How can Chinese English teachers meet the challenge of creating a learner-centered, communicative, intercultural classroom to achieve optimal student learning outcomes?
Bibliographic record
Abstract
Effective reforms on English education in China are necessary and essential. Concepts of western English education, such as learner-centered, communicative, or intercultural bring both enlightenment and confusion to Chinese English teachers. However, the adoption of these concepts must be done based on Chinese its own English teaching and learning context. Key words: learner-centered; communicative language teaching; intercultural; task based Resume: Des reformes efficaces de l'enseignement de l'anglais en Chine sont necessaires et essentiels. Des concepts de l'enseignement de l’anglais cccidentaux, par exemple un enseignement centre sur l'apprenant, communicatif, ou interculturel, rendent les professeurs chinois d’anglais a la fois eclaire et confus. Toutefois, l'adoption de ces concepts doivraient etre realisee en fonction du contexte propre de l’enseignement et de l’apprentissage en Chine. Mots-cles: centre sur l’apprenant; enseignement de langue communicatif; interculturel, basee sur le travail
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".