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

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Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R. and Raskin, E. (1977) Role of the Field-Dependent and Field-Independent Cognitive Styles in Academic Evolution: A Longitudinal Study, Journal of Educational Psychology, 69(3), pp.197-211 Women of China (2006) 4-2-1: The Changing Chinese Family Structure, available [on-line] at: http://www.womenofchina.cn/Issues/Marriage_Family/12500.jsp [accessed 2nd April 2009] Wu, D. B. (1987) 1987 Controversy over the Evaluations of Confucius, Journal of Chinese Philosophy, (16)4, pp.431-2 Wu, J. (2006) Knowledge for What The Buddhist Concept of Learning in the Suramgama Sutra, Journal of Chinese Philosophy, 33(4), pp.491-503 Wu, Y. A. (2001) English Language Teaching in China: Trends and Challenges. TESOL Quarterly, 35(1), pp.191-94 Wyrick, S. (2001) ‗International Students and Academic Writing: Is It A Problem of Plagiarism or Academic Literacy‘ Writing Across the Curriculum, pp.3-4 Yau, M. (1989) A Quantitative Comparison of L1 and L2 Writing Processes, the 23 rd Annual TESOL Convention, San Antonio, Texas Yao, X.Z. and H. C. (2000) An Introduction to Confucianism, New York: Cambridge University Press, p.56 Yao, Lingqing (2004) ‗The Chinese overseas students: an overview of the flows change‘. Paper presented at the 12 th Biennial Conference of the Australian Population Association, 15- 17 th September 2004, Canberra. Available [on-line] at: www.apa.org.au/upload/2004- 6C_Yao.pdf [Accessed on 30th June 2008] Yang, D. T. and Fang, C. (2003) The Political Economy of China‘s Rural-Urban Divide, in N. C. Hope, D. T. Yang, M. Y. Li, and M. L. Yang (eds.) (2003) How Far across the River Stanford, Calif.: Stanford University Press, pp.389-416 Yen, R. (1987) Foreign Lanugage Teaching in China: Problems and Perspectives. Canadian and International Education, 16(1), p.53 quoted in H. Ross (1992), Foreign Language Education as A Barometer of Modernization, p.244 Yi, T. (1985) Taoism as a Living Philosophy, Journal of Chinese Philosophy, (12), pp.397-17 Ying, L. G. (1999) China‘s Changing Regional Disparities during the Reform Period, Economic Geography, 75(1), pp.59-70 Yu, L. M. (2001) Communicative Language Teaching in China: Progress and Resistance. TESOL Quarterly, 35(1), pp.194-8 Yu, L. and Suen, H. K. (2005) Historical and Contemporary Exam-driven Education Fever in China, Journal of Educational Policy, 2(1), pp.17-33 240
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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
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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
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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 and 238: Thomas, G. (2002) Who Should Call t
Page 239: Ward, C. and Kennedy, A. (1996) Cro
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
Page 289 and 290: 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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