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All Journal Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Jurnal Bebasan
Zhao Yaling
Yibin University
Arts Humanities Education Languange, Linguistic, Communication & Media

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Exploring the Gap of English Learning Motivation in Chinese Ethnic Minority High School Students Through Critical Reading Wen Jia; Huang Tao; Liao Qiang; Zhao Yaling; Kou Xinlong; Wan Jiahua
Jurnal Gramatika Vol 10, No 2 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2024.v10i2.8718

Abstract

The motivation behind language learning, particularly in English as a Foreign Language (EFL), has garnered significant attention in China's second language acquisition landscape as a minority language. While extensive research has been conducted over the last few decades exploring motivation factors across various educational stages, such as early childhood, primary, junior high, and high school education, there remains a notable gap concerning the motivation of Chinese learners in high school, particularly in the realm of critical reading. This study addresses this gap through a qualitative case study, aiming to uncover the impact of learning experiences on the motivation of three Chinese ethnic students in senior high school. These students navigate a complex linguistic landscape, proficient in their mother tongue, Mandarin, and concurrently learning English as a foreign language. The intricacies of their social and cultural exposure contribute to the complexity of their English learning journey. Semi-structured interviews with the three participants shed light on the intricacies of their English learning motivation, revealing a predominant focus on examination-driven incentives. The study identifies significant influencers on motivation, including teachers' teaching styles, peers' attitudes toward English, and the overall learning atmosphere in the class. These findings affect educational policy-making and English instruction, particularly in Chinese ethnic regions. With the multifaceted nature of motivation in these specific contexts, educators and policymakers can tailor strategies that address the unique challenges faced by Chinese ethnic learners in high school, emphasizing the importance of a holistic and supportive language learning environment.
Analyzing Senior High School English Teachers’ Language Perceptions and Practices of the Revised National Curriculum Standards in Southern Sichuan Wen Jia; Zhao Yaling; Huang Tao
Jurnal Bebasan Vol 11 No 2 (2024)
Publisher : Kantor Bahasa Provinsi Banten and Perkumpulan pengelola Jurnal Bahasa dan Sastra Indonesia serta Pengajarannya (PPJB-SIP).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/bebasan.v11i2.265

Abstract

This study examines high school English teachers' linguistic practices, understanding, and implementation of the National English Curriculum Standards for General Senior High School (2017 edition, revised in 2022) within southern Sichuan, China. Employing a mixed-method approach, the research integrates quantitative and qualitative data to explore how linguistic elements are incorporated into teaching practices. A total of 350 high school English teachers participated in a questionnaire survey, and 20 of them engaged in in-depth, face-to-face interviews to provide qualitative insights. The findings indicate that most teachers exhibit a robust grasp of the revised curriculum's linguistic dimensions, such as syntax, semantics, and discourse strategies. However, areas like integrating cultural awareness into language teaching and developing evaluation methodologies require improvement. This study underscores the significance of linguistic frameworks in curriculum implementation and highlights practical implications for enhancing teacher preparedness to align pedagogical practices with national standards. 
Co-Authors Huang Tao Huang Tao Kou Xinlong Liao Qiang Wan Jiahua Wen Jia