Markedness in Intercultural Discourse: A Study of Chinese EFL Students' Discourse Patterns.

Autor/in	Chen, Jianping
Titel	Markedness in Intercultural Discourse: A Study of Chinese EFL Students' Discourse Patterns.
Quelle	(2000), (238 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; chinesisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Abstract Reasoning; Chinese; Cohesion (Written Composition); College Students; Contrastive Linguistics; Deduction; Discourse Analysis; Discourse Modes; English (Second Language); Essays; Foreign Countries; Higher Education; Induction; Intercultural Communication; Language Patterns; Questionnaires; Thinking Skills; Writing (Composition); China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Abstraktes Denken; Denken; China; Chinesen; Collegestudent; Linguistics; Kontrastive Linguistik; Deductive method; Deduktion; Deduktive Methode; Diskursanalyse; Diskursethik; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Induktion; Induktive Methode; Interkulturelle Kommunikation; Sprachmodell; Sprachstruktur; Fragebogen; Denkfähigkeit; Schreibübung
Abstract	One of the major issues in intercultural discourse studies is the variation of discourse patterns across cultures. It has been reported that there appears to be a Western preference for a deductive pattern and a Chinese preference for an inductive pattern in discourse. However, it has also been pointed out that there is nothing inherently Chinese or Western in either of these patterns, because both are used in all societies. The purpose of this study is to address the variations between Chinese and British/American preference for the inductive versus deductive patterns of discourse through a description of Chinese English-as-a-Foreign-Language (EFL) students and native speakers of English towards these patterns. The intent of this investigation is to provide a basis for further research on the Chinese versus Western preference for discourse patterns from a markedness point of view and the development of an explanatory model of markedness for intercultural discourse. The study was conducted through a content analysis of the discourse structures of 363 English language essays written by Chinese EFL students and an investigation of the evaluative attitudes of Chinese and Western informants towards different discourse styles and structures. A statistical analysis of the results confirms that Chinese EFL students generally prefer an inductive pattern in written discourse in English. Included are 15 tables and figures; three appendices--Description of the Structural Types of the Essays, The Questionnaire of the Study, Sample Copies of the Original Essays; and 112 English and Chinese language references. (KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC