English as second language teaching, learning, and assessment
As an international language in the development of globalization, English has become the focus of humanistic communication and language education and has also had an important impact on the reform and development of language education in China. At present, English is being taught at earlier ages in China due to people’s interest in learning English. How to develop effective English education, including teaching methods and assessments, and how Chinese educational programs should develop English education within the reality of internationalization, is a key issue of educational concern (Guo, 2016). The following proposed qualitative, phenomenological study provides an in-depth understanding of the differences and challenges in adult second language English education and learning between China and the United States. The goal of this study is to uncover the perspectives of Chinese adult students, studying in China and the United States in post-secondary institutions, in relation to effective pedagogical elements supporting their ability to be successful in using reading, writing, listening and speaking in functional ways to communicate in English. Data collection methods include analysis of documents related to English language curriculum for Chinese students, as well as interviews with English teachers and Chinese English learners at universities in Beijing, China, and one specific university in the United States that have many Chinese international students. By comparing participants’ perspectives on English education in China and the United States, and the differences between the two countries in English pedagogy as informed by culture and by theories of second language acquisition, it is hoped that English education-related reform principles and insights in relation to helping students gain functional communication will be summarized.