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A Case Study of English Language Curriculum in the People's Republic of China.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Case Study of English Language Curriculum in the People's Republic of China./
作者:	Ford, Donald James.
面頁冊數:	1 online resource (597 pages)
附註:	Source: Dissertations Abstracts International, Volume: 47-07, Section: A.
Contained By:	Dissertations Abstracts International47-07A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9798206147339

A Case Study of English Language Curriculum in the People's Republic of China.
Ford, Donald James.

A Case Study of English Language Curriculum in the People's Republic of China. - 1 online resource (597 pages)

Source: Dissertations Abstracts International, Volume: 47-07, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 1986.

Includes bibliographical references

This dissertation presents a case study of the English language curriculum in the foreign languages department of a teachers university in China. It was conducted for two purposes: (1) to test the relevance to China of a conceptual model of curriculum developed by John Goodlad et al. and Ralph Tyler, and (2) to investigate the purposes and practices of English curriculum in China. John I. Goodlad, building upon the work of Ralph Tyler, has developed a conceptual framework for curriculum. It encompasses five domains of curriculum inquiry which correspond to five different perspectives: the ideal, formal, instructional, operational and experiential. This framework also includes four domains of curricular decision making: societal, institutional, instructional and experiential. Both quantitative and qualitative research methods were employed to investigate eleven components of the English curriculum, resulting in a total of four types of research methodologies: surveys, tests, observations and interviews. As a result of this study, I concluded that each of the curricular components identified by Goodlad and Tyler is present in the English curriculum in China. The Goodlad-Tyler framework substantially explains curricular practice in the department. As a result of different perspectives about curriculum, considerable slippage occurs across domains. In the area of curricular decision making, it was found that all four domains play a role in shaping the curriculum. Finally, it was found that English is being taught in China for the purpose of using the language as a tool to modernize China. It was also discovered that the instructional practices employed to achieve this purpose are often inappropriate, and that students are not becoming fluent in English. Moreover, this study found that student dissatisfaction with the curriculum is the most serious problem confronting the department.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798206147339Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

A Case Study of English Language Curriculum in the People's Republic of China.
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245 1 2 $a A Case Study of English Language Curriculum in the People's Republic of China.
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500 $a Publisher info.: Dissertation/Thesis.
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504 $a Includes bibliographical references
520 $a This dissertation presents a case study of the English language curriculum in the foreign languages department of a teachers university in China. It was conducted for two purposes: (1) to test the relevance to China of a conceptual model of curriculum developed by John Goodlad et al. and Ralph Tyler, and (2) to investigate the purposes and practices of English curriculum in China. John I. Goodlad, building upon the work of Ralph Tyler, has developed a conceptual framework for curriculum. It encompasses five domains of curriculum inquiry which correspond to five different perspectives: the ideal, formal, instructional, operational and experiential. This framework also includes four domains of curricular decision making: societal, institutional, instructional and experiential. Both quantitative and qualitative research methods were employed to investigate eleven components of the English curriculum, resulting in a total of four types of research methodologies: surveys, tests, observations and interviews. As a result of this study, I concluded that each of the curricular components identified by Goodlad and Tyler is present in the English curriculum in China. The Goodlad-Tyler framework substantially explains curricular practice in the department. As a result of different perspectives about curriculum, considerable slippage occurs across domains. In the area of curricular decision making, it was found that all four domains play a role in shaping the curriculum. Finally, it was found that English is being taught in China for the purpose of using the language as a tool to modernize China. It was also discovered that the instructional practices employed to achieve this purpose are often inappropriate, and that students are not becoming fluent in English. Moreover, this study found that student dissatisfaction with the curriculum is the most serious problem confronting the department.
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