Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities

Wenjing Zhu; Chengcheng Yan

doi:10.47297/wspiedWSP2516-250010.20250902

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Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities

Volume 9, Issue 2

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Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities
Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities
Qingdao City University, Shandong, China, 266106
Vol. 9, Issue 2, Pages: 44-47(2025)
Published：19 February 2025
DOI：10.47297/wspiedWSP2516-250010.20250902
Accepted：

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Zhu Wenjing,Yan Chengcheng.Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities[J].Journal of International Education and Development,2025,09(02):44-47.
DOI：

Zhu Wenjing,Yan Chengcheng.Critical Discourse Analysis and Its Pedagogical Implications for English Major Education in Chinese Universities[J].Journal of International Education and Development,2025,09(02):44-47. DOI： 10.47297/wspiedWSP2516-250010.20250902.

摘要

Abstract

The past decades have witnessed the process of educators and researchers reaching a consensus: Language education should not merely be focused on a linguistic level. A great number of studies have done in conceptualizing socio-cultural element of language education. The elements encompass people's emotions

attitudes

identities

beliefs and so on. Many perspectives and tools are developed for researchers to dig into 'what is behind language' and 'what language can do'

such as critical linguistic (Cling) and systematic functional linguistic (SFL). Among these approaches

Critical Discourse Analysis (CDA) stands out with a particular focus on power and ideology

and it is combined by educators into developing social-guided and cultural-based teaching method. In this paper

we will present studies on the relations between language and power and analyse CDA as an approach to understand

study

and teach the power of language in part one; then review existing researches of CDA-based pedagogy in language classrooms in part two. In the third and fourth part

investigations will be conducted in discussing the feasibility of adopting CDA in teaching English majors in Chinese universities

and further implications will be summarised from both students and teachers perspectives.

关键词

Keywords

references

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