By Maria Leedham
Chinese scholars are the most important overseas pupil workforce in united kingdom universities at the present time, but little is understood approximately their undergraduate writing and the demanding situations they face. Drawing at the British educational Written English corpus - a wide corpus of educated undergraduate pupil writing accrued within the united kingdom within the early 2000s - this examine explores chinese language scholars’ written assignments in English in a number of collage disciplines, contrasting those with assignments from British scholars. The research is supplemented via questionnaire and interview datasets with self-discipline teachers, writing tutors and scholars, and gives a finished photograph of the chinese language pupil author this present day.
Theoretically framed via paintings inside of educational literacies and lexical priming, the writer seeks to discover what we all know approximately chinese language scholars’ writing and to increase those findings to undergraduate writing extra in most cases. In a globalized academic surroundings, it will be significant for educators to appreciate variations in writing kinds around the pupil physique, and to maneuver from the frequent deficit version of scholar writing in the direction of a descriptive version which embraces other ways of accomplishing success.
Chinese scholars’ Writing in English should be of price to researchers, EAP tutors, and collage teachers instructing chinese language scholars within the united kingdom, China, and different English or Chinese-speaking countries.
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Extra info for Chinese Students’ Writing in English: Implications from a Corpus-Driven Study
The gradual shift in Higher Education in the UK and in other countries from assessment by examination only, to assessment through end of module assignments, means that an increasing number of assignments are summative – contributing towards students’ grades – rather than formative and for learning purposes only. This significance attached to written assessment in the UK has led Lillis and Scott (2008: 9) to describe writing as a ‘“high stakes” activity in university education’ such that ‘if there are “problems” with writing, then the student is likely to fail’.
Even textbooks which claim to be adopting a Communicative Language Teaching (CLT) approach, with a focus on communication, maintain the ‘centrality of grammar’ and ‘transmission modes of learning’ (Tomlinson, 2005: 7). An advantage of the Intensive Reading lesson is that it is unthreatening to the NNS teacher, since preparation and the following of a prescribed reading lesson format means the ensuing lesson is highly predictable (Adamson, 2004), in sharp contrast to the advanced language level and sociolinguistic competence required by teachers following a CLT approach (Hu, 2005).
A brief history of English language education in China The earliest-known English language teaching in China is thought to date from the arrival of the first English speakers in the early seventeenth century, though the teaching of English language in earnest followed the first Opium War of 1839–1842 (Adamson, 2004). After defeat by the foreign ‘barbarians’ in this Contextualizing Chinese students’ learning 23 conflict, China was in the paradoxical position of wishing to reject all Western thought, yet needing to engage with the English language in order to acquire Western ideas in industry, technology, science and commerce.