The challenge of academic writing for Chinese students within ...

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Becoming an independent learner This section relates to Chapter 8 which draws on many student voices but in the following section, my goal is to present the sense of two particular life narratives that elaborate on the particular theme of ‗becoming an independent learner‘. Peter Age Gender Degree subject(s) Length of study in UK to date 23 Male BA Business and English Study Hometown (on Fig 5.1) Notes One year No.5 Participant of a ‗2+2‘ exchange programme 15 My hometown is Shantou, one of the earliest special economic-zone during the reform and opening-up times of China in the 1970s. We call ourselves Chaoshan people when we meet friends from other part of Canton Province. Since the opening of economic development in Shantou, and given the mass population and limited resources in this area, many Chaoshan people choose to become businessman to earn their daily bread. In order to offer enough food to fulfil the needs of the huge family and also possessing pioneering spirit, Chaoshan people trade goods and do business all over the country, even around the world. Figure 5.10: Peter‘s perception of his own learning experience from the ages of 8 to 22 15 His Chinese university has a ‗2+2‘ exchange undergraduate programme (2 years study in China plus 2 years in the UK) with his university in the UK. 132
Figure 5.11: Peter‘s perception of his learning experience in the UK between September 2008 and April 2009 There are four children in my family including me, plus my parents and my grandmother (my grandfather went to Thailand doing business when he was young but died in an accident), so the total number of my family member is seven. My mother is a housewife. She and my grandmother brought me and my sibs up. When I was a child my father was the only resource of money in the family; he had to become a businessman in order to bear this heavy burden. My family status is a common one among the Chaoshan families. In my opinion, the osmosis of the huge family and the husband doing business sowed a seed within my heart, or within most of the Children‘s hearts in Chaoshan family, that our future is like our fathers‘ – doing business. It influenced my opinion towards education before I moved to Guangzhou – one modern city of China, but after settling in Guangzhou, my opinion towards education changed. So I divide my schooling in China into two parts: the period when I was in Shantou and the period when I was in Guangzhou. The schooling in Shantou I studied at two different schools in Shantou before my family moved to Guangzhou. During that time, as with quite a few of my peers, I didn‘t care much about study. We dreamed of being a businessman after University or even high school. The function of Education is like a triangle with a horizontal top rather than a pinnacle as follows: The horizontal top for me was like the level of high school education, I got useful knowledge until high school, and then after the high school education, it meant little of importance to me, or it could even waste my time if I continued to a higher education level. So, I spent little 133
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TRANSFORMATIONS THROUGH LEARNING: T
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ACKNOWLEDGEMENTS I have many people
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ABSTRACT This thesis explores the e
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CONTENTS ACKNOWLEDGEMENTS .........
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Learning and teaching styles ......
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LIST OF TABLES Table 1.1: Layers of
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CHAPTER 1: CONTEXTS OF ORIGIN Intro
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of openness (Deng 1984). China‘s
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p.249). They are restricted by the
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These schools of philosophy pervade
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and Northern Dynasties (386 - 581)
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Benevolence (ren) is the characteri
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Daoism‘s doctrine of non-action (
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Neo-Confucianism Neo-Confucianism w
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Chinese education values / underlin
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imperial civil service examination.
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The Chinese education system As the
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National College Entrance Examinati
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eferred to as a ‗jargon of broken
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Private learning of English has bee
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proficiency by taking the Test of E
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CHAPTER 2: CONTEXTS OF DESTINATION
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The original six civic universities
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University and Liverpool Hope Unive
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People‘s (1949) to policy change
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Massification of higher education T
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Thatcher‘s Conservative governmen
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Internationalisation ‘at home’
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modules at the University of Wales
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prospective students would certainl
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The lower satisfaction of East Asia
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Some international students take up
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challenged linguistically and cultu
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From the perspectives of psychologi
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four-stage acculturation theory, an
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ange of disciplines and areas. The
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settings; when reaching the end of
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(comprehension) in order to grasp e
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overwhelming advantage over any oth
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approach - by Biggs. The strategic
Page 81 and 82: version of the SBQ inventory - Stud
Page 83 and 84: The concepts and constructs of appr
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Page 87 and 88: L2 research on transfer in writing
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Page 91 and 92: The next section of this chapter ex
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Page 95 and 96: PART II - RESEARCH DESIGN This part
Page 97 and 98: I started primary school at the age
Page 99 and 100: after my study. However, in 1998, t
Page 101 and 102: In my previous studies, I taught th
Page 103 and 104: - and I use that capability to push
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Page 107 and 108: The methodology has built on - grow
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Page 111 and 112: Its total student population is rel
Page 113 and 114: contacts. The researcher once taugh
Page 115 and 116: Data collection phase two Value of
Page 117 and 118: PART III - INTERPRETATIONS This par
Page 119 and 120: These particular six student storie
Page 121 and 122: I think this culture shapes a very
Page 123 and 124: much in the first year except I mad
Page 125 and 126: was like a nightmare with fear and
Page 127 and 128: Figure 5.6: Ridi‘s perception of
Page 129 and 130: Again I was especially weak in list
Page 131: ecause I knew too little English to
Page 135 and 136: The academic life here is higher th
Page 137 and 138: High School. In the second year, I
Page 139 and 140: CHAPTER 6: COMMUNITIES OF LEARNING
Page 141 and 142: … Since I was a child, my father
Page 143 and 144: would love to repay my family by be
Page 145 and 146: Chris was another participant who h
Page 147 and 148: having them completed as soon as po
Page 149 and 150: just have some short conversations
Page 151 and 152: found in Appendix 9. This finding c
Page 153 and 154: It was the kind of student-tutor re
Page 155 and 156: Chinese students are studying in co
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Page 161 and 162: prior English learning experiences
Page 163 and 164: een aware of the differences in rel
Page 165 and 166: learning and study skills, research
Page 167 and 168: Writing for academic purposes All p
Page 169 and 170: insufficient subject knowledge. In
Page 171 and 172: Previous studies (Arndt, 1987; Cumm
Page 173 and 174: perceived better practice than that
Page 175 and 176: factors, two other driving elements
Page 177 and 178: I believed that it would be more ch
Page 179 and 180: they spent some time studying in th
Page 181 and 182: get to learn their culture and to l
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of consulting with their parents ha
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awareness or intercultural understa
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I‘m disappointed with things are
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the interview that they have develo
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CHAPTER 9: CONCLUSIONS AND RECOMMEN
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elationship for these students is t
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students in this study value learni
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students from their home country an
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elated to professional practices, c
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Academic and pedagogical support Th
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their place of origin. They appreci
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are felt being genuinely accepted a
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support services and departmental a
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assistance to facilitate the achiev
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Having said all this, academics nee
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students‘ voices which are not of
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Angelova, M. and Riazantseva, A. (1
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Brown, R. (2009) The Operation of t
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Coffield et al. (2004) Learning Sty
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Jersey: Lawrence Erlbaum, cited in
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Guclu, N. (1993) A Study to Identif
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T. Duffy (2002) Psychometric Proper
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Krapels, A. R. (1990) An Overview o
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MacLeod, D. (2005) Colleges to Gain
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Ministry of Education of the People
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Perl, S. (1979) The Composing Proce
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Shi, L. (2006) The Successors to Co
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Thomas, G. (2002) Who Should Call t
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Ward, C. and Kennedy, A. (1996) Cro
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Zamel, V. (1984) In Search of the K
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Appendix 2: Consent form Title of r
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SECTION 4. CONSENT Is written conse
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SECTION 5. RISKS AND ETHICAL PROCUD
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Deanery Research Ethics Coordinator
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Appendix 5: Instruction on writing
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Notes: 1. Prompts for each question
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to come back and I regrouped with m
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Peter: I came to the UK in Septembe
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with them even more. Let me give yo
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second, or to say, my third languag
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Appendix 8: Student learning journe
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way as your first language. In othe
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When I recall my high school years,
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Figure 8.6: Mia‘s perception of h
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Max Max is a 24 years old male Chin
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My father arranged a house for me t
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Figure 8.10: Vincent‘s perception
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Alex‘s graphs of his learning exp
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classmates, I do not know why. Prob
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cultures, economic and legal system
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the fame of Foshan‘s china indust
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Figure 8.17: Kent‘s perception of
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languages. They had been chosen by
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teaching styles were different. In
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I have studied in UK for almost two
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Figure 8.24: Andy‘s perception of
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