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Wednesday, April 12, 2023

Chinese economic reform

From Wikipedia, the free encyclopedia
Chinese economic reform
Simplified Chinese改革开放
Traditional Chinese改革開放
Literal meaning"Reform and Opening-Up"

The Chinese economic reform or Chinese economic miracle, also known domestically as Reform and Opening-up (Chinese: 改革开放; pinyin: Gǎigé kāifàng) refers to a variety of economic reforms termed "socialism with Chinese characteristics" and "socialist market economy" in the People's Republic of China (PRC) that began in the late 20th century. Guided by Deng Xiaoping, who is often credited as the "General Architect", the reforms were launched by reformists within the ruling Chinese Communist Party (CCP) on December 18, 1978, during the "Boluan Fanzheng" period. The reforms briefly went into stagnation after the 1989 Tiananmen Square protests and massacre, but were revived after Deng Xiaoping's southern tour in 1992. The reforms led to significant economic growth for China within the successive decades; in 2010, China overtook Japan as the world's second-largest economy by nominal GDP and in the 2010s became the world's largest economy by GDP (PPP).

Prior to the reforms, the Chinese economy was dominated by state ownership and central planning. From 1950 to 1973, Chinese real GDP per capita grew at a rate of 2.9% per year on average, albeit with major fluctuations stemming from the Great Leap Forward and the Cultural Revolution. This placed it near the middle of the Asian nations during the same period, with neighboring capitalist countries such as Japan, South Korea, Singapore and then rival Chiang Kai-shek's Republic of China (ROC) outstripping mainland China's rate of growth. Starting in 1970, the economy entered into a period of stagnation, and after the death of Mao Zedong, the Communist Party leadership decided to abandon Maoism and turn to market-oriented reforms to salvage the stagnant economy.

The CCP carried out the market reforms in two stages. The first stage, in the late 1970s and early 1980s, involved the de-collectivization of agriculture, the opening up of the country to foreign investment, and permission for entrepreneurs to start businesses. However, a large percentage of industries remained state-owned. The second stage of reform, in the late 1980s and 1990s, involved the privatization and contracting out of much state-owned industry. The 1985 lifting of price controls was a major reform, and the lifting of protectionist policies and regulations soon followed, although state monopolies in the commanding heights of the economy such as banking and petroleum remained.

In 2001, China joined the World Trade Organization (WTO). Not long after, the private sector grew remarkably, accounting for as much as 70 percent of China's gross domestic product (GDP) by 2005. From 1978 until 2013, unprecedented growth occurred, with the economy increasing by 9.5% a year. The conservative Hu Jintao's administration regulated and controlled the economy more heavily after 2005, reversing some reforms. On the other hand, a parallel set of political reforms were launched by Deng in 1980, which also inspired the then Soviet Union's Glasnost and Perestroika, but eventually ended in 1989 due to the crackdown on Tiananmen Square protests, halting further political liberalization.

The success of China's economic policies and the manner of their implementation resulted in immense changes in Chinese society in the last 40 years, including greatly decreased poverty while both average incomes and income inequality have increased, leading to a backlash led by the more ideologically pure New Left. In the academic scene, scholars have debated the reason for the success of the Chinese "dual-track" economy, and have compared it to attempts to reform socialism in the Eastern Bloc and the Soviet Union; as well as to the growth of other developing economies. Additionally, these series of reforms have led to China's rise as a great power and a shift of international geopolitical interests towards China, especially in matters relating to the ambiguous political status of Taiwan. Nevertheless, matters such as corruption, pollution and a rapidly aging population remain serious issues that the Chinese government has to tackle. Some analysts have also added that the reform era has been scaled down significantly during the leadership of current CCP General Secretary Xi Jinping when the reformists lost power, citing that Xi has reasserted state control over different aspects of Chinese society, including the economy.

Course of reforms

Origin

In September 1976, Mao Zedong died, and in October, Hua Guofeng together with Ye Jianying and Wang Dongxing arrested the Gang of Four, putting an end to the Cultural Revolution. Hua's break with Cultural Revolution era economic policies was consistent with the 1975 reform agenda of Deng Xiaoping. Hua made national economic development a matter of the highest priority and emphasized the need to achieve "liberation of productive forces." He "combined Soviet-style big push industrialization with an opening up to the capitalist world" and under his leadership, China opened its first Special Economic Zone and launched major efforts to attract foreign direct investment.

Economic reforms began in earnest during the "Boluan Fanzheng" period, especially after Deng and his reformist allies rose to power with Deng replacing Hua Guofeng as the paramount leader in December 1978. By the time Deng took power, there was widespread support among the elite for economic reforms. As the de facto leader, Deng's policies faced opposition from party conservatives but were extremely successful in increasing the country's wealth.

1979–1984

The image of Deng Xiaoping in Shenzhen, Guangdong, one of the first special economic zones approved by Deng in 1979.

In 1979, Deng Xiaoping emphasized the goal of "Four Modernizations" and further proposed the idea of "xiaokang", or "moderately prosperous society". The achievements of Lee Kuan Yew to create an economic success in Singapore had a profound effect on the Communist leadership in China. Leaders in China made a major effort, especially under Deng Xiaoping, to emulate his policies of economic growth, entrepreneurship, and subtle suppression of dissent. Over the years, more than 22,000 Chinese officials were sent to Singapore to study its methods.

Deng's first reforms began in agriculture, a sector long mismanaged by the Chinese Communist Party. By the late 1970s, food supplies and production had become so deficient that government officials were warning that China was about to repeat the "disaster of 1959", the famines which killed tens of millions during the Great Leap Forward. Deng responded by decollectivizing agriculture and emphasizing the household-responsibility system, which divided the land of the People's communes into private plots. Under the new policy, peasants were able to exercise formal control of their land as long as they sold a contracted portion of their crops to the government. This move increased agricultural production by 25 percent between 1975 and 1985, setting a precedent for privatizing other parts of the economy. The bottom-up approach of the reforms promoted by Deng, in contrast to the top-down approach of the Perestroika in the Soviet Union, is considered an important factor contributing to the success of China's economic transition.

Reforms were also implemented in urban industry to increase productivity. A dual-price system was introduced, in which (State-owned enterprise reform 1979) state-owned industries were allowed to sell any production above the plan quota, and commodities were sold at both plan and market prices, allowing citizens to avoid the shortages of the Maoist era. Moreover, the adoption of Industrial Responsibility System 1980s further promote the development of state-owned enterprise by allowing individuals or groups to manage the enterprise by contract. Private businesses were allowed to operate for the first time since the Communist takeover, and they gradually began to make up a greater percentage of industrial output. Price flexibility was also increased, expanding the service sector.

At the same time, in December 1978, Deng announced a new policy, the Open Door Policy, to open the door to foreign businesses that wanted to set up in China. For the first time since the Kuomintang era, the country was opened to foreign investment. Deng created a series of Special Economic Zones, including Shenzhen, Zhuhai and Xiamen, for foreign investment that were relatively free of the bureaucratic regulations and interventions that hampered economic growth. These regions became engines of growth for the national economy. On January 31, 1979, the Shekou Industrial Zone of Shenzhen was founded, becoming the first experimental area in China to "open up".

In July 1979, China adopted its first Law on Joint Venture Using Chinese and Foreign Investment. This law was effective in helping to attract and absorb foreign technology and capital from advanced countries like the United States, facilitated China's exports to such countries, and thereby contributed to China's subsequent rapid economic growth.

Under the leadership of Yuan Geng, the "Shekou model" of development was gradually formed, embodied in its famous slogan Time is Money, Efficiency is Life, which then widely spread to other parts of China. In January 1984, Deng Xiaoping made his first inspection tour to Shenzhen and Zhuhai, praising the "Shenzhen speed" of development as well as the success of the special economics zones.

Hu Yaobang, then General Secretary of CCP, played an important role in implementing the reforms together with Zhao Ziyang, then Premier of China.

Besides Deng Xiaoping himself, important high-ranking reformists who helped carry out the reforms include Hu Yaobang, then General Secretary of Chinese Communist Party, and Zhao Ziyang, then Premier of the People's Republic of China. Other leaders who favored Deng's reforms include Xi Zhongxun (the father of Xi Jinping), Wan Li, Hu Qili and others. Another influential leader was Chen Yun, regarded by some as the second most powerful person in China after Deng with more conservative ideology of the reforms. Though Deng Xiaoping is credited as the architect of modern China's economic reforms, Chen was more directly involved in the details of its planning and construction, and led a force that opposed many of the reforms from Deng's side. The two sides struggled over the general direction of the reforms until Chen died in 1995. A key feature of Chen's ideas was to use the market to allocate resources, within the scope of an overall plan. Some reforms of the early 1980s were, in effect, the implementation of a program that Chen had outlined in the mid-1950s. Chen called this the "birdcage economy (鸟笼经济/鳥籠經濟)". According to Chen, "the cage is the plan, and it may be large or small. But within the cage the bird [the economy] is free to fly as he wishes." Chen and some other conservative leaders including Li Xiannian never visited Shenzhen, the leading special economic zone championed by Deng.

1984–1993

Shenzhen, one of the first special economic zones of China and the "Silicon Valley of China". Notable high-tech companies such as Huawei, ZTE and Konka were all founded in Shenzhen in the 1980s.

During this period, Deng Xiaoping's policies continued beyond the initial reforms. Controls on private businesses and government intervention continued to decrease, notably in the agrifood sector which saw relaxation of price controls in 1985 and the establishment of the household responsibility system, and there was small-scale privatization of state enterprises which had become unviable. A notable development was the decentralization of state control, leaving local provincial leaders to experiment with ways to increase economic growth and privatize the state sector. Township and village enterprises, firms nominally owned by local governments but effectively private, began to gain market share at the expense of the state sector. With the help of Yuan Geng, the first joint-stock commercial bank in China, the China Merchants Bank, and the first joint-stock insurance company in China, the Ping An Insurance, were both established in Shekou. In May 1984, fourteen coastal cities in China including Shanghai, Guangzhou and Tianjin were named "Open Coastal Cities (沿海开放城市)".

A significant economic debate during this period concerned the approach to price liberalization and whether China should adopt an approach consistent with shock therapy -- sudden price liberalization – or a more gradual approach. But in 1986, the latter approach won out. "Confronted with the diverse, authoritative warnings about the unforeseeable risks of imposing the shock of price reform and the uncertainty about its benefits," Premier Zhao Ziyang and the leadership ultimately rejected shock price reform. Zhao had accepted the argument that the basic concern in economic reform was energizing enterprises. By late summer, what started under the rubric of "coordinated comprehensive package reform" had been diluted to an adjustment in the price of steel (although its price was both important had carried symbolic weight) as well as partial tax and financial reform. Radical price reform again became a focus in 1988, and this time led to spiraling inflation (the first time it had done so since the 1940s) as well as a backlash that included local protests, bank runs, and panic buying. The Chinese leadership halted these price liberalization plans in fall 1988 and instead focused on austerity, price reform, and retrenchment.

Corruption and increased inflation increased discontent, contributing to the 1989 Tiananmen Square protests and massacre and a conservative backlash after that event which ousted several key reformers and threatened to reverse many of Deng's reforms. The events of 1988 and 1989 led to the imprisonment or exile of many reformist officials. However, Deng stood by his reforms and in 1992, he affirmed the need to continue reforms in his southern tour. Thanks to his encouragement, in November 1990 the Shanghai Stock Exchange was reopened after being closed by Mao 40 years earlier, while the Shenzhen Stock Exchange was also founded in December 1990.

In contrast to the approach of Deng, conservative elders led by Chen Yun called to strike a balance between too much laissez-faire market economy and retaining state control over key areas of the economy. Chen Yun helped preserve the economy by preventing policies that would have damaged the interests of special interest groups in the government bureaucracy.

Although the economy grew quickly during this period, economic troubles in the inefficient state sector increased. Heavy losses had to be made up by state revenues and acted as a drain upon the economy. Inflation became problematic in 1985, 1988 and 1992. Privatizations began to accelerate after 1992, and the private sector grew as a percentage of GDP. China's government slowly expanded recognition of the private economy, first as a "complement" to the state sector (1988) and then as an "important component" (1999) of the socialist market economy.

1993–2005

The Lujiazui financial district of Pudong, Shanghai, the financial and commercial hub of modern China
 
A market in Kashgar in 1992 with slogans of "Insist reform and opening-up", an alternative rendering of insisting Chinese economic reform which was well underway at the time.

In the 1990s, Deng allowed many radical reforms to be carried out. In 1993, the National People's Congress adopted the landmark Corporation Law. It provides that in state owned enterprises, the state is no more than an investor and controller of stock and assets. Pursuant to the Corporation Law, private and foreign investment in such enterprises must be below 49%. The law also permitted state firms to declare bankruptcy in the event of business failure.

In the beginning, Chen supported Deng, carried out and implemented many of the influential reforms that made a generation of Chinese richer. But later, Chen realized that the state still needed an active iron hand involvement in the market to prevent the private sector from becoming untamable. Chen's criticism of Deng's later economic reforms was widely influential within the Communist Party and was reflected in the policies of China's leaders after Deng. Chen's theories supported the efforts of Jiang Zemin and Hu Jintao to use state power to provide boundaries for the operation of the market, and to mediate the damage that capitalism can do to those who find it difficult to benefit from the free market. Chen's notion of the CPC as a "ruling party" was central to the redefinition of the role of the Party in Jiang Zemin's Three Represents. In 2005, on the occasion of the hundredth anniversary of Chen's birth, the Party press published, over the course of several weeks, the proceedings of a symposium discussing Chen's contributions to CCP history, theory and practice.

Although Deng died in 1997, reforms continued under his handpicked successors, Jiang Zemin and Zhu Rongji, who were ardent reformers who also abided by Chen Yun advice to keep the reforms steady and keep the state still in charge of key areas. In 1997 and 1998, large-scale privatization occurred, in which all state enterprises, except a few large monopolies, were liquidated and their assets sold to private investors. Between 2001 and 2004, the number of state-owned enterprises decreased by 48 percent. During the same period, Jiang and Zhu also reduced tariffs, trade barriers, and regulations; reformed the banking system; dismantled much of the Mao-era social welfare system; forced the Chinese army (PLA) to divest itself of military-run businesses; reduced inflation; and joined the World Trade Organization. These moves invoked discontent among some groups, especially laid-off workers of state enterprises that had been privatized.

The domestic private sector first exceeded 50% of GDP in 2005 and has further expanded since. Also in 2005, China was able to surpass Japan as the largest economy in Asia. However, some state monopolies still remained, such as in petroleum and banking.

2005–2012

Hu Jintao and his conservative administration began to reverse some of Deng Xiaoping's reforms in 2005. Observers note that the government adopted more egalitarian and populist policies. It increased subsidies and control over the health care sector, halted privatization, and adopted a loose monetary policy, which led to the formation of a U.S.-style property bubble in which property prices tripled. The privileged state sector was the primary recipient of government investment, which, under the new administration, promoted the rise of large "national champions" which could compete with large foreign corporations. China would finally surpass Japan's economy in 2010.

2012–2020

Under Party general secretary Xi Jinping and his administration, the CCP has sought numerous reforms. Some of these had increased control over state-owned and private enterprises, at least 288 firms have revised their corporate charters to allow the Communist Party greater influence in corporate management, and to reflect the party line. This trend also includes Hong Kong listed firms, who have traditionally downplayed their party links, but are now "redrafting bylaws to formally establish party committees that previously existed only at the group level." In other dimensions, according to Ray Dalio, the Xi era has also been marked by economic opening, greater market-oriented decision-making and discontinuation of support for poorly-managed state-owned enterprises.

2020–present

On 21 July 2020, general secretary of the Chinese Communist Party, Xi Jinping made a speech to a group of public and private business leaders at the entrepreneur forum in Beijing. Xi emphasized that "We must gradually form a new development pattern with the domestic internal circulation as the main body and the domestic and international dual circulations mutually promoting each other." Since then "internal circulation" became a hot word in China. Some Chinese worry that the emphasis of "internal circulation" signals returning to 1960s-era seclusion, and ending of Chinese economic reform.

In September 2020, the CCP announced that it would strengthen United Front work in the private sector by establishing more party committees in the regional federations of industry and commerce (FIC), and by arranging a special liaison between FIC and the CCP.

The Xi Jinping era had considerably different economic objectives, in line with two campaigns, Made in China 2025 and China Standards 2035 which sought to scale up and displace US dominance in various high-tech sectors. This is alongside more aggressive pursuit of trade policies, in line with an outlook that sees China move towards taking a more active role in writing the rules of trade.

Xi Jinping and the Chinese Communist Party have undertaken a course of reforms to "combat what the Communist Party considers undesirable economic and social elements". Xi wants to rein hyper-rich entrepreneurs, narrow the country's stubborn wealth gap and promote "common prosperity."" Reforms have included outlawing crypto-currency mining and trading, banning for-profit education, and banning the IPO's and hindering the growth of large firms owned by newly minted Chinese billionaires.

Effects of the reforms

Economic performance

China's nominal GDP trend from 1952 to 2015. Note the rapid increase since reform in the late 1970s.

After three decades of reform, China's economy experienced one of the world's biggest booms. Agriculture and light industry have largely been privatized, while the state still retains control over some heavy industries. Despite the dominance of state ownership in finance, telecommunications, petroleum and other important sectors of the economy, private entrepreneurs continue to expand into sectors formerly reserved for public enterprise. Prices have also been liberalized.

China's economic growth since the reform has been very rapid, exceeding the East Asian Tigers. Since the beginning of Deng Xiaoping's reforms, China's GDP has risen tenfold. The increase in total factor productivity (TFP) was the most important factor, with productivity accounting for 40.1% of the GDP increase, compared with a decline of 13.2% for the period 1957 to 1978—the height of Maoist policies. For the period 1978–2005, Chinese GDP per capita increased from 2.7% to 15.7% of U.S. GDP per capita, and from 53.7% to 188.5% of Indian GDP per capita. Per capita incomes grew at 6.6% a year. Average wages rose sixfold between 1978 and 2005, while absolute poverty declined from 41% of the population to 5% from 1978 to 2001. Some scholars believed that China's economic growth has been understated, due to large sectors of the economy not being counted.

Impact on world growth

China is widely seen as an engine of world and regional growth. Surges in Chinese demand account for 50, 44 and 66 percent of export growth of the Hong Kong SAR of China, Japan and Taiwan respectively, and China's trade deficit with the rest of East Asia helped to revive the economies of Japan and Southeast Asia. Asian leaders view China's economic growth as an "engine of growth for all Asia".

Effect on inequality

Gini-coefficient of national income distribution around the world (dark green: <0.25, red: >0.60)

Although the economic reforms has caused significant economic growth in China, it has also caused increased inequality, resulting in backlash and an attempt at pushing back the reforms by the Chinese New Left faction. Despite rapid economic growth which has virtually eliminated poverty in urban China and reduced it greatly in rural regions and the fact that living standards for everyone in China have drastically increased in comparison to the pre-reform era, the Gini coefficient of China is estimated to be above 0.45, comparable to some Latin American countries such as Argentina and Mexico as well as the United States.

Increased inequality is attributed to the gradual withdrawal of the welfare state system in China and differences between coastal and interior provinces, the latter being burdened by a larger state sector. Some Western scholars have suggested that reviving the welfare state and instituting a re-distributive income tax system is needed to relieve inequality, while some Chinese economists have suggested that privatizing state monopolies and distributing the proceeds to the population can reduce inequality.

Reforms in specific sectors

Agriculture

Production of wheat from 1961 to 2004. Data from FAO, year 2005. Y-axis: Production in metric ton.

During the pre-reform period, Chinese agricultural performance was extremely poor and food shortages were common. After Deng Xiaoping implemented the household responsibility system, agricultural output increased by 8.2% a year, compared with 2.7% in the pre-reform period, despite a decrease in the area of land used. Food prices fell nearly 50%, while agricultural incomes rose.

Zhao Ziyang wrote in his memoirs that in the years following the household contracting system, "the energy that was unleashed … was magical, beyond what anyone could have imagined. A problem thought to be unsolvable had worked itself out in just a few years time … [B]y 1984, farmers actually had more grain than they could sell. The state grain storehouses were stacked full from the annual procurement program."

A fundamental transformation was the economy's growing adoption of cash crops instead of just growing rice and grain. Vegetable and meat production increased to the point that Chinese agricultural production was adding the equivalent of California's vegetable industry every two years. Growth in the sector slowed after 1984, with agriculture falling from 40% of GDP to 16%; however, increases in agricultural productivity allowed workers to be released for work in industry and services, while simultaneously increasing agricultural production. Trade in agriculture was also liberalized and China became an exporter of food, a great contrast to its previous famines and shortages.

Industry

In the pre-reform period, industry was largely stagnant and the socialist system presented few incentives for improvements in quality and productivity. With the introduction of the dual-price system and greater autonomy for enterprise managers, productivity increased greatly in the early 1980s. Foreign enterprises and newly formed Township and Village Enterprises, owned by local government and often de facto private firms, competed successfully with state-owned enterprises. By the 1990s, large-scale privatizations reduced the market share of both the Township and Village Enterprises and state-owned enterprises and increased the private sector's market share. The state sector's share of industrial output dropped from 81% in 1980 to 15% in 2005. Foreign capital controls much of Chinese industry and plays an important role.

From virtually an industrial backwater in 1978, China is now the world's biggest producer of concrete, steel, ships and textiles, and has the world's largest automobile market. Chinese steel output quadrupled between 1980 and 2000, and from 2000 to 2006 rose from 128.5 million tons to 418.8 million tons, one-third of global production. Labor productivity at some Chinese steel firms exceeds Western productivity. From 1975 to 1992, China's automobile production rose from 139,800 to 1.1 million, rising to 9.35 million in 2008. Light industries such as textiles saw an even greater increase, due to reduced government interference. Chinese textile exports increased from 4.6% of world exports in 1980 to 24.1% in 2005. Textile output increased 18-fold over the same period.

This increase in production is largely the result of the removal of barriers to entry and increased competition; the number of industrial firms rose from 377,300 in 1980 to nearly 8 million in 1990 and 1996; the 2004 economic census, which excluded enterprises with annual sales below RMB 5 million, counted 1.33 million manufacturing firms, with Jiangsu and Zhejiang reporting more firms than the nationwide total for 1980. Compared to other East Asian industrial growth spurts, China's industrial performance exceeded Japan's but remained behind South Korea and Taiwan's economies.

Trade and foreign investment

Global distribution of Chinese exports in 2006 as a percentage of the top market

Some scholars assert that China has maintained a high degree of openness that is unusual among the other large and populous nations, with competition from foreign goods in almost every sector of the economy. Foreign investment helped to greatly increase quality, knowledge and standards, especially in heavy industry. China's experience supports the assertion that globalization greatly increases wealth for poor countries. Throughout the reform period, the government reduced tariffs and other trade barriers, with the overall tariff rate falling from 56% to 15%. By 2001, less than 40% of imports were subject to tariffs and only 9 percent of import were subject to licensing and import quotas. Even during the early reform era, protectionist policies were often circumvented by smuggling. When China joined the WTO, it agreed to considerably harsher conditions than other developing countries. Trade has increased from under 10% of GDP to 64% of GDP over the same period. China is considered the most open large country; by 2005, China's average statutory tariff on industrial products was 8.9%. The average was 30.9% for Argentina, 27.0% for Brazil, 32.4% for India, and 36.9% for Indonesia.

China's trade surplus is considered by some in the United States as threatening American jobs. In the 2000s, the Bush administration pursued protectionist policies such as tariffs and quotas to limit the import of Chinese goods. Some scholars argue that China's growing trade surplus is the result of industries in more developed Asian countries moving to China, and not a new phenomenon. China's trade policy, which allows producers to avoid paying the Value Added Tax (VAT) for exports and undervaluation of the currency since 2002, has resulted in an overdeveloped export sector and distortion of the economy overall, a result that could hamper future growth.

Foreign investment was also liberalized upon Deng's ascension. Special Economic Zones (SEZs) were created in the early 1980s to attract foreign capital by exempting them from taxes and regulations. This experiment was successful and SEZs were expanded to cover the whole Chinese coast. Although FDI fell briefly after the 1989 student protests, it increased again to 160 billion by 2004.

Services

In the 1990s, the financial sector was liberalized. After China joined the World Trade Organization (WTO), the service sector was considerably liberalized and foreign investment was allowed; restrictions on retail, wholesale and distribution ended. Banking, financial services, insurance and telecommunications were also opened up to foreign investment.

China's banking sector is dominated by four large state-owned banks, which are largely inefficient and monopolistic. China's largest bank, ICBC, is the largest bank in the world. The financial sector is widely seen as a drag on the economy due to the inefficient state management. Non-performing loans, mostly made to local governments and unprofitable state-owned enterprises for political purposes, especially the political goal of keeping unemployment low, are a big drain on the financial system and economy, reaching over 22% of GDP by 2000, with a drop to 6.3% by 2006 due to government recapitalization of these banks. In 2006, the total amount of non-performing loans was estimated at $160 billion. Observers recommend privatization of the banking system to solve this problem, a move that was partially carried out when the four banks were floated on the stock market. China's financial markets, the Shanghai Stock Exchange and Shenzhen Stock Exchange, are relatively ineffective at raising capital, as they comprise only 11% of GDP.

Due to the weakness of the banks, firms raise most of their capital through an informal, nonstandard financial sector developed during the 1980s and 1990s, consisting largely of underground businesses and private banks. Internal finance is the most important method successful firms use to fund their activities.

By the 1980s much emphasis was placed on the role of advertising in meeting the modernization goals being promoted by Deng. Lip service was still paid to old Maoist ideals of egalitarianism, but it did not inhibit the growth of consumerism.

Government finances

In the pre-reform era, government was funded by profits from state-owned enterprises, much like the Soviet Union. As the state sector fell in importance and profitability, government revenues, especially that of the central government in Beijing, fell substantially and the government relied on a confused system of inventory taxes. Government revenues fell from 35% of GDP to 11% of GDP in the mid-1990s, excluding revenue from state-owned enterprises, with the central government's budget at just 3% of GDP. The tax system was reformed in 1994 when inventory taxes were unified into a single VAT of 17% on all manufacturing, repair, and assembly activities and an excise tax on 11 items, with the VAT becoming the main income source, accounting for half of government revenue. The 1994 reform also increased the central government's share of revenues, increasing it to 9% of GDP.

Academic studies

Reasons for success

Discussion of "China's Next Global Agenda" during the World Economic Forum (2013).

Scholars have proposed a number of theories to explain China's successful transition from a planned to a socialist market economy. This occurred despite unfavorable factors such as the troublesome legacies of socialism, considerable erosion of the work ethic, decades of anti-market propaganda, and the "lost generation" whose education disintegrated amid the disruption of the Cultural Revolution.

One notable theory is that decentralization of state authority allowed local leaders to experiment with various ways to privatize the state sector and energize the economy. Although Deng was not the originator of many of the reforms, he approved them. Another theory focuses on internal incentives within the Chinese government, in which officials presiding over areas of high economic growth were more likely to be promoted. This made local and provincial governments "hungry for investment," who competed to reduce regulations and barriers to investment to boost both economic growth and their careers. Such reforms were possible because Deng cultivated pro-market followers in the government. Herman Kahn argued that Confucian ethic was playing a "similar but more spectacular role in the modernization of East Asia than the Protestant ethic played in Europe".

Taken together, Yuen Yuen Ang argues in Foreign Affairs that political reforms took place with economic reforms under Deng, except the former did not take Western forms. She writes, "To be sure, Deng's reforms emphasized brute capital accumulation rather than holistic development, which led to environmental degradation, inequality, and other social problems. Still they undoubtedly kicked China's growth machine into gear by making the bureaucracy results oriented, fiercely competitive, and responsive to business needs, qualities that are normally associated with democracies." But this only applies to the Deng era. Ang notes that since 2012, when Xi Jinping took over, the new leader has reversed Deng's political reforms and limits to power, "just as political freedoms have become imperative for continued economic growth."

Roberto Azevêdo, Director-General of WTO, met with China's Minister of Commerce Gao Hucheng in Qingdao (2014).

China's success is also due to the export-led growth strategy used successfully by the Four Asian Tigers beginning with Japan in the 1960s–1970s and other newly industrialized countries. In 2001, China joined the World Trade Organization (WTO). As of 2006, over 400 of the Fortune 500 companies had entered the Chinese market, while at the same time a considerable number of Chinese companies had opened their markets outside of China. Foreign aids to China, including those from Hong Kong, Macau and Taiwan, also played an important role. Since the beginning of opening, China has received a significant amount of aid from major developed countries such as the United States, Japan, Germany, France and the United Kingdom. For instance, through its Official Development Assistance (ODA), Japan had offered China various forms of assistance worth 3.65 trillion Yen as of 2018. On the other hand, the assistance from the U.S. reached a total of US$556 million as of 2012, and has "helped Tibetan communities improve livelihoods, promote sustainable development and environmental conservation, and preserve cultural traditions...also supports targeted programs that strengthen cooperation on combatting the spread of HIV/AIDS and other pandemic and emerging diseases as well as rule of law programs."

In contrast to the neoliberal view which emphasizes benefits from decentralization, increased privatization, and globalization, Professor Lin Chun concludes that studies have demonstrated pre-reform period factors that are at least as compelling factors in China's success. Those factors include strong "human capital" accumulated through decades of state investments in basic needs including health care and public education, state and rural collective ownership of land, the public sector's retaining of strategic industries, government sponsorship of trade and technology transfers, and public spending.

The collapse of the Soviet Bloc and centrally planned economies in 1989 provided renewed impetus for China to further reform its economy through different policies to avoid a similar fate. China also wanted to avoid the Russian ad-hoc experiments with market capitalism under Boris Yeltsin resulting in the rise of powerful oligarchs, corruption, and the loss of state revenue which exacerbated economic disparity.

Cultural Revolution contributes to China's economic growth in long run. According to Mancur Olson, Cultural Revolution attacked the very administrators and managers on which Chinese economy depended, and the immediate result was instability and administrative chaos in short run. A longer-run result was that there were not nearly as many well-entrenched interest groups as in the Soviet Union and the European communist states, so when Deng Xiaoping and the other pragmatists take power, there were few interest groups whose lobbying could undermine Deng's market-oriented reforms, because the Cultural Revolution had destroyed the narrowly entrenched interests with a stake in the status quo.

Comparison to other developing economies

Development trends of Chinese and Indian GDP (1950–2010)

China's transition from a planned economy to a socialist market economy has often been compared with economies in Eastern Europe that are undergoing a similar transition. China's performance has been praised for avoiding the major shocks and inflation that plagued the Eastern Bloc. The Eastern bloc economies saw declines of 13% to 65% in GDP at the beginning of reforms, while Chinese growth has been very strong since the beginning of reform. China also managed to avoid the hyperinflation of 200 to 1,000% that Eastern Europe experienced. This success is attributed to the gradualist and decentralized approach of the Chinese government, which allowed market institutions to develop to the point where they could replace state planning. This contrasts with the "big bang" approach of Eastern Europe, where the state-owned sector was rapidly privatized with employee buyouts, but retained much of the earlier, inefficient management. Other factors thought to account for the differences are the greater urbanization of the CIS economies and differences in social welfare and other institutions. Another argument is that, in the Eastern European economies, political change is sometimes seen to have made gradualist reforms impossible, so the shocks and inflation were unavoidable.

China's economic growth has been compared with other developing countries, such as Brazil, Mexico, and India. GDP growth in China outstrips all other developing countries, with only India after 1990 coming close to China's experience. Scholars believe that high rates of investments, especially increases in capital invested per worker, have contributed to China's superior economic performance. China's relatively free economy, with less government intervention and regulation, is cited by scholars as an important factor in China's superior performance compared to other developing countries.

Criticism and development issues

Air pollution has become a major environmental issue in China resulting from the economic development. (The picture shows thick haze in Lujiazui of Shanghai in 2011)
 
Global CO2 gas emissions by country (2015).

The government retains monopolies in several sectors, such as petroleum and banking. The recent reversal of some reforms have left some observers dubbing 2008 the "third anniversary of the end of reforms". Nevertheless, observers believe that China's economy can continue growing at rates of 6–8 percent until 2025, though a reduction in state intervention is considered by some to be necessary for sustained growth. However, it has been reported over the years that the GDP figures and other economic data from the Chinese government may be inflated or manipulated otherwise. Officials from central government have admitted that local economic statistics are sometimes falsified, to meet the economic growth targets for personal promotion of local officials, for example.

Despite reducing poverty and increasing China's wealth, Deng's reforms have been criticized by the Chinese New Left for increasing inequality and allowing private entrepreneurs to purchase state assets at reduced prices. These accusations were especially intense during the Lang-Gu dispute, in which New Left academic Larry Lang accused entrepreneur Gu Sujung of usurping state assets, after which Gu was imprisoned. The Hu-Wen Administration adopted some New Left policies, such as halting privatizations and increasing the state sector's importance in the economy, and Keynesian policies that have been criticized by some Chinese economists who advocate a policy of deregulation, tax cuts and privatization.

Other criticisms focus on the effects of rapid industrialization on public health and the environment. However, scholars believe that public health issues are unlikely to become major obstacles to the growth of China's economy during the coming decades, and studies have shown that air quality and other environmental measures in China are better than those in developed countries, such as the United States and Japan, at the same level of development.

The economic reforms were accompanied with a series of political reforms in the 1980s, supported by Deng Xiaoping. However, many of the planned political reforms ended after the 1989 Tiananmen Square protests and massacre. Lack of political reform contributed to the serious corruption issue in China. In addition, real state bubble, pollution and population crisis are among the most serious development issues in China. For instance, China is the largest CO2 emitter in the world.

On the other hand, since the late 1970s, Deng and other senior leaders including Chen Yun and Li Xiannian supported the "one-child policy" to cope with the overpopulation crisis. But the 2010 census data showed that the population growth rate had remained very low, and due to the financial pressure and other factors, many young couples choose to delay or even abandon the plan of raising a second child even though the Chinese government has largely relaxed the one-child policy in late 2015. The population crisis threatens further economic development.

English as a second or foreign language

English classes in Moscow in 1964

English as a second or foreign language is the use of English by speakers with different native languages. Language education for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), English as a New Language (ENL), or English for speakers of other languages (ESOL). The aspect in which ESL is taught is referred to as teaching English as a foreign language (TEFL), teaching English as a second language (TESL) or teaching English to speakers of other languages (TESOL). Technically, TEFL refers to English language teaching in a country where English is not the official language, TESL refers to teaching English to non-native English speakers in a native English-speaking country and TESOL covers both. In practice, however, each of these terms tends to be used more generically across the full field. TEFL is more widely used in the UK and TESL or TESOL in the US.

The term "ESL" has been seen by some to indicate that English would be of subordinate importance; or example, where English is used as a lingua franca in a multilingual country. The term can be a misnomer for some students who have learned several languages before learning English. The terms "English language learners" (ELL), and, more recently, "English learners" (EL), have been used instead, and the students' native languages and cultures are considered important.

Methods of learning English are highly variable, depending on the student's level of English proficiency and the manner and setting in which they are taught, which can range from required classes in school to self-directed study at home, or a blended combination of both. In some programs, educational materials (including spoken lectures and written assignments) are provided in a mixture of English, and the student's native language. In other programs, educational materials are always in English, but the vocabulary, grammar, and context clues may be modified to be more easily understood by students with varying levels of comprehension. Adapting comprehension, insight-oriented repetitions, and recasts are some of the methods used in training. However, without proper cultural immersion (social learning grounds) the associated language habits and reference points (internal mechanisms) of the host country are not completely transferred through these programs. As a further complication, the syntax of the language is based on Latin grammar hence it suffers inconsistencies. The major engines that influence the language are the United States and the United Kingdom and they both have assimilated the language differently so they differ in expressions and usage. This is found to a great extent primarily in pronunciation and vocabulary. Variants of the English language also exist in both of these countries (e.g. African American Vernacular English).

The English language has a great reach and influence, and English is taught all over the world. In countries where English is not usually a native language, there are two distinct models for teaching English: educational programs for students who want to move to English-speaking countries, and other programs for students who do not intend to move but who want to understand English content for the purposes of education, entertainment, employment or conducting international business. The differences between these two models of English language education have grown larger over time, and teachers focusing on each model have used different terminology, received different training, and formed separate professional associations. English is also taught as a second language for recent immigrants to English-speaking countries, which faces separate challenges because the students in one class may speak many different native languages.

Terminology and types

The many acronyms and abbreviations used in the field of English teaching and learning may be confusing and the following technical definitions may have their currency contested upon various grounds. The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below. These terms are most commonly used in relation to teaching and learning English as a second language, but they may also be used in relation to demographic information.

English language teaching (ELT) is a widely used teacher-centered term, as in the English language teaching divisions of large publishing houses, ELT training, etc. Teaching English as a second language (TESL), teaching English to speakers of other languages (TESOL), and teaching English as a foreign language (TEFL) are also used.

Other terms used in this field include English as an international language (EIL), English as a lingua franca (ELF), English for special purposes and English for specific purposes (ESP), and English for academic purposes (EAP). Those who are learning English are often referred to as English language learners (ELL). The learners of the English language are of two main groups. The first group includes the learners learning English as their second language i.e. the second language of their country and the second group includes those who learn English as a totally foreign language i.e. a language that is not spoken in any part of their county.

English outside English-speaking countries

EFL, English as a foreign language, indicates the teaching of English in a non–English-speaking region. The study can occur either in the student's home country, as part of the normal school curriculum or otherwise, or, for the more privileged minority, in an anglophone country that they visit as a sort of educational tourist, particularly immediately before or after graduating from university. TEFL is the teaching of English as a foreign language; note that this sort of instruction can take place in any country, English-speaking or not. Typically, EFL is learned either to pass exams as a necessary part of one's education or for career progression while one works for an organization or business with an international focus. EFL may be part of the state school curriculum in countries where English has no special status (what linguistic theorist Braj Kachru calls the "expanding circle countries"); it may also be supplemented by lessons paid for privately. Teachers of EFL generally assume that students are literate in their mother tongue. The Chinese EFL Journal and Iranian EFL Journal are examples of international journals dedicated to specifics of English language learning within countries where English is used as a foreign language.

English within English-speaking countries

The other broad grouping is the use of English within the English-speaking world. In what Braj Kachru calls "the inner circle", i.e., countries such as the United Kingdom and the United States, this use of English is generally by refugees, immigrants, and their children. It also includes the use of English in "outer circle" countries, often former British colonies and the Philippines, where English is an official language even if it is not spoken as a mother tongue by a majority of the population.

In the US, Canada, Australia, and New Zealand this use of English is called ESL (English as a second language). This term has been criticized on the grounds that many learners already speak more than one language. A counter-argument says that the word "a" in the phrase "a second language" means there is no presumption that English is the second acquired language (see also Second language). TESL is the teaching of English as a second language. There are also other terms that it may be referred to in the US including ELL (English Language Learner) and CLD (Culturally and Linguistically Diverse).

In the UK and Ireland, the term ESL has been replaced by ESOL (English for speakers of other languages). In these countries TESOL (teaching English to speakers of other languages) is normally used to refer to teaching English only to this group. In the UK and Ireland, the term EAL (English as an additional language) is used, rather than ESOL, when talking about primary and secondary schools, in order to clarify that English is not the students' first language, but their second or third. The term ESOL is used to describe English language learners who are above statutory school age.

Other acronyms were created to describe the person rather than the language to be learned. The term Limited English proficiency (LEP) was first used in 1975 by the Lau Remedies following a decision of the U.S. Supreme Court. ELL (English Language Learner), used by United States governments and school systems, was created by James Crawford of the Institute for Language and Education Policy in an effort to label learners positively, rather than ascribing a deficiency to them. Recently, some educators have shortened this to EL – English Learner.

Typically, a student learns this sort of English to function in the new host country, e.g., within the school system (if a child), to find and hold down a job (if an adult), or to perform the necessities of daily life (cooking, taking a cab/public transportation, or eating in a restaurant, etc.). The teaching of it does not presuppose literacy in the mother tongue. It is usually paid for by the host government to help newcomers settle into their adopted country, sometimes as part of an explicit citizenship program. It is technically possible for ESL to be taught not in the host country, but in, for example, a refugee camp, as part of a pre-departure program sponsored by the government soon to receive new potential citizens. In practice, however, this is extremely rare. Particularly in Canada and Australia, the term ESD (English as a second dialect) is used alongside ESL, usually in reference to programs for Aboriginal peoples in Canada or Australians. The term refers to the use of standard English by speakers of a creole or non-standard variety. It is often grouped with ESL as ESL/ESD.

Umbrella terms

All these ways of denoting the teaching of English can be bundled together into an umbrella term. Unfortunately, not all of the English teachers in the world would agree on just only a simple single term(s). The term TESOL (teaching English to speakers of other languages) is used in American English to include both TEFL and TESL. This is also the case in Canada as well as in Australia and New Zealand. British English uses ELT (English language teaching), because TESOL has a different, more specific meaning; see above.

Difficulties for learners

Young Jayaji Rao Sindhia, Maharaja of Gwalior, studying English, 1846

Language teaching practice often assumes that most of the difficulties that learners face in the study of English are the consequence of the degree to which their native language differs from English (a contrastive analysis approach). A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is more closely related to English than Chinese. This may be true for anyone of any mother tongue (also called the first language, normally abbreviated L1) setting out to learn any other language (called a target language, second language or L2). See also second-language acquisition (SLA) for mixed evidence from linguistic research.

Language learners often produce errors of syntax, vocabulary, and pronunciation thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as false friends. This is known as L1 transfer or "language interference". However, these transfer effects are typically stronger for beginners' language production, and SLA research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds (for example, failure to apply 3rd person present singular -s to verbs, as in 'he make' not 'he makes').

Some students may have problems due to certain words being usable, unchanged, as different parts of speech. For example, the word "suffering" in "I am suffering terribly" is a verb, but in "My suffering is terrible" is a nounand confounding matters is the fact that both of these sentences express the same idea, using the same words. Other students might have problems due to the prescribing and proscribing nature of rules in the language formulated by amateur grammarians rather than ascribing to the functional and descriptive nature of languages evidenced from distribution. For example, a cleric, Robert Lowth, introduced the rule to never end a sentence with a preposition, inspired from Latin grammar, through his book A Short Introduction to English Grammar. The inconsistencies brought from Latin language standardization of English language led to classifying and sub-classifying an otherwise simple language structure. Like many alphabetic writing systems, English also has incorporated the principle that graphemic units should correspond to the phonemic units; however, the fidelity to the principle is compromised, compared to an exemplar language like the Finnish language. This is evident in the Oxford English Dictionary; for many years it experimented with various spellings of 'SIGN' to attain a fidelity with the said principle, among which were SINE, SEGN, and SYNE, and through the diachronic mutations eventually settled on SIGN. Cultural differences in communication styles and preferences are also significant. For example, a study among Chinese ESL students revealed that preference for not using the tense marking on verb present in the morphology of their mother tongue made it difficult for them to express time-related sentences in English. Another study looked at Chinese ESL students and British teachers and found that the Chinese learners did not see classroom 'discussion and interaction' type of communication for learning as important but placed a heavy emphasis on teacher-directed lectures.

Pronunciation

English contains a number of sounds and sound distinctions not present in some other languages. These sounds can include vowels and consonants, as well as diphthongs and other morphemes. Speakers of languages without these sounds may have problems both with hearing and pronouncing them. For example:

  • The interdentals, /θ/ ('three') and /ð/ ('thee'), both written as th, are relatively rare in other languages.
  • Phonemic contrast of /i/ with /ɪ/ (beat vs bit vowels), of /u/ with /ʊ/ (fool vs full vowels), and of /ɛ/ with /æ/ (bet vs bat vowels) is rare outside northwestern Europe, so unusual mergers or exotic pronunciations such as [bet] for bit may arise. Note that [bɪt] is a pronunciation often used in England and Wales for bet, and also in some dialects of American English. See Northern cities vowel shift, and Pin-pen merger.
  • Native speakers of Japanese, Korean, and most Chinese dialects have difficulty distinguishing /r/ and /l/, as do speakers of certain Caribbean Spanish dialects when these sounds are at the ends of syllables, a phenomenon known as lambdacism, which is one form of lallation.
  • Native speakers of Brazilian Portuguese, Spanish or Galician, and Ukrainian may pronounce [h]-like sounds where a /r/, /s/, or /ɡ/, respectively, would be expected, as those sounds often or almost always follow this process in their native languages, what is known as debuccalization.
  • Native speakers of Arabic, Tagalog, Japanese, Korean, and important dialects of all current Iberian Romance languages (including most of Spanish) have difficulty distinguishing [b] and [v], what is known as betacism.
  • Native speakers of almost all of Brazilian Portuguese, of some African Portuguese registers, of Portuguese-derived creole languages, some dialects of Swiss German, and several pontual processes in several Slavic languages, such as Bulgarian and Ukrainian, and many dialects of other languages, have instances of /l/ or /ɫ/ always becoming [w] at the end of a syllable in a given context, so that milk may be variously pronounced as [mɪu̯k], [mɪʊ̯k], or [mɪo̯k]. This is present in some English registersknown as l-vocalizationbut may be shunned as substandard or bring confusion in others.
  • Native speakers of many widely spoken languages (including Dutch and all the Romance ones) distinguish voiceless stop pairs /p/, /t/, /k/ from their voiced counterparts /b/, /d/, /ɡ/ merely by their sound (and in Iberian Romance languages, the latter trio does not even need to be stopped, so its native speakers unconsciously pronounce them as [β], [ð], and [ɣ ~ ɰ]voiced fricatives or approximants in the very same mouth positionsinstead much or most of the time, that native English speakers may erroneously interpret as the /v/ or /w/, /ð/ and /h/, /w/, or /r/ of their language). In English, German, Danish, and some other languages, though, the main distinguishing feature in the case of initial or stressed stopped voiceless consonants from their voiced counterparts is that they are aspirated [pʰ tʰ kʰ] (unless if immediately preceded or followed by /s/), while the voiced ones are not. As a result, much of the non-English /p/, /t/ and /k/ will sound to native English ears as /b/, /d/ and /ɡ/ instead (i.e. parking may sound more like barking).
  • Ukrainian, Turkish and Azeri speakers may have trouble distinguishing between /v/ and /w/ as both pronunciations are used interchangeably for the letter v in those languages.

Languages may also differ in syllable structure; English allows for a cluster of up to three consonants before the vowel and five after it (e.g. strengths, straw, desks, glimpsed, sixths). Japanese and Brazilian Portuguese, for example, broadly alternate consonant and vowel sounds so learners from Japan and Brazil often force vowels between the consonants (e.g. desks becomes [desukusu] or [dɛskis], and milk shake becomes [miɽukuɕeːku] or [miwki ɕejki], respectively). Similarly, in most Iberian dialects, while a word can begin with [s], and within a word [s] can be followed by a consonant, a word can never both begin with [s] and be immediately followed by a consonant, so learners whose mother tongue is in this language family often have a vowel in front of the word (e.g. school becomes [eskul], [iskuɫ ~ iskuw], [ɯskuɫ] or [əskuɫ] for native speakers of Spanish, Brazilian and European Portuguese, and Catalan, respectively).

Grammar

  • Tense, aspect, and mood – English has a relatively large number of tense–aspect–mood forms with some quite subtle differences, such as the difference between the simple past "I ate" and the present perfect "I have eaten". Progressive and perfect progressive forms add complexity. (See English verbs.)
  • Functions of auxiliaries – Learners of English tend to find it difficult to manipulate the various ways in which English uses auxiliary verbs. These include negation (e.g. "He hasn't been drinking."), inversion with the subject to form a question (e.g. Has he been drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?). A further complication is that the dummy auxiliary verb do/does/did is added to fulfil these functions in the simple present and simple past, but not to replace the verb to be (He drinks too much./Does he? but He is an addict/Is he?).
  • Modal verbs – English has several modal auxiliary verbs, each with a number of uses. These verbs convey a special sense or mood such as obligation, necessity, ability, probability, permission, possibility, prohibition, or intention. These include "must", "can", "have to", "need to", "will", "shall", "ought to", "will have to", "may", and "might".
For example, the opposite of "You must be here at 8" (obligation) is usually "You don't have to be here at 8" (lack of obligation, choice). "Must" in "You must not drink the water" (prohibition) has a different meaning from "must" in "You must have eaten the chocolate" (deduction). This complexity takes considerable work for most English language learners to master.
All these modal verbs or "modals" take the first form of the verb after them. These modals (most of them) do not have past or future inflection, i.e. they do not have past or future tense (exceptions being have to and need to).
  • Idiomatic usage – English is reputed to have a relatively high degree of idiomatic usage. For example, the use of different main verb forms in such apparently parallel constructions as "try to learn", "help learn", and "avoid learning" poses difficulty for learners. Another example is the idiomatic distinction between "make" and "do": "make a mistake", not "do a mistake"; and "do a favor", not "make a favor".
  • Articles – English has two forms of article: the (the definite article) and a and an (the indefinite article). In addition, at times English nouns can or indeed must be used without an article; this is called the zero article. Some of the differences between definite, indefinite, and zero articles are fairly easy to learn, but others are not, particularly since a learner's native language may lack articles, have only one form, or use them differently from English. Although the information conveyed by articles is rarely essential for communication, English uses them frequently (several times in the average sentence) so that they require some effort from the learner.

Vocabulary

  • Phrasal verbsPhrasal verbs (also known as multiple-word verbs) in English can cause difficulties for many learners because of their syntactic pattern and because they often have several meanings. There are also a number of phrasal verb differences between American and British English.
  • Prepositions – As with many other languages, the correct use of prepositions in the English language is difficult to learn, and it can turn out to be quite a frustrating learning experience for ESL/EFL learners. For example, the prepositions on (rely on, fall on), of (think of, because of, in the vicinity of), and at (turn at, meet at, start at) are used in so many different ways and contexts, it is very difficult to remember the exact meaning for each one. Furthermore, the same words are often used as adverbs (come in, press on, listen in, step in) as part of a compound verb (make up, give up, get up, give in, turn in, put on), or in more than one way with different functions and meanings (look up, look on, give in) (He looked up her skirt/He looked up the spelling/Things are looking up/When you're in town, look me up!; He gave in his homework/First he refused but then he gave in; He got up at 6 o'clock/He got up the hill/He got up a nativity play). Also, for some languages, such as Spanish, there is/are one/some prepositions that can mean multiple English prepositions (i.e. en in Spanish can mean on, in, or at). When translating back to the ESL learners' respective L1, a particular preposition's translation may be correct in one instance, but when using the preposition in another sense, the meaning is sometimes quite different. "One of my friends" translates to (transliterated) wahed min isdiqa'i in Arabic. Min is the Arabic word for "from", so it means one "from" my friends. "I am on page 5" translates to ich bin auf Seite 5 in German just fine, but in Arabic it is Ana fee safha raqm 5 (I am "in" page 5).
  • Word formation Word formation in English requires much rote learning. For example, an adjective can be negated by using the prefixes un- (e.g. unable), in- (e.g. inappropriate), dis- (e.g. dishonest), non- (non-standard) or a- (e.g. amoral), as well as several rarer prefixes.
  • Size of lexicon – The history of English has resulted in a very large vocabulary, including one stream from Old English and one from the Norman infusion of Latin-derived terms. (Schmitt & Marsden claim that English has one of the largest vocabularies of any known language.) One estimate of the lexicon puts English at around 250,000 unique words. This requires more work for a learner to master the language.
  • CollocationsCollocation in English is the tendency for words to occur together with others. For example, nouns and verbs that go together ("ride a bike" or "drive a car"). Native speakers tend to use chunks of collocations and ESL learners make mistakes with collocations.
  • Slang and colloquialisms – In most native English-speaking countries, many slang and colloquial terms are used in everyday speech. Many learners may find that classroom based English is significantly different from how English is usually spoken in practice. This can often be difficult and confusing for learners with little experience of using English in Anglophone countries. Also, slang terms differ greatly between different regions and can change quickly in response to popular culture. Some phrases can become unintentionally rude if misused.
  • Silent letters - Within English, almost every letter has the 'opportunity' to be silent in a word, except F, J, Q, R, V, and Y. The most common is e, usually at the end of the word and used to elongate the previous vowel(s). The common usage of silent letters can throw off how ESL learners interpret the language (especially those who are fluent in a Germanic language), since a common step to learning words in most languages is to pronounce them phonetically. Words such as queue, Colonel, knight and Wednesday tend to throw off the learner, since they contain large amounts of silent letters.

First-language literacy

Learners who have had less than eight years of formal education in their first language are sometimes called adult ESL literacy learners. Usually, these learners have had their first-language education interrupted. Many of these learners require a different level of support, teaching approaches and strategies, and a different curriculum from mainstream adult ESL learners. For example, these learners may lack study skills and transferable language skills, and these learners may avoid reading or writing. Often these learners do not start classroom tasks immediately, do not ask for help, and often assume the novice role when working with peers. Generally, these learners may lack self-confidence. For some, prior schooling is equated with status, cultured, civilized, high class, and they may experience shame among peers in their new ESL classes.

Second-language literacy

Learners who have not had extensive exposure to reading and writing in a second language, despite having acceptable spoken proficiency, may have difficulties with the reading and writing in their L2. Joann Crandall (1993) has pointed out that most teacher training programs for TESOL instructors do not include sufficient, in most cases "no", training for the instruction in literacy. This is a gap that many scholars feel needs to be addressed.

Social and academic language acquisition

Basic interpersonal communication skills (BICS) are language skills needed in social situations. These language skills usually develop within six months to two years.

Cognitive academic language proficiency (CALP) refers to the language associated with formal content material and academic learning. These skills usually take from five to seven years to develop.

Importance of reading in ESL instruction

According to some English professionals, reading for pleasure is an important component in the teaching of both native and foreign languages:

"Studies that sought to improve writing by providing reading experiences in place of grammar study or additional writing practice found that these experiences were as beneficial as, or more beneficial than, grammar study or extra writing practice."

Differences between spoken and written English

As with most languages, written language tends to use a more formal register than spoken language.

  • Spelling and pronunciation: probably the biggest difficulty for non-native speakers, since the relation between English spelling and pronunciation does not follow the alphabetic principle consistently. Because of the many changes in pronunciation which have occurred since a written standard developed, the retention of many historical idiosyncrasies in spelling, and the large influx of foreign words (mainly from Norman French, Classical Latin and Greek) with different and overlapping spelling patterns, English spelling and pronunciation are difficult even for native speakers to master. This difficulty is shown in such activities as spelling bees. The generalizations that exist are quite complex and there are many exceptions, leading to a considerable amount of rote learning. The spelling and pronunciation system causes problems in both directions: a learner may know a word by sound but be unable to write it correctly (or indeed find it in a dictionary) or they may see a word written but not know how to pronounce it or mislearn the pronunciation. However, despite the variety of spelling patterns in English, there are dozens of rules that are 75% or more reliable.

There is also debate about "meaning-focused" learning and "correction-focused" learning. Supporters for the former think that using speech as the way to explain meaning is more important. However, supporters of the latter do not agree with that and instead think that grammar and correct habit is more important.

Technology

  • Technology plays an integral part in our lives and has become a major instrument in the field of education. Educational technologies make learning and teaching of English language more convenient and enable new opportunities. The video talks about the history of technology in education and its current integration in learning. Computers have made an entry into education in the past decades and have brought significant benefits to teachers and students alike. Computers help learners by making them more responsible for their own learning. Studies have shown that one of the best ways of improving one's learning ability is to use a computer where all the information one might need can be found. In today's developed world, a computer is one of a number of systems that help learners to improve their language. Computer Assisted Language Learning (CALL) is a system which aids learners to improve and practice language skills. It provides a stress-free environment for learners and makes them more responsible. Computers can provide help to ESL learners in many different ways such as teaching students to learn a new language. The computer can be used to test students about the language they already learn. It can assist them in practicing certain tasks. The computer permits students to communicate easily with other students in different places. In recent years the increasing use of mobile technology, such as smartphones and tablet computers, has led to a growing usage application created to facilitate language learning, such as The Phrasal Verbs Machine from Cambridge. In terms of online materials, there are many forms of online materials such as blogs, wikis, webquests. For instance, blogs can allow English learners to voice their opinions, sharpen their writing skills, and build their confidence. However, some who are introverted may not feel comfortable sharing their ideas on the blog. Class wikis can be used to promote collaborative learning through sharing and co-constructing knowledge. On-line materials are still just materials and thus need to be subject to the same scrutiny of evaluation as any other language material or source.
  • Augmented reality (AR) is another emerging technology that has an important place in language education. It allows for merging of the virtual objects into the real world, as if they co-exist in the same time and place. The research has shown 8 benefits of AR in the educational setting: 1. Collaboration; 2. Connectivity; 3. Student centred; 4.Community; 5. Exploration; 6. Shared knowledge; 7. Multisensory experience; 8. Authenticity. Learners have mentioned that AR increased classroom engagement and student motivation. Two applications that have been tested in the ESL setting are QuiverVision and JigSpace.  QuiverVision offers colouring pages that can be brought to life using Android or iOS devices. JigSpace can be a helpful resource in learning complex scientific, technical and historical concepts for ESL students.
  • Increasing social nature of internet opened up new opportunities for language learners and educators. Videos, memes and chats are all sources of authentic language that are easily accessible via mobile devices or computers. Additional benefit for English language learners is that non-textual representation can be more beneficial for students with various learning preferences.
  • Integration of games and gaming in language learning has recently received a surge of interest. There are games that have been specifically designed for English language learning while there are others that can be adapted to this context. Games to Learn English includes multiple games that can be played to develop language skills. Trace Effects is a game developed by U.S. Department of State which helps learners not only increase their language knowledge but also explore American culture. The most important features of gaming are their collaborative and interactive nature which makes learning engaging for learners.
  • The learning ability of language learners can be more reliable with the influence of a dictionary. Learners tend to carry or are required to have a dictionary which allows them to learn independently and become more responsible for their own work. In these modern days, education has upgraded its methods of teaching and learning with dictionaries where digital materials are being applied as tools. Electronic dictionaries are increasingly a more common choice for ESL students. Most of them contain native-language equivalents and explanations, as well as definitions and example sentences in English. They can speak the English word to the learner, and they are easy to carry around. However, they are expensive and easy to lose, so students are often instructed to put their names on them.

Varieties of English

Teaching English, therefore, involves not only helping the student to use the form of English most suitable for their purposes, but also exposure to regional forms and cultural styles so that the student will be able to discern meaning even when the words, grammar, or pronunciation are different from the form of English they are being taught to speak. Some professionals in the field have recommended incorporating information about non-standard forms of English in ESL programs. For example, in advocating for classroom-based instruction in African-American English (also known as Ebonics), linguist Richard McDorman has argued, "Simply put, the ESL syllabus must break free of the longstanding intellectual imperiousness of the standard to embrace instruction that encompasses the many "Englishes" that learners will encounter and thereby achieve the culturally responsive pedagogy so often advocated by leaders in the field."

Social challenges and benefits

Class placement

ESL students often suffer from the effects of tracking and ability grouping. Students are often placed into low ability groups based on scores on standardized tests in English and math. There is also low mobility among these students from low to high performing groups, which can prevent them from achieving the same academic progress as native speakers. Similar tests are also used to place ESL students in college-level courses. Students have voiced frustration that only non-native students have to prove their language skills, when being a native speaker in no way guarantees college-level academic literacy. Studies have shown that these tests can cause different passing rates among linguistic groups regardless of high school preparation.

Dropout rates

Dropout rates for ESL students in multiple countries are much higher than dropout rates for native speakers. The National Center for Education Statistics (NCES) in the United States reported that the percentage of dropouts in the non-native born Hispanic youth population between the ages of 16 and 24 years old is 43.4%. A study in Canada found that the high school dropout rate for all ESL students was 74%. High dropout rates are thought to be due to difficulties ESL students have in keeping up in mainstream classes, the increasing number of ESL students who enter middle or high school with interrupted prior formal education, and accountability systems.

The accountability system in the US is due to the No Child Left Behind Act. Schools that risk losing funding, closing, or having their principals fired if test scores are not high enough begin to view students that do not perform well on standardized tests as liabilities. Because dropouts actually increase a school's performance, critics claim that administrators let poor performing students slip through the cracks. A study of Texas schools operating under No Child Left Behind found that 80% of ESL students did not graduate from high school in five years.

Access to higher education

ESL students face several barriers to higher education. Most colleges and universities require four years of English in high school. In addition, most colleges and universities only accept one year of ESL English. It is difficult for ESL students that arrive in the United States relatively late to finish this requirement because they must spend a longer time in ESL English classes in high school, or they might not arrive early enough to complete four years of English in high school. This results in many ESL students not having the correct credits to apply for college, or enrolling in summer school to finish the required courses.

ESL students can also face additional financial barriers to higher education because of their language skills. Those that don't place high enough on college placement exams often have to enroll in ESL courses at their universities. These courses can cost up to $1,000 extra, and can be offered without credit towards graduation. This adds additional financial stress on ESL students that often come from families of lower socioeconomic status. The latest statistics show that the median household income for school-age ESL students is $36,691 while that of non-ESL students is $60,280. College tuition has risen sharply in the last decade, while family income has fallen. In addition, while many ESL students receive a Pell Grant, the maximum grant for the year 2011–2012 covered only about a third of the cost of college.

Interaction with native speakers

ESL students often have difficulty interacting with native speakers in school. Some ESL students avoid interactions with native speakers because of their frustration or embarrassment at their poor English. Immigrant students often also lack knowledge of popular culture, which limits their conversations with native speakers to academic topics. In classroom group activities with native speakers, ESL students often do not participate, again because of embarrassment about their English, but also because of cultural differences: their native cultures may value silence and individual work at school in preference to social interaction and talking in class.

These interactions have been found to extend to teacher-student interactions as well. In most mainstream classrooms, a teacher-led discussion is the most common form of lesson. In this setting, some ESL students will fail to participate, and often have difficulty understanding teachers because they talk too fast, do not use visual aids, or use native colloquialisms. ESL students also have trouble getting involved with extracurricular activities with native speakers for similar reasons. Students fail to join extra-curricular activities because of the language barrier, the cultural emphasis of academics over other activities, or failure to understand traditional pastimes in their new country.

Social benefits

Supporters of ESL programs claim they play an important role in the formation of peer networks and adjustment to school and society in their new homes. Having class among other students learning English as a second language relieves the pressure of making mistakes when speaking in class or to peers. ESL programs also allow students to be among others who appreciate their native language and culture, the expression of which is often not supported or encouraged in mainstream settings. ESL programs also allow students to meet and form friendships with other non-native speakers from different cultures, promoting racial tolerance and multiculturalism.

Controversy over ethical administration of ESL programs

ESL programs have been critiqued for focusing more on revenue-generation than on educating students. This has led to controversy over how ESL programs can be managed in an ethical manner.

Professional and Technical Communication Advocacy

The field of technical and professional communication has the potential to disrupt barriers that hinder ESL learners from entering the field, although it can just as easily perpetuate these issues. One study by Matsuda & Matsuda sought to evaluate introductory-level textbooks on the subject of technical communication. Among their research, they found that these textbooks perpetuated the "myth of linguistic homogeneity—the tacit and widespread acceptance of the dominant image of composition students as native speakers of a privileged variety of English." While the textbooks were successful in referencing global and international perspectives, the portrayal of the intended audience, the you of the text, ultimately alienated any individual not belonging to a predominantly white background and culture. In constructing this guise, prospective ESL learners are collectively lumped into an "other" group that isolates and undermines their capacity to enter the field.

Furthermore, this alienation is exacerbated by the emergence of English as the pinnacle language for business and many professional realms. In Kwon & Klassen's research, they also identified and criticized a "single native-speaker recipe for linguistic success," which contributed to anxieties about entering the professional field for ESL technical communicators. These concerns about an English-dominated professional field indicate an affective filter that provides a further barrier to social justice for these ESL individuals. These misconceptions and anxieties point towards an issue of exclusivity that technical and professional communicators must address. This social justice concern becomes an ethical concern as well, with all individuals deserving usable, accessible, and inclusive information.

There is a major concern about the lack of accessibility to translation services and the amount of time and attention their English proficiency is given throughout their educational experiences. If a student lacks an understanding of the English language and still needs to participate in their coursework, they will turn to translations in order to aid their efforts. The issue is that many of these translations rarely carry the same meaning as the original text. The students in this study said that a translated text is "pretty outdated, covers only the basics or is terribly translated," and that "The technical vocabulary linked to programming can be complicated to assimilate, especially in the middle of explanatory sentences if you don't know the equivalent word in your native language." Students can't be proficient in their given subjects if the language barrier is complicating the message. Researchers found that syntax, semantics, style, etc., scramble up the original messages. This disorientation of the text fogs up the message and makes it difficult for the student to decipher what they are supposed to be learning. This is where additional time and attention are needed to bridge the gap between native English speakers and ESL students. ESL students face difficulties in areas concerning lexico-grammatical aspects of technical writing., overall textual organization and comprehension, differentiation between genres of technical communication and the social hierarchies that concern the subject matter. This inhibits their ability to comprehend complex messages from English texts, and it would be more beneficial for them to tackle these subjects individually. The primary issue with this is the accessibility to more instruction. ESL students need an individual analysis of their needs and this needs to revolve around the student's ability to communicate and interpret information in English. Due to the civil rights decision of Lauv v. Nichols school districts are required to provide this additional instruction based on the needs of students, but this requirement still needs to be acted on.

Many ESL students have issues in higher-level courses that hinder their academic performances due to the complicated language used in these courses being at a more complex level than what many ESL students were taught. In many cases of ESL students learning Computer Programming, they struggle with the language used in instructional manuals. Writing media centers have caused ESL students issues with universities unable to provide proofreading in their writing media center programs. This causes many ESL students to have difficulties writing papers for high-level courses that require a more complex lexicon than what many of them were taught. Fortunately, university tutors have had successes with teaching ESL students how to write a more technically complex language that ESL students need to know for their courses, but it raises the question of if ESL learners need to know a more complex version of the English language to succeed in their professional careers.

Peer tutoring for ESL students

Peer tutoring refers to an instructional method that pairs up low-achieving English readers, with ESL students that know minimal English and who are also approximately the same age and same grade level. The goal of this dynamic is to help both the tutor, in this case, the English speaker, and the tutee, the ESL student. Monolingual tutors are given the class material in order to provide tutoring to their assigned ESL tutee. Once the tutor has had the chance to help the student, classmates get to switch roles in order to give both peers an opportunity to learn from each other. In a study, which conducted a similar research, their results indicated that low-achieving readers that were chosen as tutors, made a lot of progress by using this procedure. In addition, ESL students were also able to improve their grades due to the fact that they increased their approach in reading acquisition skills.

Importance

Since there is not enough funding to afford tutors, and teachers find it hard to educate all students who have different learning abilities, it is highly important to implement peer-tutoring programs in schools. Students placed in ESL program learn together along with other non-English speakers; however, by using peer tutoring in a classroom it will avoid the separation between regular English classes and ESL classes. These programs will promote community between students that will be helping each other grow academically. To further support this statement, a study researched the effectiveness of peer tutoring and explicit teaching in classrooms. It was found that students with learning disabilities and low performing students who are exposed to the explicit teaching and peer tutoring treatment in the classroom, have better academic performance than those students who do not receive this type of assistance. It was proven that peer tutoring is the most effective and no cost form of teaching.

Benefits

It has been proven that peer-mediated tutoring is an effective tool to help ESL students succeed academically. Peer tutoring has been utilized across many different academic courses and the outcomes for those students that have different learning abilities are outstanding. Classmates who were actively involved with other peers in tutoring had better academic standing than those students who were not part of the tutoring program. Based on their results, researchers found that all English student learners were able to maintain a high percentage of English academic words on weekly tests taught during a tutoring session. It was also found that the literature on the efficacy of peer tutoring service combined with regular classroom teaching, is the best methodology practice that is effective, that benefits students, teachers, and parents involved.

Research on peer English immersion tutoring

Similarly, a longitudinal study was conducted to examine the effects of the paired bilingual program and an English-only reading program with Spanish speaking English learners in order to increase students' English reading outcomes. Students whose primary language was Spanish and were part of the ESL program were participants of this study. Three different approaches were the focus in which immersing students in English from the very beginning and teaching them reading only in that language; teaching students in Spanish first, followed by English; and teaching students to read in Spanish and English simultaneously. This occurs through a strategic approach such as structured English immersion or sheltered instruction.

Findings showed that the paired bilingual reading approach appeared to work as well as, or better than, the English-only reading approach in terms of reading growth and results. Researchers found differences in results, but they also varied based on several outcomes depending on the student's learning abilities and academic performance.

ESL teachers' training

Teachers in an ESL class are specifically trained in particular techniques and tools to help students learn English. Research says that the quality of their teaching methods is what matters the most when it comes to educating English learners. It was also mentioned how it is highly important for teachers to have the drive to help these students succeed and "feel personal responsibility." It is important to highlight the idea that the school system needs to focus on school-wide interventions in order to make an impact and be able to help all English learners. There is a high need for comprehensive professional development for teachers in the ESL program.

Effects of peer tutoring on the achievement gap

Although peer tutoring has been proven to be an effective way of learning that engages and promotes academic achievement in students, does it have an effect on the achievement gap? It is an obvious fact that there is a large academic performance disparity between White, Black, and Latino students, and it continues to be an issue that has to be targeted. In an article, it was mentioned that no one has been able to identify the true factors that cause this discrepancy. However it was mentioned that by developing effective peer tutoring programs in schools could be a factor that can potentially decrease the achievement gap in the United States.

Exams for learners

Learners of English are often eager to get accreditation and a number of exams are known internationally:

  • IELTS (International English Language Testing System) is the world's most popular English test for higher education and immigration. It is managed by the British Council, Cambridge Assessment English and IDP Education. It is offered in Academic, General and Life Skills versions. IELTS Academic is the normal test of English proficiency for entry into universities in the UK, Australia, Canada, and other British English countries. IELTS General is required for immigration into Australia and New Zealand. Both versions of IELTS are accepted for all classes of UK visa and immigration applications. IELTS Life Skills, was introduced in 2015 specifically to meet the requirements for some classes of UK visa application.
  • CaMLA, a collaboration between the University of Michigan and Cambridge English Language Assessment offer a suite of American English tests, including the MET (Michigan English Test), the MTELP Series (Michigan Test of English Language Proficiency), MELAB (Michigan English Language Assessment Battery), CaMLA EPT (English Placement Test), YLTE (Young Learners Test of English), ECCE and ECPE.
  • TOEFL (Test of English as a Foreign Language), an Educational Testing Service product, developed and used primarily for academic institutions in the US, and now widely accepted in tertiary institutions in Canada, New Zealand, Australia, the UK, Japan, South Korea, and Ireland. The current test is an Internet-based test and is thus known as the TOEFL iBT. Used as a proxy for English for Academic Purposes.
  • iTEP (International Test of English Proficiency), developed by former ELS Language Centers President Perry Akins' Boston Educational Services, and used by colleges and universities such as the California State University system. iTEP Business is used by companies, organizations, and governments, and iTEP SLATE (Secondary Level Assessment Test of English) is designed for middle and high school-age students.
  • PTE Academic (Pearson Test of English Academic), a Pearson product, measures reading, writing, speaking and listening as well as grammar, oral fluency, pronunciation, spelling, vocabulary and written discourse. The test is computer-based and is designed to reflect international English for academic admission into any university requiring English proficiency.
  • TOEIC (Test of English for International Communication), an Educational Testing Service product for Business English used by 10,000 organizations in 120 countries. Includes a listening and reading test as well as a speaking and writing test introduced in selected countries beginning in 2006.
  • Trinity College London ESOL offers the Integrated Skills in English (ISE) series of 5 exams which assesses reading, writing, speaking and listening and is accepted by academic institutions in the UK. They also offer Graded Examinations in Spoken English (GESE), a series of 12 exams, which assesses speaking and listening, and ESOL Skills for Life and ESOL for Work exams in the UK only.
  • Cambridge Assessment English offers a suite of globally available examinations including General English: Key English Test (KET), Preliminary English Test (PET), First Certificate in English (FCE), Certificate in Advanced English (CAE) and Certificate of Proficiency in English (CPE).
  • London Tests of English from Pearson Language Tests, a series of six exams each mapped to a level from the Common European Framework (CEFR) – see below.
  • Secondary Level English Proficiency test
  • MTELP (Michigan Test of English Language Proficiency), is a language certificate measuring a student's English ability as a second or foreign language. Its primary purpose is to assess a learner's English language ability at an academic or advanced business level.

Many countries also have their own exams. ESOL learners in England, Wales, and Northern Ireland usually take the national Skills for Life qualifications, which are offered by several exam boards. EFL learners in China may take the College English Test, the Test for English Majors (TEM), and/or the Public English Test System (PETS). People in Taiwan often take the General English Proficiency Test (GEPT). In Greece, English students may take the PALSO (PanHellenic Association of Language School Owners) exams.

The Common European Framework

Between 1998 and 2000, the Council of Europe's language policy division developed its Common European Framework of Reference for Languages. The aim of this framework was to have a common system for foreign language testing and certification, to cover all European languages and countries.

The Common European Framework (CEF) divides language learners into three levels:

  • A. Basic User
  • B. Independent User
  • C. Proficient User

Each of these levels is divided into two sections, resulting in a total of six levels for testing (A1, A2, B1, etc.).

Occupy movement

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