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

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University of Texas (2008) China country map, Perry-Castaneda Library Map Collection. Available [on-line] at: http://www.lib.utexas.edu/maps/china.html [Accessed on 17th September 2008] Universities UK (2009) How Many Universities and Higher Education Institutions are there in the UK Universities UK, available [on-line] at: http://www.universitiesuk.ac.uk/UKHESector/FAQs/Pages/About-HE-Sector-and- Universities.aspx#Q5 [accessed 1st Feb 2009] Veeck, G., Pannell, C. W., Smith, C. J. and Huang, Y. (2006) China‘s Geography: Globalization and the Dynamics of Political, Economic, and Social Change, Lanham, MD: Rowman & Littlefield Vermunt, J. D. (1996) Metacognitive, Cognitive and Affective Aspects of Learning Styles and Strategies: A Phenomenographic Analysis, Higher Education, 31(1), pp.25-50 Vygotsky, L. S. (1986) Thought and Language, (2 nd edn), London: MIT Vygotsky, L. S. (1978) Mind in Society: the Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press Walker, M. (2005) Higher Education Pedagogies: A Capabilities Approach, Berkshire: Open University Press / McGraw-Hill Walker, P. (1999) Market Research: A Poor Substitute for A Scholarly Investigation into International Education Issues in Britain, Journal of International Education, 10(1), cited in D. Leonard, et al (2003) The Experience of International Students in UK Higher Education: A Review of Unpublished Research Wallace, C. (1988) Learning to Read in A Multicultural Society, New York: Prentice-Hall, quoted in C. Alptekin (1993) Target-Language Culture in EFL Materials, p.137 Wang, X. F. (2003) Education in China since 1976, Jefferson, NC: McFarland & Co. Wang, M. J. (2001) The Cultural Characteristics of Chinese Students: A Study of Basic Attitudes and Approaches to their English Studies. RELC Journal, 32(1), pp.16-33 Wang, C. C. and Mallinckrodt, B. (2006) Acculturation, Attachment, and Psychosocial Adjustment of Chinese/Taiwanese International Students, Journal of Counselling Psychology, 53(4), pp.422-33 Ward, C. (2001) The Impact of International Students on Domestic Students and Host Institutions, available [on-line] at: http://www.educationcounts.govt.nz/publications/international/the_impact_of_international_s tudents_on_domestic_students_and_host_institutions [accessed 10 May 2009] Ward, C. and Kennedy, A. (1999) The Measurement of Sociocultural Adaptation, International Journal of Intercultural Relations, 23(4), pp.659-77 238
Ward, C. and Kennedy, A. (1996) Crossing Cultures: The Relationship between Psychological and Socio-Cultural Dimensions of Cross-Cultural Adjustment, in J. Pandey, et al. (eds.) Asian Contributions to Cross-Cultural Psychology, SAGE Publications Ltd, pp. 289-306 Ward, C. and Kennedy, A. (1992) Locus of Control, Mood Disturbance, and Social Difficulty during Cross-Cultural Transitions, International Journal of Intercultural Relations, 16, pp.175-94 Ward, C. and Searle, W. (1991) The Impact of Value Discrepancies and Cultural Identity on Psychological and Sociocultural Adjustment of Sojourners, International Journal of Intercultural Relations, 15, pp.209-225 Watkins, D. A. (1996) Learning Theories and Approaches to Research: A Cross-Cultural Perspective, in D. A. Watkins and J. B. Biggs (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, pp.3-24 Watkins, D. (1996) Hong Kong Secondary School Learners: A Development Perspective, in D. A. Watkins and J. B. Biggs (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, pp.107-19 Watkins, D. and Biggs, J. B. (2001) (eds.) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, Hong Kong, China: Comparative Education Research Centre Watkins, D.A. and Biggs, J. B. (1996) (eds.) The Chinese Learner: Cultural, Psychological and Contextual Influences, Hong Kong, China: Comparative Education Research Centre Wellington, J. (2000) Educational Research: Contemporary Issues and Practical Approaches, London and New York: Continuum Wenger, E. (2007) Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press Whalen, K. (1988) Pilot Study on the Nature of Difficulties in Written Expression in a Second Language: Process or Product Bulletin of the CAAL, 1(1), pp.51-7, cited T. Silva (1993) Toward An Understanding of the Distinct Nature of L2 Writing; The ESL Research and Its Implications, p.661 Whalen, K. and Menard, N. (1995) L1 and L2 Writers‘ Strategic and Linguistic Knowledge: A Model of Multiple-Level Discourse Processing, Language Learning, 45(3), pp.381-418 Wilson D. K. (1986) An Investigation of the Properties of Kolb‘s Learning Style Inventory, Leadership and Organisation Development Journal, 7(3), pp.3-15, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.64 Witkin H. A. (1962) Psychological Differentiation: Studies of Development, New York: Wiley, cited in F. Coffield et al. (2004) Learning Styles and Pedagogy in Post-16 Learning, A Systematic and Critical Review, p.41 239
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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
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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
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 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: Thomas, G. (2002) Who Should Call t
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
Page 275 and 276: Figure 8.10: Vincent‘s perception
Page 277 and 278: Alex‘s graphs of his learning exp
Page 279 and 280: classmates, I do not know why. Prob
Page 281 and 282: cultures, economic and legal system
Page 283 and 284: the fame of Foshan‘s china indust
Page 285 and 286: Figure 8.17: Kent‘s perception of
Page 287 and 288: 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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