College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4

Autores/as

  • Yihan Gao School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
  • Han Shi School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China
  • Yongliang Wang School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China https://orcid.org/0000-0002-4672-8481

Resumen

With the development of college English teaching reform in China, growing attention has been paid to the improvement of teaching materials and teaching methods. This book review introduces the monograph College English Teaching Reform Based on Intersubjectivity Teaching Model written by Yongxiang Wang, Youyi Zhu et al. from three aspects, namely content, strengths, and weaknesses. It is found that through the intersubjectivity teaching model, the model which breaks the limitation of the binary opposition approach and reflects Bakhtin’s Dialogue Theory, this monograph makes a profound reflection on modern college English teaching and puts forward instructive methods for English teaching, which makes significant contributions to the reform of college English teaching in China and are worth further promoting.

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Biografía del autor/a

Yihan Gao, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

Yihan Gao

Postgraduate student of English Language and Literature at School of Foreign Languages, Nanjing Normal University, China. In recent years, she has developed a keen interest in the theory and practice of English language teaching. She spends a lot of time researching various teaching methods and materials and actively participates in various language teaching seminars, exchanging ideas with her peers.

Han Shi, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

Han Shi

Postgraduate student of Applied Linguistics at School of Foreign Languages, Nanjing Normal University, China. Her areas of interest are theory and practice of English language teaching, and the relationship between positive psychology and foreign language teaching research. She focuses on frontier research in the aforementioned fields and actively participates in language teaching seminars. Her theoretical accomplishments and research capacity have been steadily improved.

Yongliang Wang, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

Yongliang Wang (Corresponding author)

Associate Professor in applied linguistics, Ph.D. degree holder, works for School of Foreign Studies, North China University of Water Resources and Electric Power, China, and works as a supervisor for postgraduate students in applied linguistics with School of Foreign Languages and Cultures, Nanjing Normal University, China. He serves as an editorial board member and a peer reviewer for several accredited international journals in the field of EFL education. His name was selected in the Highly Cited Chinese Researchers by Elsevier in 2022. In recent years, his research interests lie in the interface between positive psychology (PP) and EFL teacher education, technology assisted language learning, and semiotics studies in intercultural communication. His recent academic publications have appeared in either international or Chinese core journals, such as System, Journal of Multilingual and Multicultural Development, Applied Linguistics Review, Thinking Skills and Creativity, Porta Linguarum, and International Journal of Applied Linguistics, etc.

Citas

Beraldo, R. M., Ligorio, M. B., & Barbato, S. B. (2018). Intersubjectivity in primary and secondary education: A review study. Research Papers in Education, 33, 278 - 299. https://doi.org/10.1080/02671522.2017.1302497

Dennen, V. P., Hall, B. M., & Hedquist, A. (2023). A systematic review of research on intersubjectivity in online learning: Illuminating opportunities for cohesion and mutual understanding in the research conversation. Online Learning, 27(1), 158-186. https://doi.org/10.24059/olj.v27i1.3430

Di Gesú, M. G. (2021). Building intersubjectivity in online learning: Pupils’ and mo students’ perception of teachers’ social presence in technology-mediated teaching and learning processes. Human Arenas, 4(2), 338-349. https://doi.org/10.1007/s42087-021-00226-x

Vashishtha, P., & Panda, M. (2019). Exploring intersubjective interactions: A sociocultural analysis of pedagogical practices in a Digantar school. Psychological Studies, 64, 161–172. https://doi.org/10.1007/s12646-019-00487-1

Publicado

28-06-2024

Cómo citar

Gao, Y., Shi, H., & Wang, Y. (2024). College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (42). Recuperado a partir de https://revistaseug.ugr.es/index.php/portalin/article/view/29331

Número

Núm. 42 (2024): Junio [Versión provisional]

Sección

Reseñas

Licencia

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