Unpacking the Emotional Experiences of English Majors Preparing for Postgraduate Entrance Exam in China

Autor/inn/en	Song, Hanxiao; Zhang, Yu
Titel	Unpacking the Emotional Experiences of English Majors Preparing for Postgraduate Entrance Exam in China
Quelle	In: English Language Teaching, 15 (2022) 4, S.117-128 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Emotional Experience; Neoliberalism; Graduate Study; College Entrance Examinations; Competition; Metacognition; Ideology; Political Attitudes; Student Attitudes; Self Concept; Power Structure; Second Language Learning; Second Language Instruction; Language Planning; Foreign Countries; Test Preparation; Socioeconomic Influences; English (Second Language); Learning Experience; Majors (Students); Masters Programs; College Admission; Student Characteristics; Chinese; Language Proficiency; China + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Aufbaustudium; Graduiertenstudium; Hauptstudium; Aufnahmeprüfung; Wettkampf; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ideologie; Political attitude; Politische Einstellung; Schülerverhalten; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachwechsel; Ausland; Sozioökonomischer Faktor; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Magister course; Magisterstudiengang; Hochschulzugang; Hochschulzulassung; Zulassung; China; Chinesen; Language skill; Language skills; Sprachkompetenz
Abstract	As a neoliberally-driven test, China's postgraduate entrance exam is gaining an increasing attention nationwide due to the intense competition in the local market and the dramatic size of Chinese students taking the exam. Under the neoliberal mechanism, Chinese candidates are ideologically self-regulated and emotionally-driven to mobilize their resources and maximize their opportunities to pass the exam. Seeing emotion as sociopolitically loaded and ideologically driven, this study unpacks the emotional experiences of Chinese students preparing for postgraduate entrance exam. Findings indicate that, despite their successful performance, Chinese postgraduate students have experienced a series of negative emotions imposed by various socioeconomic factors. Findings also show that their emotional experiences are intertwined with their different identity construction and negotiated between social relations and power. Overall, this article highlights the importance of addressing the need of studying the emotions and language learners from the sociopolitical perspective. The study is closed by the implications for language education and language policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01