Open the door to English with your native language [Elektronische Ressource] : the role of the mother tongue in English language teaching in China / vorgelegt von Tong Wu

Informations

• Publié par: rheinisch-westfalischen_technischen_hochschule_-rwth-_aachen
• Publié le: 01 janvier 2010
• Nombre de lectures: 33
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Open the Door to Engli sh with Your Native L anguage: The R ole of the
Mother Tongue in Engli sh Language Teaching in China
Von der Philosophischen Fakultät der Rheinisch-Westfälischen
Technischen Hochschule Aachen zur Erl angung des
akadem ischen Grades ein er Doktorin der
Philosophie genehmigte Dissertation
vorgelegt von
Tong W u
aus Shenyang, China
Ber ichter:
Universitätsprofessor (em) Dr. paed. W olfgang Butzkammätsprofessor Dr. phil. Rudolf Beier
Tag der mündlichen Prüfung: 08.03.2010
Diese Dissertation ist auf den Interne tseiten der Hochschulbibliothek online verfügbar.The whole of scienc e is nothing more than a refinem ent of everyda y thinking.
– Albert Ei nstein (1879-1955)Acknowledgements
I was born during a time when the destructive “Great Proletarian Cultural Revolution” had just
ended in China and when it was still extremely rare for girls to receive higher educ ation in the
country. However, my dear grandfather had given me the nickname “Dr . W u” before I could speak
my first word. I have grown up with high expe ctations from my family. Although today my
grandfather can no longer share part of my life with me, I really wish that he could be proud of me,
and be happy to see my dream come true, a drea m that was also his.
Though the writing of a Ph.D. dissertation is an individual work and only my name appears on the
cover of this dissertation, I could have never reached the heights and explored the depths without
the wholehearted support and generous help of a lot of genuinely inspiring people. They have mad e
the successful compl etion of this dissertat ion possible and because of th em my Ph.D. study has been
an unforgettable experience.
My deep est gratitude is to my supervisor Professor Dr. W olfgang Butzkamm for his guidance,
encouragemen t, criticism, inspirat ion and patience, which contributed tremendously to whatever
merits my dissertation may have. I have been amazingly fortunate to have a supervisor who not
only encouraged me to be critical and independ ent, but also taught me how to keep focused and
me ticulous in research.
I am also very grateful to Professor Dr. Rudolf Beier for taking his valuable time to evaluate my
dissertation.
I would also like to sincerely thank the people who allowed me to conduct classroom observations
and interviews in their schools and institu tes, which offered me a precious opportunity to gain
valuable first hand experience with the conditions and situations of present-day me thods of English
language teaching. I wish to acknowledge the help I got from Director W ang and his staff in
Education Bureau, as well as the teachers and pupils at No.145 and No.51 middle schools from
Dongling District, Shenyang. I would also like to express my special gratitude to Dr. Frühauf, Dr.
Pieper, Dr. Zhang from the Sinicum of the Landesspracheninstitut, Bochum. I am also very thankful
to Dr. Zhao and other teaching staff in the Chinese Departm ent of the University of Bonn. I would
also like to thank Mrs Bäum et of the Gutenberg school in Sankt Augu stin. I profited a lot from
valuable discussions with all of them, which broadened my perspectives and deepen ed my
understanding of the developments as well as problems in tod ay’s Engl ish language teaching.
I am also greatly indebted to Mr . Dev Biddleco mbe and Mr . Simon Rawles for their careful and
tireless efforts for assisting me with proofreading this dissertation. I owe a special note of gratitude
to Mr. Dev Biddlecombe for being amazingly approachable at the fin al stage of my Ph.D. study .
Finally, and most importantly, my heartfelt thanks go to my family – my grandma, parents, brother,
sister-in-law, as well as my lovely niece and nephew. Their unconditional love, unwavering support,
great understanding, continuous encouragem ent, and endless patience were undeniably the bedrock
upon which my study in Germany has been built. Their unflagging belief in me gave me the
strength to vigorously pursue and achieve my dreams and to fear lessly ta ckle chall enges head on. Table of Contents
Table of  Contents
Introduction............................................................................................................................................. .....1
Chapter 1 The Hi story of  English Lang uage T eaching i n C hina......................................................5
1.1 The T radition of F oreign Language  Lear ning in China (1 3th centu ry­1 840).......................................................5
1.1.1 Pidgin English.....6
1.1.2 The R ole of the M other T ongue in Pidg in English .........................................................................................8
1.2 The Intro duction of F ormal En glish Language T eaching in  China (1 840­1 949)  .................................................9
1.2.1 English Language  T eaching in Missionar y S chools  .....................................................................................9
1.2.2 English Language T eaching in Go vernment S chools..................................................................................10
1.2.3 De velopment and Decline of Pidgin  En glish  ...............................................................................................13
1.3 The S oviet U nion’s I nfluence on English Language T eaching in China (1 949­1 966).........................................14
1.3.1 Backg round....................................................................................................................................................14
1.3.2 Sy llabus..........................................................................................................................................................17
1.3.3 Organisation of Lesson s................................................................................................................................18
1.3.4 P edagogy.....................19
1.4 En glish Language T eaching in  China dur ing the Cultural R evolution ( 1966­1 976)..........................................22
1.4.1 Backg round....................................................................................................................................................22
1.4.2 Organisation of Lesson s................................................................................................................................23
1.4.3 P edagogy........................................................................................................................................................23
1.5 N ew D evelopments in English Language T eaching in China (1 977­p resent)   ...................................................24
1.5.1 R estoration – Se ries 1 978..............................................................................................................................24
1.5.2 Moder nisation – S eries 1 982.........................................................................................................................27
1.5.3 Globa lisation – Ser ies 1 993...........................................................................................................................29
1.6 Summa ry................................................................................................................................................................34
Chapter 2 Examini ng t he O ther S ide of t he  Coin............................................................................ ...35
2.1 Ea rly Missionar ies in China: What  Can W e Lear n from Their Chinese Language Lear ning Exper iences?....35
2.1.1 Dif ficulties of the Chinese Language ............................................................................................................35
2.1.2 Ho w Did the Ea rly Missionar ies Lear n the Chinese Language? ................................................................37
2.1.3 Pr inciples in the S tudy of the Chinese Language among Ear ly Missionar ies...........................................44
2.2 T eachers as Lear ners.............................................................................................................................................45
2.3 S ummary................................................................................................................................................................49
Chapter 3 Controversy over the Role of the Mother Tongue in English Language Teaching in 
China............................................................................