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

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assignments are very difficult for me to cope with. English has become the teaching and learning medium and instead of dealing with exams, I am required to do essays of thousands of words. The second thing is my work. I get a taste of the society through working, which is a little bit tough. I got cursed by my manager for my low efficiency and other faults. But I had to swallow my sad feelings, because I need to be professional during my work. After working I realise that to read books is totally not enough to survive in the society. If I want to survive and do something, I need to be street smart. The third thing is my tour in Europe with two of my pals, which lasted for 33 days. We experienced quite a lot during the travel, sleeping in the airport, missing a flight, getting fined on a train and etc. Since then I realise life is really colourful and if I have a dream and go for it, I can accomplish it. It is not a matter of competence, but a matter of commitment to me and my dreams. Now I think I am in a new starting point of another cycle of my life. I have been preparing to go to another unfamiliar environment. Currently I have got an offer from SOAS to study Chinese literature. Some people will regard it as a kind of funny to learn Chinese literature in Britain, but I have a different feeling and I think I need a brand new viewpoint towards the culture I was born in. And what‘s more, I have a very strong motivation to spread the Chinese culture around the world. Currently I am preparing for my essays and I am really enjoying it, since every day I can read different opinions by different authors. I believe my dream can lead me to anywhere that I want to go. 294
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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
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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
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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
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Guclu, N. (1993) A Study to Identif
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T. Duffy (2002) Psychometric Proper
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Krapels, A. R. (1990) An Overview o
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MacLeod, D. (2005) Colleges to Gain
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Ministry of Education of the People
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Perl, S. (1979) The Composing Proce
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Shi, L. (2006) The Successors to Co
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Thomas, G. (2002) Who Should Call t
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Ward, C. and Kennedy, A. (1996) Cro
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Zamel, V. (1984) In Search of the K
Page 243 and 244: Appendix 2: Consent form Title of r
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Page 247 and 248: SECTION 5. RISKS AND ETHICAL PROCUD
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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
Page 291 and 292: I have studied in UK for almost two
Page 293: Figure 8.24: Andy‘s perception of
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