Struggle between the Real and the Fictive: The Development of Chinese EFL Learners' Voice Construction in Short Story Writing

Autor/in	Huang, Shiying
Titel	Struggle between the Real and the Fictive: The Development of Chinese EFL Learners' Voice Construction in Short Story Writing
Quelle	In: English Language Teaching, 12 (2019) 9, S.22-32 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Literary Genres; Writing (Composition); Foreign Countries; Cultural Context; Literary Devices; Undergraduate Students; Majors (Students); Student Attitudes; Writing Instruction; Heuristics; Teaching Methods; Self Concept; Student Role; Teacher Student Relationship; College Faculty; Text Structure; Conferences (Gatherings); China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Literarische Form; Schreibübung; Ausland; Literaturarbeit; Schülerverhalten; Schreibunterricht; Heuristik; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Textstruktur
Abstract	The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah's (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing. (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