An Investigation of Three Chinese Students' English Writing Strategies

Autor/inn/en	Mu, Congjun; Carrington, Suzanne
Titel	An Investigation of Three Chinese Students' English Writing Strategies
Quelle	In: TESL-EJ, 11 (2007) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Asians; Writing Strategies; Second Language Learning; Second Language Instruction; Metacognition; Native Language; Chinese; Transfer of Training; Graduate Students; Foreign Countries; Writing Processes; Semi Structured Interviews; Affective Behavior; English (Second Language); Anxiety; Revision (Written Composition); Student Motivation; Self Concept; Qualitative Research; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Schreibtechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; China; Chinesen; Training; Transfer; Ausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Affective disturbance; Active behaviour; Affektive Störung; English as second language; English; Second Language; Englisch als Zweitsprache; Angst; Korrektur; Schulische Motivation; Selbstkonzept; Qualitative Forschung; Fragebogen; Australien
Abstract	The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic context. Data collected from a semi-structured interview, questionnaire, retrospective post-writing discussion, and written drafts of papers were analysed. The findings indicate that the three participants employed rhetorical strategies, metacognitive strategies, cognitive strategies and social/affective strategies in their writing practice. This study supports Silva's finding that L2 writing process is strategically, rhetorically, linguistically different from first language (L1) writing process (1993). Data demonstrated that metacognitive, cognitive, and social/affective strategies except rhetorical strategies (organisation of paragraphs) transferred across languages positively. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01