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

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Dunn R. and Griggs S. A. (1988) Learning Styles: A Quiet Revolution in American Secondary Schools, Reston, VA: National Association of Secondary School Principals, quoted in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.12 Dunn, R., Gemake, J., Jalali, F. and Zenhausern, R. (1990) Cross-Cultural Differences in Learning Styles of Elementary-age Students from Four Ethnic Backgrounds, Journal of Multicultural Counselling and Development, 18, pp.68-93, cited in R. L. Oxford and N. J. Anderson (1995) A Cross-cultural View of Learning Styles, Language Teaching, 28, p.203 Durkin, K. (2004) Challenges Chinese Students Face in Adapting to Academic Expectations and Teaching/Learning Styles of U.K. Masters Courses, and How Cross Cultural Understanding and Adequate Support might Aid them to Adapt, British Council, pp.1-22 Edelsky, C. (1982) Writing in A Bilingual Program: The Relation of L1 and L2 Texts, TESOL Quarterly, 16(2), pp.211-28 Edwards, V. and Ran, A. (2006) Meeting the needs of Chinese students in British Higher Education. NCLL (National Centre for Language and Literacy), pp.1-18, available [on-line] at: http://www.ncll.org.uk/10_about/50_research/10_research_projects/ [accessed 11 th August 2008] Elsey, B. (1990) Teaching and Learning, in M. Kinnell (ed.) The Learning Experiences of Overseas Students. London: Open University Press, pp.46-62 ELT (Enhancing Teaching-Learning Environments in Undergraduate Courses) Approaches and Study Skills Inventory for Students (ASSIST), ELT Project, available [on-line] at: http://www.etl.tla.ed.ac.uk/publications.html#measurement [accessed 9 th March 2009] Emig, J. (1971) The Composing Processes of Twelfth Graders, Urbana, Ill.: National Council of Teachers of English, cited in A. R. Krapels (1990) An Overview of Second Language Writing Process Research, in B. Kroll (ed.) Second Language Writing: Research Insights for the Classroom, Cambridge: Cambridge University Press, p.38 Engber, C. (1995) The Relationship of Lexical Proficiency to the Quality of ESL Compositions, Journal of Second Language Writing, 4, pp.139-55 Entwistle, N. (2001) Styles of Learning and Approaches to Studying in Higher Education, Kybernetes, 30(5/6), pp.593-602 Entwistle, N. (1991) Approaches to Learning and Perceptions of the Learning Environment, Higher Education, 22, pp.201-4 Entwistle, N. Hanley, M. and Hounsell, D. (1979) Identifying Distinctive Approaches to Studying, Higher Education, 8, pp.365-80 Entwistle, N. McCune, V. and Walker, P. (2001) Conceptions, Styles and Approaches within Higher Education: Analytic Abstractions and Everyday Experience, in R. J. Sternberg and L. F. Zhang (eds.) Perspectives on Thinking, Learning and Cognitive Styles, Mahwah, New 220
Jersey: Lawrence Erlbaum, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.94 Fairbank, J. K., et al. (1973) East Asia: Tradition and Transformation. Boston: Houghton Mifflin Fischer, M. (2008) Negotiating Cultures: Chinese Students in UK Universities, in M. Foster (ed.) Enhancing the Experience of Chinese Students in UK Higher Education – Lessons from A Collaborative Project, SEDA, pp.15-17 Flower, L. and Hayes, J. (1981) A Cognitive Process Theory of Writing, College Composition and Communication, 32(4), pp.365-87 Flowerdew, J. and Miller, L. (1995) On the Notion of Culture in L2 Lectures, TESOL Quarterly, 29(2), pp.345-73 Fong, V. (2004) Only Hope: Coming of Age under China‘s One-Child Policy, Stanford, California: Stanford University Press Friedlander, A. (1990) Composing in English: Effects of A First Language on Writing in English as A Second Language, in B. Kroll (ed.) Second Language Writing: Research Insights for the Classroom, pp.109-25 Friedman, M. (1962) Capitalism and Freedom, Chicago: University of Chicago Press, cited in P, Teixeira, B. Jongbloed, D. Dill, and A. Amaral (2004) (eds.) Market in Higher Education: Rhetoric or Reality Springer, p.5 Fu, C. W. (1997) Daoism in Chinese Philosophy, in B. Carr and I. Mahalingam (ed.) Companion Encyclopaedia of Asian Philosophy, London: Routledge, pp.553-74, pp.557-72 Fu, Y. L. (1976) A Short History of Chinese Philosophy, ed. By D. Bodde, N.Y.: Free Press, p.100 Furnham, A. (1993) Communication in Foreign Lands: the Cause, Consequences and Cures of Culture Shock, Language Culture and Curriculum, 6(1), pp.91-109 Furnham, A. and Bochner, S. (1986) Culture Shock: Psychological Reactions to Unfamiliar Environments, London: Taylor & Francis Ltd. Fung, Y. L. (1948) A Short History of Chinese Philosophy – A Systematic Account of Chinese Thought From Its Origins to the Present Day, edited by D. Bodde, New York, NY: the Free Press Gaskill, W. H. (1986) Revising in Spanish and English as A Second Language: A Process- Oriented Study of Composition, unpublished doctoral dissertation, University of California, Los Angeles Gasper, D. and Van Staveren, I. (2003) Development as Freedom – and as What else Feminist Economics, 9(2-3), pp.137-61 221
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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
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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
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
Page 183 and 184: of consulting with their parents ha
Page 185 and 186: awareness or intercultural understa
Page 187 and 188: I‘m disappointed with things are
Page 189 and 190: the interview that they have develo
Page 191 and 192: CHAPTER 9: CONCLUSIONS AND RECOMMEN
Page 193 and 194: elationship for these students is t
Page 195 and 196: students in this study value learni
Page 197 and 198: students from their home country an
Page 199 and 200: elated to professional practices, c
Page 201 and 202: Academic and pedagogical support Th
Page 203 and 204: their place of origin. They appreci
Page 205 and 206: are felt being genuinely accepted a
Page 207 and 208: support services and departmental a
Page 209 and 210: assistance to facilitate the achiev
Page 211 and 212: Having said all this, academics nee
Page 213 and 214: students‘ voices which are not of
Page 215 and 216: Angelova, M. and Riazantseva, A. (1
Page 217 and 218: Brown, R. (2009) The Operation of t
Page 219: Coffield et al. (2004) Learning Sty
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
Page 241 and 242: Zamel, V. (1984) In Search of the K
Page 243 and 244: Appendix 2: Consent form Title of r
Page 245 and 246: SECTION 4. CONSENT Is written conse
Page 247 and 248: SECTION 5. RISKS AND ETHICAL PROCUD
Page 249 and 250: Deanery Research Ethics Coordinator
Page 251 and 252: Appendix 5: Instruction on writing
Page 253 and 254: Notes: 1. Prompts for each question
Page 255 and 256: to come back and I regrouped with m
Page 257 and 258: Peter: I came to the UK in Septembe
Page 259 and 260: with them even more. Let me give yo
Page 261 and 262: second, or to say, my third languag
Page 263 and 264: Appendix 8: Student learning journe
Page 265 and 266: way as your first language. In othe
Page 267 and 268: When I recall my high school years,
Page 269 and 270: 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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