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English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language
Chen Ding; Barry Lee Reynolds
2019-05
Source PublicationEnglish Literacy Instruction for Chinese Speakers
Author of SourceBarry Lee ReynoldsMark Feng Teng
Publication PlaceCham, Switzerland
PublisherPalgrave Macmillan
Pages111-126
Abstract

This chapter concerns the relationship between second language (L2) literacy development and formulaic language instruction for secondary school classrooms in mainland China. It begins by defining L2 literacy and then through a succinct literature review, we discuss the relationship between L2 formulaic knowledge and L2 literacy development (i.e., L2 reading comprehension and L2 writing). Next, we discuss plausible reasons that have hindered Chinese secondary learners’ formulaic language learning. Then, to encourage an increase in formulaic language in Chinese secondary education classrooms, we offer up useful teaching principles and learning activities proposed in previous studies. We feel these principles and activities have the potential to help teachers make informed decisions about what formulaic language should be taught and how they should go about it.

DOI10.1007/978-981-13-6653-6_7
Language英語English
ISBN9789811366529
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Document TypeBook chapter
CollectionFaculty of Education
Corresponding AuthorBarry Lee Reynolds
AffiliationUniversity of Macau
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Chen Ding,Barry Lee Reynolds. English Literacy Development in Mainland Chinese Secondary English Classrooms: Pedagogical Recommendations for Enhancing Formulaic Language. Cham, Switzerland:Palgrave Macmillan,2019:111-126.
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