By Maria Leedham
Chinese scholars are the biggest foreign scholar crew in united kingdom universities at the present time, but little is understood approximately their undergraduate writing and the demanding situations they face. Drawing at the British educational Written English corpus - a wide corpus of informed undergraduate scholar writing accrued within the united kingdom within the early 2000s - this research explores chinese language scholars’ written assignments in English in various collage disciplines, contrasting those with assignments from British scholars. The examine is supplemented through questionnaire and interview datasets with self-discipline academics, writing tutors and scholars, and offers a entire photograph of the chinese language scholar author at the present time.
Theoretically framed via paintings inside educational literacies and lexical priming, the writer seeks to discover what we all know approximately chinese language scholars’ writing and to increase those findings to undergraduate writing extra in general. In a globalized academic surroundings, it will be significant for educators to appreciate changes in writing types around the pupil physique, and to maneuver from the frequent deficit version of scholar writing in the direction of a descriptive version which embraces alternative ways of accomplishing success.
Chinese scholars’ Writing in English may be of worth to researchers, EAP tutors, and college academics educating chinese language scholars within the united kingdom, China, and different English or Chinese-speaking countries.
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Additional resources for Chinese Students’ Writing in English: Implications from a Corpus-Driven Study
Education is viewed as a life-enhancing opportunity in the People’s Republic of China, involving the cultivation of a person’s inner self in addition to providing a means for career enhancement, with English, Chinese and Maths regarded as the ‘three fundamental subjects’ (‘san zhu ke’) of the Chinese curriculum and students across the PRC show a strong work ethic. Results from the 2012 Programme for International Student Assessment (PISA, 2014) for maths, science and reading indicate that students from Shanghai’s schools again outperformed those from a total of 65 countries or regions across the world.
G. g. praising Sino-Soviet cooperation). The Grammar Translation method of learning the classical Chinese of literary works was adapted to the Soviet model of learning through Intensive Reading courses. Language courses were built around short texts, each graded for structural content, and were heavily teacher-controlled. In practice, however, lessons differed little from previously, with a focus on manipulating grammatical structure, learning rules, reciting texts and translation. The low status of English continued until the early 1960s when China’s rejection of Stalinist teaching led to a split in Sino-Soviet relations and a consequent downgrading of Russian language learning.
2005, in Grabe, 2009: 119). A plausible reason for this difference is that Chinese has more information packed into each word or orthographic unit than is the case for English. Grabe goes on to argue that a reader from a particular L1 uses the combination of strategies which are most suited to reading their L1. 123). In other words, readers of Chinese decode characters through the strategy of identifying a semantic component first, with the phonological component taking second place. 120) since character recognition relies on visual memory to a larger extent than is the case for readers of alphabetic languages.
Chinese Students’ Writing in English: Implications from a Corpus-Driven Study by Maria Leedham