): “It has helped to improve the situation but it has also met with dif culties (c.f. Hu, 2002).”