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Papers by Li Yuxia
Language Teaching, 2014
In this review, we highlight 60 articles from 1,120 empirical studies in leading language learnin... more In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this r...
In this review, we highlight 60 articles from 1,120 empirical studies in leading language learnin... more In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.
Language learning and teaching are recognised as cognitive, social, and physical endeavours in ap... more Language learning and teaching are recognised as cognitive, social, and physical endeavours in applied linguistics in general, and second language acquisition, in particular. While the cognitive and social aspects have been discussed extensively since the sociocultural turn , there has been limited research on the embodied nature of language learning and teaching where emotions, feelings, and affect feature prominently. Sara Benesch's recent monograph on a critical approach to emotions fills this gap by unpacking the concept of emotion theoretically and showcasing her approach to emotion in critical language teaching. The book will be of great interest to teacher trainees, teachers, teacher educators, and researchers of applied linguistics. The book of eight chapters is divided into two parts, with the first laying the theoretical groundwork and the second attending to pedagogical praxis. For teacher researchers, the second part of the book is particularly useful as it may be read as exemplars of action research.
Language Teaching, 2014
In this review, we highlight 60 articles from 1,120 empirical studies in leading language learnin... more In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this r...
In this review, we highlight 60 articles from 1,120 empirical studies in leading language learnin... more In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.
Language learning and teaching are recognised as cognitive, social, and physical endeavours in ap... more Language learning and teaching are recognised as cognitive, social, and physical endeavours in applied linguistics in general, and second language acquisition, in particular. While the cognitive and social aspects have been discussed extensively since the sociocultural turn , there has been limited research on the embodied nature of language learning and teaching where emotions, feelings, and affect feature prominently. Sara Benesch's recent monograph on a critical approach to emotions fills this gap by unpacking the concept of emotion theoretically and showcasing her approach to emotion in critical language teaching. The book will be of great interest to teacher trainees, teachers, teacher educators, and researchers of applied linguistics. The book of eight chapters is divided into two parts, with the first laying the theoretical groundwork and the second attending to pedagogical praxis. For teacher researchers, the second part of the book is particularly useful as it may be read as exemplars of action research.