A Survey on College English Writing in China: A Cultural Perspective

Autor/inn/en	Ren, Junhong; Wang, Na
Titel	A Survey on College English Writing in China: A Cultural Perspective
Quelle	In: English Language Teaching, 8 (2015) 1, S.21-30 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Surveys; English (Second Language); College Students; Questionnaires; Qualitative Research; Statistical Analysis; Writing (Composition); Knowledge Level; Language Proficiency; Language Usage; Grammar; Essays; Second Language Instruction; Cognitive Processes; Asian Culture; Cultural Influences; Language Patterns; China + Suchen Sie Ihr Suchwort? Ausland; Survey; Umfrage; Befragung; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Fragebogen; Qualitative Forschung; Statistische Analyse; Schreibübung; Wissensbasis; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Grammatik; Essay; Aufsatzunterricht; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; Cultural influence; Kultureinfluss; Sprachmodell; Sprachstruktur
Abstract	This survey investigates to what degree the Chinese learners know about the discrepancies between Chinese and English thought patterns and their possible effects on English writing. Eighty-one students from North China Electric Power University participate in the survey. Qualitative and quantities approaches, involving the adoption of both questionnaire and data analysis, underpin the survey. A questionnaire is used to examine five constructs, namely, students' writing condition, students' knowledge about discrepancies of the Chinese and English thought patterns and their effect on Chinese learners' English writing in terms of wording, sentence structure and discourse organization. Data collected from the questionnaires are then analyzed. Findings from the study reveal that a vast majority of Chinese students are surprisingly not fully aware of the important influence thought patterns exert on languages and how discrepancies in thought patterns are associated with differences in languages. As a consequence of this, their English essays preserve some features of Chinese despite years of English learning. The results of the study contribute to a good understanding of the Chinese learners' current writing condition in EFL teaching. Suggestions to alter this undesirable situation are put forward. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01