The emotional effect claimed by Kiang is illustrated in quotes such as these, although the educational impact is supported more indirectly through the chapter.
Overall, he provides more examples of students being negatively affected by incorrect pronunciation, and it is difficult to find examples within the text of a positive educational impact as such.
Zhang's position was condemned by New Culture champions of scientific modernity who construed Zhang's position as reactionary metaphysics beholden to the past without addressing his self-critical interpretation of modernity that adopted early twentieth century Western critiques of the spiritual and capitalist crisis-tendencies of modernity.
In response to this complex situation, Zhang articulated a phenomenological interpretation of the social-political, ethical, and cultural lifeworld, drawing on classic and contemporary Chinese and Western sources, which endeavored to more adequately address the paradoxes of Westernization and modernization and the crisis of Chinese ethical life.
And yet much of the environmental work conducted in these cities has been directed at an industrial past, cleaning up the waste left over from long-departed manufacturing sectors.
Drawing on David Harvey’s writings on urban process, this paper develops a theory of “waste switching” that situates EGS within a larger negotiation of space and time across city landscapes.
Kiang (2004) gives various examples to support his claim that "the positive emotional and educational impact on students is clear" (p.210) when instructors try to pronounce students' names in the correct way.
He quotes one student, Nguyet, as saying that he "felt surprised and happy" (p.211) when the tutor said his name clearly.
In each example, the section that refers to a source has been highlighted in bold.
The note below the example then explains how the writer has used the source material.