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

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Periods Development of university political environment Medieval times / the middle ages (800 – 1500) Medieval British universities Oxford (1167) Cambridge (1209) St Andrews (1413) Glasgow (1451) Aberdeen (1495) These universities were founders of European scholarshipand mainly served the needs of church and state, with a vocational and utilitarian character (Anderson, 2006). Traditional Chinese education institutes Imperial Nanjing Institute (258) Songyang Academy (484) Bailudong Academy (940) Yuelu Academy (976) Suiyang Academy (1009) These traditional Chinese higher institutes can be traced back as early as the Eastern Zhou Dynasty (771 – 221 B.C.) (Hayhoe, 1989) Late 19 th and early 20 th centuries Civic universities / Redbrick universities Birmingham (1900) Liverpool (1903) Leeds (1904) Sheffield (1905) Bristol (1909) Nottingham (1948) Southampton (1952) Newcastle (1963) Civic/Redbrick universities are originated as colleges and institutes set up by local industrialists. They were created for a dual mission of liberal education and scientific research. The Civic/Redbrick universities later extended to include a number of other universities which were originated from the 19 th and early 20 th centuries, and gained their university status before 1963. Modern Chinese universities Peiyang (1895) Nanyang (1886) Zhejiang (1897) Peking (1898) Nanjing (1902) Hong Kong (1910) Tsinghua (1911) Harbin (1920) Beijing Normal (1923) After the defeat in the Sino-Japanese War of 1894 – 1895, Qing Dynasty founded the first modern Chinese university, Peiyang University, to strengthen the country‘s modernisation. It was a start of establishments of modern Chinese universities. In the next 50 years, many modern universities were created by Chinese governments, foreign governments and western missionaries based on mainly western university models. The People‘s Republic of China was established in 1949. Since then, all private universities and missionaries universities were banned or closed due 48
People‘s (1949) to policy change in higher education. The following 30 years, China adopted a Soviet model for the higher education, which created many specialised institutes in science and engineering for the development needs of a new communist country. 1960s Plate Glass universities East Anglia (1963) York (1963) Lancaster (1964) Essex (1964) Kent (1965) Warwick (1965) Aston (1966) Bath (1966) Loughborough (1966) Open (1969) Created for a massive post-war university expansion. The Robbins Report (1963) provided a turning-point of this expansion. Chinese universities during the Cultural Revolution (1966 – 1976) n/a The Cultural Revolution (1966-1976) in China almost dismantled its whole modern higher education system due to internal political struggles. Universities stopped recruiting students for 5 years and the National College Entrance Examination (NCEE) was abolished. 1992 Post-1992 / New universities Oxford Brookes (1992) Liverpool John Moores (1992) Manchester Metropolitan (1992) Coventry (1992) Westminster (1992) Greenwich (1992) New universities are originated mainly from former polytechnics which were developed under the initiatives of the ‗Binary Policy‘ of 1965. There were similarities between the polytechnics and civic universities in relation to their association with local business communities and industries. 49
Page 1 and 2: TRANSFORMATIONS THROUGH LEARNING: T
Page 3 and 4: ACKNOWLEDGEMENTS I have many people
Page 5 and 6: ABSTRACT This thesis explores the e
Page 7 and 8: CONTENTS ACKNOWLEDGEMENTS .........
Page 9 and 10: Learning and teaching styles ......
Page 11 and 12: LIST OF TABLES Table 1.1: Layers of
Page 13 and 14: CHAPTER 1: CONTEXTS OF ORIGIN Intro
Page 15 and 16: of openness (Deng 1984). China‘s
Page 17 and 18: p.249). They are restricted by the
Page 19 and 20: These schools of philosophy pervade
Page 21 and 22: and Northern Dynasties (386 - 581)
Page 23 and 24: Benevolence (ren) is the characteri
Page 25 and 26: Daoism‘s doctrine of non-action (
Page 27 and 28: Neo-Confucianism Neo-Confucianism w
Page 29 and 30: Chinese education values / underlin
Page 31 and 32: imperial civil service examination.
Page 33 and 34: The Chinese education system As the
Page 35 and 36: National College Entrance Examinati
Page 37 and 38: eferred to as a ‗jargon of broken
Page 39 and 40: Private learning of English has bee
Page 41 and 42: proficiency by taking the Test of E
Page 43 and 44: CHAPTER 2: CONTEXTS OF DESTINATION
Page 45 and 46: The original six civic universities
Page 47: University and Liverpool Hope Unive
Page 51 and 52: Massification of higher education T
Page 53 and 54: Thatcher‘s Conservative governmen
Page 55 and 56: Internationalisation ‘at home’
Page 57 and 58: modules at the University of Wales
Page 59 and 60: prospective students would certainl
Page 61 and 62: The lower satisfaction of East Asia
Page 63 and 64: Some international students take up
Page 65 and 66: challenged linguistically and cultu
Page 67 and 68: From the perspectives of psychologi
Page 69 and 70: four-stage acculturation theory, an
Page 71 and 72: ange of disciplines and areas. The
Page 73 and 74: settings; when reaching the end of
Page 75 and 76: (comprehension) in order to grasp e
Page 77 and 78: overwhelming advantage over any oth
Page 79 and 80: approach - by Biggs. The strategic
Page 81 and 82: version of the SBQ inventory - Stud
Page 83 and 84: The concepts and constructs of appr
Page 85 and 86: attend not only to his or her own t
Page 87 and 88: L2 research on transfer in writing
Page 89 and 90: their native language to assist the
Page 91 and 92: The next section of this chapter ex
Page 93 and 94: the teacher‘s role is consistent
Page 95 and 96: PART II - RESEARCH DESIGN This part
Page 97 and 98: I started primary school at the age
Page 99 and 100:
after my study. However, in 1998, t
Page 101 and 102:
In my previous studies, I taught th
Page 103 and 104:
- and I use that capability to push
Page 105 and 106:
education from medieval or ‗ancie
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The methodology has built on - grow
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esearch, reliability and validity n
Page 111 and 112:
Its total student population is rel
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contacts. The researcher once taugh
Page 115 and 116:
Data collection phase two Value of
Page 117 and 118:
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
Page 123 and 124:
much in the first year except I mad
Page 125 and 126:
was like a nightmare with fear and
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Figure 5.6: Ridi‘s perception of
Page 129 and 130:
Again I was especially weak in list
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ecause I knew too little English to
Page 133 and 134:
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
Page 139 and 140:
CHAPTER 6: COMMUNITIES OF LEARNING
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… Since I was a child, my father
Page 143 and 144:
would love to repay my family by be
Page 145 and 146:
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
Page 157 and 158:
confidence gradually increased with
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in exams, such as grammar practice.
Page 161 and 162:
prior English learning experiences
Page 163 and 164:
een aware of the differences in rel
Page 165 and 166:
learning and study skills, research
Page 167 and 168:
Writing for academic purposes All p
Page 169 and 170:
insufficient subject knowledge. In
Page 171 and 172:
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
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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 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
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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 and 294:
Figure 8.24: Andy‘s perception of
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