Peng, Jian-E., and Lindy Woodrow. "Willingness To Communicate
In English: A Model In The Chinese EFL Classroom Context." Language Learning 60.4 (2010):
834-876. Education Full Text (H.W. Wilson). Web.11 Oct. 2013.
This scholarly article is written to discuss the myriad of factors that influence Chinese students’ willingness to intentionally use English in an
American classroom. In addition, the article briefly mentions the effects that Chinese culture can have on the engagement of Chinese students in English classrooms. The article further proceeds to explain the history and cultural effects of Chinese students becoming competent in English. As of lately, English is now being used in China’s classrooms to be used for more communicative aspects to foster students’ competence. The down side of this, is that Chinese students are at times categorized as being “passive” learners because of their unwillingness to communicate via English due to anxiety, perceived low proficiency, and limited access to English. The short summary I created for the source is very closely related to the work done by the source overall and the summary provided by the author. However, the source is limited because it doesn’t go into depth as to why the challenges that Chinese students experience in American classrooms exist. On the positive note, the source does explicitly state why Chinese students have those challenges. What this source wasn’t able to explain thoroughly, I was able to find in other sources that I plan to use later on.
In English: A Model In The Chinese EFL Classroom Context." Language Learning 60.4 (2010):
834-876. Education Full Text (H.W. Wilson). Web.11 Oct. 2013.
This scholarly article is written to discuss the myriad of factors that influence Chinese students’ willingness to intentionally use English in an
American classroom. In addition, the article briefly mentions the effects that Chinese culture can have on the engagement of Chinese students in English classrooms. The article further proceeds to explain the history and cultural effects of Chinese students becoming competent in English. As of lately, English is now being used in China’s classrooms to be used for more communicative aspects to foster students’ competence. The down side of this, is that Chinese students are at times categorized as being “passive” learners because of their unwillingness to communicate via English due to anxiety, perceived low proficiency, and limited access to English. The short summary I created for the source is very closely related to the work done by the source overall and the summary provided by the author. However, the source is limited because it doesn’t go into depth as to why the challenges that Chinese students experience in American classrooms exist. On the positive note, the source does explicitly state why Chinese students have those challenges. What this source wasn’t able to explain thoroughly, I was able to find in other sources that I plan to use later on.