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Hodges, L. (2008) Britain is becoming the World‘s Most Popular Destination for Overseas Students. The Independent, available [on-line] at: http://www.independent.co.uk/news/education/higher/britain-is-becoming-the-worlds-mostpopular-destination-for-overseas-students-775915.htmlr=RSS [accessed 4 th September 2008] Holmes, D. (2001) The Big Civics, in D. Warner and D. Palfreyman (eds.) The State of UK Higher Education: Managing Change and Diversity, Buckingham, SRHE and Open University Press, pp.29-36 Honey, P. and Mumford, A. (1992) The Manual of Learning Styles, Maidenhead: Peter Honey Publications Honey, P. and Mumford, A. (2000) The Learning Styles Helper‘s Guide, Maidenhead: Peter Honey Publications Ltd, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, pp. 72, 73 Hu, G. W. (2002a) Recent Important Developments in Secondary English-Language Teaching in the People‘s Republic of China. Language, Culture and Curriculum, 15(1), pp.30-49 Hu, G. W. (2002b) Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China. Language, Culture and Curriculum, 15(2), pp.93-105 Hu, G. W. (2005) ‗CLT is Best for China‘ – An Untenable Absolutist Claim. ELT Journal, 59(1), pp.65-8 Huang, K. (1977) Campus Mental Health: the Foreigner at your Desk, Journal of the American College Health Association, 25, pp.216-19, cited in A. Furnham and S. Bochner (1986) Culture Shock: Psychological Reactions to Unfamiliar Environments, pp.125-6 Hugh, K. (1973) ‗Universities and Society in Historical Perspective.‘ In R. E. Bell and A. J. Youngson (edited) (1973) Present and Future in Higher Education. London: Tavistock Publications, pp.1-12 Hutton, W. (2007) The Writing on the Wall: China and the West in the 21st Century, London: Abacus. Hwang, K. K. (2001) The Deep Structure of Confucianism: A Social Psychological Approach, Asian Philosophy, 11(3), pp.186-93 Ishikawa, S. (1995) Objective Measurement of Low-Proficiency EFL Narrative Writing, Journal of Second Language Writing, 4, pp.51-69 Ivanhoe, P. J. (1990) Thinking and Learning in Early Confucianism, Journal of Chinese Philosophy, (17)4, p.487 Jackson, C. J. and Lawty-Jones, M. (1996) Explaining the Overlap between Personality and Learning Styles, Personality and Individual Differences, 20, pp.293-300, cited in A. Duff and 224
T. Duffy (2002) Psychometric Properties of Honey & Mumford‘s Learning Styles Questionnaire (LSQ), p.149 Jacobs, S. E. (1982) Composing and Coherence: The Writing of Eleven Pre-Medical Students, Linguistics and Literacy Series 3, Washington, D. C.: Centre for Applied Linguistics, pp.1-101 Jin, Y. (2009) Project 985 Introduction and List of Universities, available [on-line] at: http://www.china.com.cn/info/edu/2009-02/27/content_17347427.htm [accessed 4th April 2009] Johns, A. M. (1991) Interpreting an English Competency Examination: The Frustrations of an ESL Science Student, Written Communication, 8, pp.379-401 Johnson, C. (1985) The Composing Process of Six ESL Students, unpublished doctoral dissertation, Illinois State University, retrieved from ProQuest Jones, D. R. (1988) The Origins of Civic Universities: Manchester, Leeds, and Liverpool. London: Routledge Jones, S. (1982) Attention to Rhetorical Form while Composing in A Second Language, in C. Campbell, V. Flashner, T. Hudson, and J. Lubin (eds.) Proceedings of the Los Angeles Second Language Research Forum, 2, Los Angeles: University of California at Los Angeles, pp.130-43, cited in A. R. Krapels (1990) An Overview of Second Language Writing Process Research, pp.39, 40 Jones, C. S. and Tetroe, J. (1987) Composing in A Second Language, in A. Matsuhashi (ed.) Writing in Real Time: Modelling the Production Processes, Norwood, New Jersey: Ablex, pp.34-57 Jongbloed, B. (2003) Marketisation in Higher Education, Clark‘s Triangle and the Essential Ingredients of Markets. Higher Education Quarterly 57(2), pp.110-135 Kane P., and Choi, C.Y. (1999) China‘s One Child Policy, British Medical Journal, 319, pp. 992–4 Keefe, J. (1988) Student Learning Styles and Brain Behaviour, Reston, VA: National Association of Secondary School Principals, cited in H. P. de Jesus, et al. (2004) Questioning Styles and Students‘ Learning: Four Case Studies, p.533 Kember, D. (2000) Misconceptions about the Learning Approaches, Motivation and Study Practices of Asian Students, Higher Education, 40, pp.99-121 Kember, D. and Gow, L. (1991) A Challenge to the Anecdotal Stereotype of the Asian Students, Studies in Higher Education, 16(2), pp.117-28 Kepner, C. (1991) An Experiment in the Relationship of Types of Written Feedback to the Development of Second-Language Writing Skills, Modern Language Journal, 75, pp.305-13 Kern, R. (2000) Literacy and Language Teaching, Oxford: Oxford University Press 225
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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
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insufficient subject knowledge. In
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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 and 220: Coffield et al. (2004) Learning Sty
Page 221 and 222: Jersey: Lawrence Erlbaum, cited in
Page 223: Guclu, N. (1993) A Study to Identif
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
Page 271 and 272: Max Max is a 24 years old male Chin
Page 273 and 274: 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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