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Learner autonomy, teacher authority and Confucianism in language education: A Chinese perspective


Lu, J and Fan, S, Learner autonomy, teacher authority and Confucianism in language education: A Chinese perspective, Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 333-345. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

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Copyright 2015 Nova Science Publishers, Inc.

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Learner autonomy is currently being stressed by the Ministry of Education (MOE) in China to improve students‘ independent learning capability in language education. On the one hand, the MOE required fostering Chinese students‘ ability in order to develop their autonomous learning capability. On the other hand, the MOE issued the document based on Eastern research instead of considering the Chinese context; thus, there are possible conflictions and challenges occurring in the current Chinese educational system. This chapter introduces the framework of the Chinese educational system and then moves to review the development of learner autonomy in the West and in China. Furthermore, it discusses the significant influence of teacher authority and Confucian heritage. Lastly, suggestions relating to bridging the gap between top universities and regular universities regarding adopting self-access learning centers are provided from a Chinese perspective.

Item Details

Item Type:Research Book Chapter
Keywords:learner autonomy, MOE, Chinese educational system, Confucian heritage
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Fan, S (Dr Frances Fan)
ID Code:102627
Year Published:2015
Deposited By:Education
Deposited On:2015-09-01
Last Modified:2017-11-20

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