Innovations in Foreign Language Teaching and Learning in Chinese Higher Education

The book reviews recent theoretical and pedagogical innovations in foreign language teaching and learning in Chinese higher education. Facing new requirements of foreign language education, Chinese researchers and practitioners have responded by developing innovative teaching and learning approaches suitable for the local context. Firstly, Xu-argument and Production-Oriented Approach are theories proposed to address the weaknesses of low teaching efficiency and meet the needs for better learning effect. The former is a new approach to second language acquisition, contending that language is acquired through continuation, and the latter is a pedagogical theory that holds that learning starts with and ends with production. As an innovative teaching approach, Content and Language Integration (CLI) expands the curriculum to incorporate systematic disciplinary knowledge into foreign language teaching in the Chinese context. In modern media technology, multimodal pedagogy has been adopted to cultivate multiliteracies in language learners as new requirements for talents. In addition, Chinese scholars have argued for the comprehensive integration of technologies and have engaged in theoretical construction and pedagogical practice of technology-enhanced language teaching. Finally, projected-based language learning has been localized to foster innovation and creativity in English learners.###Dr. Qu Lili is an associate professor of Applied Linguistics at the College of Foreign Languages of the University of Shanghai for Science and Technology. She teaches courses to both undergraduate English majors and postgraduate Linguistics students. She has published books and journal articles on second language acquisition and computer-assisted language learning. Her research interests include L2 motivation, learner strategies, L2 reading instruction, and technology-enhanced foreign language teaching.