''The Choice Made from No Choice'': English Writing Instruction in a Chinese University

Autor/in	You, Xiaoye
Titel	''The Choice Made from No Choice'': English Writing Instruction in a Chinese University
Quelle	In: Journal of Second Language Writing, 13 (2004) 2, S.97-110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-3743
DOI	10.1016/j.jslw.2003.11.001
Schlagwörter	English (Second Language); Writing Instruction; Curriculum Evaluation; College English; Teaching Methods; English Teachers; Foreign Countries; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	Approaches to writing instruction developed in North America have gradually made their presence felt in other parts of the world during recent years. A curricular evaluation of the local needs, instruction, assessments, teacher preparation, and other pedagogical factors is crucial for the successful transmission and integration of those approaches into the new contexts. Set against the background of recent, exuberant scholarly discussions of the issue of transplanting Western writing pedagogies, this article presents an observational report of a typical college English curriculum for non-majors in China, with a focus on its writing component. The study has found that English writing is taught under the guidance of a nationally unified syllabus and examination system. Rather than assisting their students to develop thoughts in writing, teachers in this system are predominantly concerned about the teaching of correct form and test-taking skills. Because of their relatively low economic status in China, English teachers have to work extra hours and have little time to spend on individual students or on furthering their professional training. However, signs of recent Western writing pedagogies, such as pre-writing and multiple-drafting activities, are identified in classrooms and textbook publishing, which indicate the possibility of successful adaptations of the recent Western writing pedagogies in the Chinese context. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10