Chinese Students’ Writing in English: Implications from a by Maria Leedham

By Maria Leedham

Chinese scholars are the biggest overseas pupil workforce in united kingdom universities this present day, 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 accumulated within the united kingdom within the early 2000s - this examine explores chinese language scholars’ written assignments in English in quite a number college disciplines, contrasting those with assignments from British scholars. The learn is supplemented by means of questionnaire and interview datasets with self-discipline academics, writing tutors and scholars, and gives a finished photo of the chinese language pupil 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 often. In a globalized academic setting, it will be important for educators to appreciate variations in writing types around the pupil physique, and to maneuver from the common deficit version of pupil writing in the direction of a descriptive version which embraces other ways of accomplishing success.

Chinese scholars’ Writing in English could be of worth to researchers, EAP tutors, and college teachers educating chinese language scholars within the united kingdom, China, and different English or Chinese-speaking countries.

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Adamson (2004: 109) describes how, during this decade-long struggle, Mao’s followers tried to ‘turn the classroom into a microcosm of revolutionary society’ wherein teachers led students in the fight against the perceived perils of Western capitalism. ELT again became overtly political with textbooks containing quotations from Mao and no readings about foreign countries. Under Mao’s rule, Chinese leaders encouraged the population to turn against teachers and scholars and forced them to denounce ideas considered intellectual.

We, I); these are each discussed below. g. , 2002; Hyland, 2008a; Lee and Chen, 2009; Milton, 1999). , 1999: 875). Definitions of this linguistic phenomenon vary, however, making it difficult to compare findings across studies (for discussion on terminology, see Liu, 2008: 492–3). Exploring his own corpus of Hong Kong Chinese university student writing in English, Milton (1999: 226) found that students tended to ‘overuse’ informal connecting chunks such as first of all, on the other hand, (as) we/you know, in my opinion, all in all, particularly in sentence-initial position.

Devising a taxonomy of functions is a common means of discerning uses of first person pronouns (Harwood, 2005, 2009; Hewings and Coffin, 2007; Mayor, 2006; Rai, 2008). For example in their seminal study, Tang and John (1999) employed six categories of first person pronouns: representative, guide, architect, recounter of research process, opinion-holder and originator. Later researchers have used similar taxonomies, depending on their investigative needs (see Chapter Four for my categorization of first person pronouns using categories derived from Tang and John’s classification).

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