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

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Periods Traditions / philosophies Main ideas Political environment Ancient China - Spring and Autumn period (722 – 481 B.C.) - Warring States period (481 – 221 B.C.) Confucianism – represented by Confucius (551 – 479 B.C.), Mencius (371 – 289 B.C.), and Xunzi (fl. 298 – 238 B.C.), attained supremacy in the Han Dynasty (206 B.C. - 220), and was officially embraced during Sui (581 - 617) and Tang (618 - 907) Dynasties; and continued as an ideological underpinnings of all feudal dynasties until the demise of the Qing Dynasty Daoism – founded by Laozi (6 th or 4 th cent. B.C.), and developed by Zhuangzi (bet. 399 – 295 B.C.), and adopted as a major philosophy during the Western Han Dynasty (206 B.C. - 8) Confucianism presents the idea of individual self-cultivation as the basis of forming a harmonious society. Daoism rejects the Confucian ideas that social order and human relations are regulated by the ethical value of benevolence (ren), righteousness (yi), and propriety (li). In contrast Daoism believes in regulating human actions in the Way, or Dao of the universe or nature. The development of feudal state; the increasingly decline of the Zhou power with the incessant attacks of the Turkish and Hun tribes in the West and the conflict in the South; local military/feudal lords battling for political hegemony; The rise of the Kingdom of Qin. Early Imperial China - Eastern Han Dynasty (25 – 220) - The Three Kingdoms (220 – 280) - Sixteen Kingdoms (304 - 439), and Southern (420 - 589) Chinese Buddhism – imported from India (67), started to spread during 3 rd century A.D., to develop as an independent doctrine until the 6 th century A.D., and flourished during Sui (581 – 617) and Tang (618 – 907) Dynasties Buddhism as a religion for the masses, believing in the intrinsic goodness of human nature, Chinese Buddhism follows the teachings of the Mahayana School – universal salvation. Buddhism believes human relations continue in the Pure Land, which is an extension of Daoist search for immortal life. The Chinese Meditation School highlights the importance of Expansion of the Empire to Southeast Asia, Northern Korea and Mongolia, and westward to the Tarim Basin during Eastern Han Dynasty; the decline of Eastern Han power due to land privatizations, bureaucratic corruption and feuds among consort clans, eunuchs and Confucian scholar-officials; the Yellow Turban Rebellion; incessant fighting during the Three Kingdoms period (220 – 280 A.D.); Political and social upheaval of Sixteen Kingdoms and Southern and Northern Dynasties; 20
and Northern Dynasties (386 - 581) - Sui Dynasty (581 – 617) and Tang Dynasty (618 – 907) self-realization, with a strong emphasis on man. Sui Dynasty saw the reuniting of the country, expansion of territories, and political, economic and cultural achievement. Tang Dynasty was an era of a golden age: unprecedented prosperity, flourishing of trade, accomplishments in culture, technological innovation, the arts and literature, although no escape from internal conflict and feud, and warfare across borders. Later Imperial China - Song Dynasty [the Northern Song (960 - 1126) and the Southern Song (1127 - 1279)] - Yuan (1271 - 1368), Ming (1368 - 1644), Qing (1644 - 1911) Dynasties Neo-Confucianism – can be traced back as early as the later Tang Dynasty, developed in the Song Dynasty (960 - 1279), and officially endorsed during Qing Dynasty; prominent Neo-Confucianism philosophers – Zhou Dun-yi (1017 - 1073), Cheng Hao (1032 -1077), Cheng Yi (1033 - 1107), Zhu Xi (1130 - 1200), Wang Shou-ren/Yangming (1472 - 1529) Neo-Confucianism refers to the Lixue of the Song and Ming Dynasties. Lixue regards Li (Principle/idea), as the natural law of all things; in contrast Xinxue, one school of Neo- Confucianism, considers mind as the principle of all things. The Song Dynasty enjoyed economic prosperity, great advances in technology, manufacture, and science, and was rich in culture, the arts and intellectual works, but weak in political and military power. The Song empire extended its power southwards, leaving the North and West of China undergone the control of the Qidan (Liao Dynasty 907 - 1125), the Nuzhen (Jin Dynasty 1115 - 1234), and Western Xia Dynasty (1032 - 1227). The Yuan Dynasty, ruled by the Mongols, saw the development of cultural diversity, of the culture exchange between East and West, of foreign trade, but the impoverishment of China. The Ming Dynasty saw great agricultural, economic and cultural development, and social harmony; centralization of the government, eunuchs‘ control of political power, and internal struggle of cliques. The Qing Dynasty of China experienced peace, prosperity and social harmony, and great expansion of the empire for the first 150 years of the dynasty. Domestic uprising and rebellions started in the year 1775 against the Manchu government; The First (1840 - 1842) and Second (1856 - 1860) Opium 21
Page 1 and 2: TRANSFORMATIONS THROUGH LEARNING: T
Page 3 and 4: ACKNOWLEDGEMENTS I have many people
Page 5 and 6: ABSTRACT This thesis explores the e
Page 7 and 8: CONTENTS ACKNOWLEDGEMENTS .........
Page 9 and 10: Learning and teaching styles ......
Page 11 and 12: LIST OF TABLES Table 1.1: Layers of
Page 13 and 14: CHAPTER 1: CONTEXTS OF ORIGIN Intro
Page 15 and 16: of openness (Deng 1984). China‘s
Page 17 and 18: p.249). They are restricted by the
Page 19: These schools of philosophy pervade
Page 23 and 24: Benevolence (ren) is the characteri
Page 25 and 26: Daoism‘s doctrine of non-action (
Page 27 and 28: Neo-Confucianism Neo-Confucianism w
Page 29 and 30: Chinese education values / underlin
Page 31 and 32: imperial civil service examination.
Page 33 and 34: The Chinese education system As the
Page 35 and 36: National College Entrance Examinati
Page 37 and 38: eferred to as a ‗jargon of broken
Page 39 and 40: Private learning of English has bee
Page 41 and 42: proficiency by taking the Test of E
Page 43 and 44: CHAPTER 2: CONTEXTS OF DESTINATION
Page 45 and 46: The original six civic universities
Page 47 and 48: University and Liverpool Hope Unive
Page 49 and 50: People‘s (1949) to policy change
Page 51 and 52: Massification of higher education T
Page 53 and 54: Thatcher‘s Conservative governmen
Page 55 and 56: Internationalisation ‘at home’
Page 57 and 58: modules at the University of Wales
Page 59 and 60: prospective students would certainl
Page 61 and 62: The lower satisfaction of East Asia
Page 63 and 64: Some international students take up
Page 65 and 66: challenged linguistically and cultu
Page 67 and 68: From the perspectives of psychologi
Page 69 and 70: 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
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version of the SBQ inventory - Stud
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The concepts and constructs of appr
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attend not only to his or her own t
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L2 research on transfer in writing
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their native language to assist the
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The next section of this chapter ex
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the teacher‘s role is consistent
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PART II - RESEARCH DESIGN This part
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I started primary school at the age
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after my study. However, in 1998, t
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In my previous studies, I taught th
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- and I use that capability to push
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education from medieval or ‗ancie
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The methodology has built on - grow
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esearch, reliability and validity n
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Its total student population is rel
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contacts. The researcher once taugh
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Data collection phase two Value of
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PART III - INTERPRETATIONS This par
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These particular six student storie
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I think this culture shapes a very
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much in the first year except I mad
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was like a nightmare with fear and
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Figure 5.6: Ridi‘s perception of
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Again I was especially weak in list
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ecause I knew too little English to
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Figure 5.11: Peter‘s perception o
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The academic life here is higher th
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High School. In the second year, I
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CHAPTER 6: COMMUNITIES OF LEARNING
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… Since I was a child, my father
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would love to repay my family by be
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Chris was another participant who h
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having them completed as soon as po
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just have some short conversations
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found in Appendix 9. This finding c
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It was the kind of student-tutor re
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Chinese students are studying in co
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confidence gradually increased with
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in exams, such as grammar practice.
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prior English learning experiences
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een aware of the differences in rel
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learning and study skills, research
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Writing for academic purposes All p
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insufficient subject knowledge. In
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Previous studies (Arndt, 1987; Cumm
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perceived better practice than that
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factors, two other driving elements
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I believed that it would be more ch
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they spent some time studying in th
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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
Page 215 and 216:
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
Page 223 and 224:
Guclu, N. (1993) A Study to Identif
Page 225 and 226:
T. Duffy (2002) Psychometric Proper
Page 227 and 228:
Krapels, A. R. (1990) An Overview o
Page 229 and 230:
MacLeod, D. (2005) Colleges to Gain
Page 231 and 232:
Ministry of Education of the People
Page 233 and 234:
Perl, S. (1979) The Composing Proce
Page 235 and 236:
Shi, L. (2006) The Successors to Co
Page 237 and 238:
Thomas, G. (2002) Who Should Call t
Page 239 and 240:
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
Page 275 and 276:
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
Page 283 and 284:
the fame of Foshan‘s china indust
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Figure 8.17: Kent‘s perception of
Page 287 and 288:
languages. They had been chosen by
Page 289 and 290:
teaching styles were different. In
Page 291 and 292:
I have studied in UK for almost two
Page 293 and 294:
Figure 8.24: Andy‘s perception of
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