A Study of the EFL Writing of Chinese Learners: A Critical Narrative

Autor/in	Ai, Bin
Titel	A Study of the EFL Writing of Chinese Learners: A Critical Narrative
Quelle	In: Changing English: Studies in Culture and Education, 22 (2015) 3, S.294-306 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2015.1056091
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Correlation; Self Concept; Writing (Composition); Ethnography; Teaching Methods; Learning Processes; Foreign Students; Asians; Foreign Countries; Cultural Context; Writing Instruction; Personal Narratives; Student Attitudes; College Students; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Selbstkonzept; Schreibübung; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Schreibunterricht; Erlebniserzählung; Schülerverhalten; Collegestudent; Australien
Abstract	Writing is often a massive challenge for the learners who study English as a Foreign Language (EFL). Many EFL practitioners are searching for solutions to help learners improve the level of their writing. In this auto-ethnographic study, two narratives are discussed. In the first narrative, the primary challenges of EFL writing encountered by a cohort of Chinese international students studying in Australia are narrated and then examined from the perspective of a Chinese EFL researcher. In the second narrative, the author's personal experiences of EFL writing are recounted, with a focus on dialogical awareness and identity construction of an EFL writer. The interactive relationship for EFL learners between English learning and identity construction is discussed. In conclusion, the author reflects upon a dialogic model of EFL teaching and learning in the Chinese cultural context and calls for the setting up of interactive contact zones to help the identity construction of Chinese learners in their EFL writing practices as well as in EFL teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01