Abstract
While the English language curriculum in China encourages teachers and students to give attention to oral English skills, required high-stakes English examinations in China generally do not test speaking skills, and the washback effect of this is that oral skills are not often practiced in middle school and university English courses in China. Despite this, some Chinese students learn to speak English quite well, leading to the question—how?
This chapter reports on an interview study of Chinese students at an English-medium university in China who had successfully achieved levels of oral English proficiency. The study found that virtually all of these successful learners had built their oral English skills by supplementing their oral skills practice opportunities in various ways. Many did this partially by taking additional English classes in private English schools or programs. However, virtually all had also engaged in various forms of independent language learning; in other words, they devised their own strategies and plans for building speaking skills and then carried out these plans.
Here, we wish to thank the informants for this study—Chung Tsz Chung, Huang Danjie, Huang Xinyu, Jiang Heng, Vanessa Leng, Li Jiazhe, Li Xinyi, Liu Jing, Shen Senyao, Wan Zijun, Wang Siman, Wang Yini, Zheng Zhuoyun, and several others who chose to remain anonymous. We also thank Leng Junxiao, who served as research assistant for this project.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). Essex, UK: Pearson Education.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21–40.
Chen, Z., & Goh, C. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education, 16(3), 333–345.
Crabbe, D. (1999). Introduction. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 3–9). Frankfurt am Main: Peter Lang.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Pearson Education.
Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, 14(3), 389–411.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Li, X., & Wang, Y. (2000). Testing oral English on a mass scale: Is it feasible? The oral component of the MET in China. Hong Kong Journal of Applied Linguistics, 5(1), 160–186.
Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 79–91). London: Longman.
Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London, UK: Continuum.
Morrison, B. (2011). Building on experience, seeking new perspective. In B. Morrison (Ed.), Independent language learning: Building on experience, seeking new perspectives (pp. 3–10). Hong Kong: Hong Kong University Press.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192–203). London: Longman.
Nunan, D., & Richards, J. (2015). Preface. In D. Nunan & J. Richards (Eds.), Language learning beyond the classroom (pp. xi–xvi). New York, NY: Routledge.
Pan, Z. 2011. Daxue Yingyu siji kaoshi wangkao yu zhibi kaoshi duibi大学英语四级考试网考与纸笔考试对比 [A comparison between Internet-based College English Test (band 4) and paper-based College English Test (band 4)]. 外语测试与教学/Foreign Language Testing and Teaching, 2, 1–10.
Pemberton, R. (1996). Introduction. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 1–11). Hong Kong: Hong Kong University Press.
Rao, Z. (1996). Reconciling communicative approaches to the teaching of English with traditional Chinese methods. Research in the Teaching of English, 30(4), 458–471.
Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85–105.
Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5), 40–55.
Ren, Y. (2011). A study of the washback effects of the college English test (band 4) on teaching and learning English at tertiary level in China. International Journal of Pedagogies and Learning, 6(3), 243–259.
Snow, D. (2007). Sustaining self-directed language learning in the Chinese context. In L. Jun (Ed.), English teaching in China: New approaches, perspectives and standards (pp. 211–230). London, UK: Continuum.
Thomson, C. K. (1996). Self-assessment in self-directed learning: Issues of learner diversity. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 77–91). Hong Kong: Hong Kong University Press.
Wang, C., Yan, J., & Liu, B. (2014). An empirical study on washback effects of the internet-based college English test band 4 in China. English Language Teaching, 7(6), 26–53.
Wen, Q. (1999). Kouyu jiaoxue yu siwei nengli de peiyang口语教学与思维能力的培养 [Teaching oral skills and cultivating thinking skills]. 国外外语教学. Foreign Language Teaching, 2, 1–4.
White, C. (2008). Language learning strategies in independent language learning: An overview. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 3–24). Bristol: Multilingual Matters.
White, C. (2011). Inside independent learning: Old and new perspectives. In B. Morrison (Ed.), Independent language learning: Building on experience, seeking new perspectives (pp. 13–23). Hong Kong: Hong Kong University Press.
Wong, L., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39, 144–163.
Wu, Y. (2001). English language teaching in China: Trends and challenges. TESOL Quarterly, 35(1), 191–194. doi:10.2307/3587867.
Yang, Z., Gu, X., & Liu, X. (2013). A longitudinal study of the CET washback on college English classroom teaching and learning in China: Revisiting college English classes of a university. Chinese Journal of Applied Linguistics, 36(3), 304–325.
Zhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187–204.
Zhang, Y., & Elder, C. (2009). Measuring the speaking proficiency of advanced EFL learners in China: The CET-SET solution. Language Assessment Quarterly, 6(4), 298–314. doi:10.1080/15434300902990967.
Zhao, Z. (2013). Diagnosing the English speaking ability of college students in China—Validation of the diagnostic college English speaking test. RELC Journal, 44(3), 341–359.
Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Snow, D., Sun, O., Li, X. (2017). Learning to Speak in an Exam-Focused World: A Study of Independent Language Learning in China. In: Reinders, H., Nunan, D., Zou, B. (eds) Innovation in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-60092-9_3
Download citation
DOI: https://doi.org/10.1057/978-1-137-60092-9_3
Published:
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-60091-2
Online ISBN: 978-1-137-60092-9
eBook Packages: Social SciencesSocial Sciences (R0)