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

memorizing vocabulary, written language and accuracy with little attention on speaking
(Adamson & Morris, 1997; Hu, 2002a). The grammar-translation methods tended to be
teacher-centred, textbook-centred and grammar-centred. In practice teachers would translate
each passage of the reading, and explain key grammatical rules and syntax in the passage in
the classroom. Students in junior level of secondary school were required to memorize
passages of text and recite them word for word.
Reforms have been carried out in pedagogical approach to ELT since the late1980s. The
reformed English language teaching approach aims to develop students‘ communicative
competency at secondary school level. The essence of communicative language teaching
(CLT) was incorporated into English language teaching in secondary schools. The English
curriculum of 1993 saw the change of direction in English teaching aiming to develop
students‘ competence in using English for communication (Adamson & Morris, 1997). The
communicative language teaching (CLT) approach has not been accepted without resistance
and scepticism. Debates (e.g. Anderson, 1993; Burnaby & Sun, 1989; Hu, 2002b, 2005; Li,
1984; Liao, 2004; Rao, 2002; Wang, 2001; Yu, 2001) on the suitability and effectiveness of
applying CLT to the classroom in China have identified a number of constraining factors on
the implementation of CLT in the Chinese classroom – the Chinese culture of teaching and
learning, the lack of qualified English teachers and teaching resources, large class sizes, and
national college entrance examinations and CET. The reforms in ELT in China have intended
to steer away from the emphasis of the traditional ELT pedagogy‘s ‗three-centeredness‘ –
‗teacher-centeredness, textbook-centeredness, and grammar-centeredness‘ (Yen, 1987) to
‗eclecticism‘ (duoyangxing) with the pedagogical approach stressing the development of four
skills – listening, speaking, reading and writing – which was advocated during the 1960s
(Adamson & Morris, 1997; Hu, 2002; Ross, 1992). Taking into consideration the constraints
and the Chinese context an eclectic approach combining the communicative approach with
the traditional teaching methods seems the appropriate choice for English language teaching
in China.
Those students who intend to take on an undergraduate or postgraduate course in Englishspeaking
countries normally attend pre-departure training programmes offering intensive
English language training and English language test preparation courses, provided by a large
number of English language training centres (e.g. Beijing New Oriental school) in China as
they are required by universities admissions overseas to demonstrate their English language
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