Rining (Tony) WEI
[Work email: Rining.Wei@xjtlu.edu.cn Private email: tonydingdang@hotmail.com]
Dr Wei is interested in working with professional colleagues and postgraduate students on topics in the following broad fields:
* Bilingual Education & Bilingualism (BEB)
* English Language Teaching (ELT) & TESOL
* English for Specific Purposes (ESP)
* Quantitative methods in applied linguistics
Dr Wei is interested in working with professional colleagues and postgraduate students on topics in the following broad fields:
* Bilingual Education & Bilingualism (BEB)
* English Language Teaching (ELT) & TESOL
* English for Specific Purposes (ESP)
* Quantitative methods in applied linguistics
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2. One of the first few studies of CLIL in Asia;
3. Cross-disciplinary, drawing on concepts from innovation studies, anthropology, and CLIL per se;
4. Contextualized, situating The Shanghai Project in the particular city and wider environment;
5. Critical, e.g. challenging some misleading academic discourse about CLIL in China.
Excerpt from this review:
Overall, this book is very informative and innovative in terms of highlighting many aspects of ELT practices in Asia that have been under-researched in the past. However, it has two major limitations. First, on the one hand, neocolonialist approaches are well represented because when discussing the spread of English the authors of chs. 1, 2, 3 and 7 rely heavily on the work of scholars such as Pennycook and Phillipson. On the other hand, little space is reserved for presenting research utilizing frameworks that are alternatives to neocolonialist perspectives, such as that of Fishman. Even when Fishman’s works are cited in ch. 7 (137), the contributor seems to use Fishman’s point to support Phillipson’s, and fails to mention that the main argument by Fishman (cited in Spolsky, 2004: 87) is against using terms like imperialism and neocolonialism to account for the diffusion of English. Second, with the exception of ch. 5, the contributions do not utilize systematically collected first-hand data. A better balance between theory-driven and data-driven chapters would enhance the overall quality of the volume. In short, this volume may have benefited from a better integration of competing theoretical perspectives and an inclusion of more empirically grounded chapters.
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All the papers can be downloaded free of charge at the journal's website.
International Journal of TESOL Studies (IJTS): https://www.tesolunion.org/journal/lists/folder/3MTcu6YWVl/
Marina Dodigovic, Stephen Jeaco, Rining Wei 1
A New Inventory of Vocabulary Learning Strategy for Chinese Tertiary EFL Learners
Xuelian Xu, Wen-Cheng Hsu 7
“I Used Them Because I Had to . . .”: The Effects of Explicit Instruction of
Topic-Induced Word Combinations on ESL Writers
Jelena Colovic-Markovic 23
The Effect of Input Enhancement on Vocabulary Learning:
Is There An Impact upon Receptive And Productive Knowledge?
Christian Jones, Daniel Waller 48
Vocabulary Teaching: Insights from Lexical Errors
Mª Pilar Agustín-Llach 64
Lexical Transfer in the writing of Chinese learners of English
Marina Dodigovic, Chengchen Ma, Song Jing 79
Helping Language Learners Get Started with Concordancing
Stephen Jeaco 91
Self-assigned Ranking of L2 Vocabulary
Heidi Brumbaugh, Trude Heift 111
Recognition Vocabulary Knowledge and Intelligence as Predictors of
Academic Achievement in EFL Context
Ahmed Masrai, James Milton 128
Using Category Generation Tasks to Estimate Productive Vocabulary Size
in a Foreign Language
Shadan Roghani, James Milton 143
How General is the Vocabulary in a General English Language Textbook?
Hedy McGarrell, Nga Tuiet Zyong Nguien 160
A Corpus Comparison Approach for Estimating the Vocabulary Load of Medical
Textbooks Using The GSL, AWL, and EAP Science Lists
Betsy Quero 177
individual differences (IDs) compared with cognitive ones. The present
paper aims to gain a better understanding of the psychological effects of
bilingualism by investigating national identity (NI), a socio-psychological
construct, based on big data, that has rarely been examined. Drawing
upon the 2015 Chinese Social Survey (CSS), which utilised a nationally
representative sample (N = 10242), we employed a ‘more refined’ version
of hierarchical regression analysis on the influence of foreign-language
(FL)-based bilingualism and other sociobiographical variables on NI. Out
of the 18 initial independent variables, satisfaction with life (1.7%–2.2%)
and age (1.2%–1.4%) emerged as important predictors for NI as their
minimum effect size value (ΔR2, see the range in brackets) exceeded the
‘typical’ benchmark (1%); in contrast, the influence respectively from FL
mastery (.006%–.040%) and FL use (.000%–.004%) was negligible. In other
words, our key finding is that a person’s FL-based bilingualism had little to
do with his/her NI. Implications for China’s plan to reform FL (e.g. English)
learning are discussed, and future research directions are also proposed.