First, Hong Kong is influenced by the individualistic culture as a result of British colonization so teachers tend to work in isolation. On the other hand, under the collective culture of China, teachers in Shanghai are more willing to share their teaching experiences and resources with other teachers (Zhang, 2010). Secondly, during pre-service training, Hong Kong teachers consider themselves competent enough in teaching, as they have plenty teaching experience during pre-service training. Since Hong Kong does not classify teachers into different grades, teachers regard themselves having equal status with each other. They think that it is an infringement of their professional autonomy if other teachers teach them what to do.
People have an unrealistic expectation towards their result, anything other than the perfect performance is counted as default (Horwitz et al., 1986). A fear of evaluation is provoked by the language anxiety, which differ from the test anxiety, it can also happen in other social evaluation situations. It brings negative impact to the individuals’ self-esteem and the high-anxious student become more worrisome and unsecure, which worsen the learning progress and the development in the language application. A increase of the sense of unsecure by the unsatisfactory results and cause a drop in the level of self-esteem, which makes students assumes tests to be more threatening and hard to handle. And eventually result in a decrease of ability in cope with the stressful situation.
In my point of view, I use co-mixed language often, because I think sometimes it is hard to explain things by using straight Chinese or English, and my brain turns blank when I am trying to recall a vocab, so I use the other language to replace. Co-mix is not only including English and Chinese but also other language. Let me make a typical example, in Japanese there is a word called “気持ちい” (Ki/ mo /chi/ ii) which means feeling comfortable, but both Chinese and English can’t express that exact feeling, sin this case using co-mix in the sentence is the best way to tell others your feeling. So co-mix is important to express our
It is a very good piece of news for English learners who do not like English or learners who fail to master it, since some of them think that English will not impede their future development anymore. A lot of people hold the view that the practical value of English for Chinese development remains to be deliberated. In recent years, Chinese traditional culture has been given more attention than ever before, for China is becoming stronger, and the Chinese culture is propagated and spread to overseas, which is a manifestation of China’s cultural confidence. Lots of people think that the significance of English has been lessened due to the proposition of English reform and cultural confidence. Therefore, the enthusiasm for mastering English also goes down accordingly.
In Taiwan, most of the people generally don’t speak fluent English and so, I had no choice but to speak Mandarin to the people there (Even in the school). At first, it was really hard for me to express what I wanted to say and it was very difficult to communicate with my teachers. The sentence structure of the Mandarin language and finding the right diction to talk to the people around me was much of a struggle. After quite some time, slowly and gradually, I got used to it that I could understand the lecture in history class taught in Mandarin. I could communicate properly, write papers in Mandarin and have daily conversations with native Taiwanese and all of my Taiwanese friends.
The effects of instruction in English on the learning of students in Hong Kong has attracted much concern, largely because many of the students are not proficient in English (Cooper, 1980; Ho, 1979; Llewellyn, 1982; cited in Gow and Chow, n. d.). The results of the study, however, indicated that the subjects with lower ability in English language were found to be more likely to adopt a surface strategy in their learning. On the other hand, deep motivation was positively related to English language ability. Qualitative data were also collected from interviews in an effort to explain the mechanisms behind these observations. "It was suggested that students who are weaker in English concentrate initially on deciphering the rhetorical aspects of text so are less likely to visualise the underlying meaning of what they are reading" (Gow and Chow).
In Thailand, students study English as a second language for more than 12 years, but this figure might not imply the competency in English skills of Thai student. Even though they spend years of studying for formal education, most of them get stick in a particular skill level and could not improve furthermore since they might not actually aware of the root causes and its effects. In order to cope with the problem, they need to understand a delicate process consist of (1) understanding what impede the English development progress, (2) how to develop the skills in a productive manner and (3) how to utilize evaluation to accelerate to progress. First of all, fear of failure could impede the progress of English development skills. This kind of fear limits the output provided by students.
Lack of confidence in speaking English is the common problem caused by low proficiency of English Language and education syllabus teaching in English should be implemented from primary school to high school to overcome this problem. In fact, the low English language proficiency creates a lack of confidence in speaking English. They will get anxiety and unable to speak fluently when deliver messages in front of the people. According to Joddle (n.d.), lack of confident will make them unable to argue their points in the presentation to large audience. This is because they have limited environment or classroom to practice English as their second language since they are young.
Though they don’t want to hoist their name and fame, they want to be on the safer side without getting negative criticism. First of all, English learners have the fear of pessimistic judgments passed by the reviewers/listeners and leaving unfavorable impressions on others. The anxious learners imagine that their skills in language are weaker than their peers’ and will be looked down by them. They are afraid to speak out aloud in front of the class, during speaking practice or to write any concept in English for the perusal of others. This expectation to get affirmative remarks creates an anxiety that serves as a huddle in speaking English courageously.
Chapter One Introduction In China, more and more people pay attention to learning and using English , the country will also puts English in a very important position and requirements are also getting higher and higher. In China, students from primary school and even smaller age began to learn English.Although Chinese students have learned English for a long time, the effect is not so ideal. Most of the students study English just for coping with the examination , even if the students who have good grades in English but they can not blurt out English and can not communicate with foreigners fluently.Because of conflict and fear of learning English,some of students decide to give up learning English.Why do we spend a lot of time and energy