By Maria Leedham
Chinese scholars are the most important foreign scholar team 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 knowledgeable undergraduate scholar writing amassed within the united kingdom within the early 2000s - this research explores chinese language scholars’ written assignments in English in quite a number college disciplines, contrasting those with assignments from British scholars. The research is supplemented by means of questionnaire and interview datasets with self-discipline academics, writing tutors and scholars, and offers a entire photo of the chinese language scholar author this present day.
Theoretically framed via paintings inside 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 quite often. In a globalized academic setting, it will be important for educators to appreciate ameliorations in writing types around the scholar physique, and to maneuver from the common deficit version of pupil writing in the direction of a descriptive version which embraces alternative ways of attaining success.
Chinese scholars’ Writing in English might be of price to researchers, EAP tutors, and collage academics educating chinese language scholars within the united kingdom, China, and different English or Chinese-speaking countries.
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Additional info for Chinese Students’ Writing in English: Implications from a Corpus-Driven Study
The government’s ‘Open Door Policy’ from 1978 allowed greater exposure to English with international exchanges for teachers and students; increased numbers of English language books, newspapers, films and music; and, from the early 1980s, the active support of study abroad programmes. From the late 1970s, functional and situational approaches to language teaching were incorporated with Grammar Translation into a ‘Chinese eclectic approach’, which from the 1980s also absorbed communicative approaches (see Jin and Cortazzi, 2002, for further discussion of this eclecticism).
Hoey’s, 2005, lexical priming theory discussed in Chapter One). At secondary level, children face intense pressure to succeed, from teachers, parents, grandparents and themselves, and undertake extensive homework and additional ‘cram school’ preparation for the Gaokao (university entrance exams). The One Child Policy has increased this stress as there may be six adults (the parents plus four grandparents) expecting a single child to gain a place at university (Gu and Schweisfurth, 2006); though a consequence of having only one child to support is a reduction in the family’s financial burden.
A further, more pragmatic reason for considering all Chinese students in the study as a single cohort is that the contextual data in the British Academic Written English (BAWE) corpus details only the student’s self-proclaimed L1 and does not request information on students’ perceived ethnicity. 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).
Chinese Students’ Writing in English: Implications from a Corpus-Driven Study by Maria Leedham