经济变化影响中国英语高等教育的历时研究 英文版PDF电子书下载

Part Ⅰ Background 1

Chapter 1 Economic Globalization 3

1.1 Globalization：A visible world trend 3

1.2 Chinese mediation 8

1.3 Three“E”s as key values for HEIs 16

Chapter 2 Chinese Higher Education Under Reform 19

2.1 A trend of marketization as systemic adjustment 19

2.2 The battle for resources 27

Chapter 3 English Spreading in China 36

3.1 A brief history of EFL teaching in China 37

3.2 The status of English in China 42

3.3 Paradox in EFL spreading 45

Part Ⅱ Reality 59

Chapter 4 A Study on EFL Teachers in Higher Education 61

4.1 Research rationale 63

4.2 Tensions and morale 64

4.3 Research aim and objectives 66

4.4 Research strategies and methods 67

4.5 Research design 75

4.6 Sampling 85

4.7 Data description 90

4.8 Interpretation of data 119

4.9 Conclusions 134

Chapter 5 A Study of a Large Scale Oral Testing Innovation 138

5.1 Briefing language testing 140

5.2 Backgrounds of the innovative campaign 143

5.3 Face-to-face testing or COPT 149

5.4 Parameters for testing evaluation 152

5.5 Contents for positive washback effect 159

5.6 What prevents the innovation？ 162

Chapter 6 A Study on CETM and Learner Beliefs 166

6.1 Postmethod pedagogy 166

6.2 Previous researches on learner beliefs 169

6.3 Research questions and methods 171

6.4 Data analysis 174

6.5 Discussion 178

6.6 Conclusions 181

Chapter 7 Further Problems Relevant to EFL Higher Education 183

7.1 Effectiveness of education 184

7.2 Competitive capacity at institutional level 188

7.3 Qualities of teachers 191

7.4 How far the higher education reforms can go 193

Part Ⅲ Response 197

Chapter 8 Quality of Education 199

8.1 Values of education 199

8.2 An interdisciplinary approach 225

8.3 Context-based teaching ideology 251

Chapter 9 Teacher Education 260

9.1 The zigzag path of teacher education 260

9.2 Professional development 263

9.3 The Flipped Class Model 267

Chapter 10 Informationalization 276

10.1 Online open courses 277

10.2 TED 284

10.3 Future technology 290

10.4 New challenges from 2014 302

Conclusion 304

References 313