Chinese Students Writing in English Implications from a Corpus Driven Study 1st Edition by Maria Leedham 1138290920 9781138290921

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ISBN 10: 1138290920

ISBN 13: 9781138290921

Author: Maria Leedham

Chinese students are the largest international student group in UK universities today, yet little is known about their undergraduate writing and the challenges they face. Drawing on the British Academic Written English corpus – a large corpus of proficient undergraduate student writing collected in the UK in the early 2000s – this study explores Chinese students’ written assignments in English in a range of university disciplines, contrasting these with assignments from British students. The study is supplemented by questionnaire and interview datasets with discipline lecturers, writing tutors and students, and provides a comprehensive picture of the Chinese student writer today. Theoretically framed through work within academic literacies and lexical priming, the author seeks to explore what we know about Chinese students’ writing and to extend these findings to undergraduate writing more generally. In a globalized educational environment, it is important for educators to understand differences in writing styles across the student body, and to move from the widespread deficit model of student writing towards a descriptive model which embraces different ways of achieving success. Chinese Students’ Writing in English will be of value to researchers, EAP tutors, and university lecturers teaching Chinese students in the UK, China, and other English or Chinese-speaking countries.

Table of contents:

1 Introduction
Focus
Previous research: learner corpora
From deficit to descriptive approach
Data, disciplines and genres
Exploring student writing through corpus linguistics
Theorizing language learning: Hoey’s lexical priming
Organization of this book
Question One: What are the distinguishing characteristics of writing in English in a corpus of Chinese undergraduates’ assignments in the UK?
Question Two: Are there any variations in the characteristics identified in this study between years 1–2 and year 3?
Question Three: In what ways do disciplines affect the identified characteristics of Chinese undergraduate writing in English?
Notes

2 Contextualizing Chinese students’ literacy and language learning
Introduction
Chinese students in the UK: Push and pull factors
Commonalities of Chinese students: literacy, language learning and Confucianism
A brief history of English language education in China
English language teaching in China
Characteristics of Chinese students’ writing: connectors, informal language and first person pronouns
Challenges in assignment-writing for all students
Chapter summary
Notes

3 Features of Chinese students’ writing in the corpus
Introduction
Describing the corpora: Chi123 and Eng123
Exploring the corpora using keyword analysis
Connectors
Informal items
First person pronouns
Visuals, lists and formulae
Chapter summary
Notes

4 Variation across year groups
Introduction: exploring variation in writing over time
Describing the corpora: Chi12, Chi3, Eng12, Eng3
Variation in connectors across the year groups
Variation in informal language
Variation in first person pronouns
Representative
Guide
Recounter
Opinion-holder
Reflecter
Variation in visuals and lists
A focus on lexical chunks in the corpora
The influence of model texts on Chinese students’ writing
Chapter summary
Notes

5 Disciplinary influences: Student writing in Biology, Economics and Engineering
Introduction: the literature on disciplinarity
The data: assignments and interviews
Visuals in Biology
Bulleted lists in Economics
Formulae and first person pronouns in Engineering
Chapter summary
Notes

6 Discipline lecturer, writing tutor and university student perspectives
Introduction: gathering participants’ views
Discipline lecturers’ views: likes and dislikes in student writing
Writing tutors’ views: teaching visuals
Students’ views: attitudes towards writing
Recommendations
Chapter summary
Notes

7 Conclusions
Bringing it all together
Summary of findings
Question One: What are the distinguishing characteristics of writing in English in a corpus of Chinese undergraduates’ assignments in the UK?
Question Two: Are there any variations in the characteristics identified in this study between years 1–2 and year 3?
Question Three: In what ways do disciplines affect the identified characteristics of Chinese undergraduate writing in English?
The contribution of Hoey’s lexical priming
Some limitations of corpus linguistics
Writing multimodally
Suggestions for future research
Final thoughts
Note

Appendix A ICLE, BAWE and IELTS titles
International Corpus of Learner English titles
British Academic Written English titles
International English Language Testing System Sample questions
IELTS Part 1
Model answer
IELTS Part 2
Model answer

Appendix B Additional datasets and questions
Additional datasets
BAWE lecturer questions
Prompts for additional lecturer interviews in Biology, Economics and Engineering
Comparing assignments
Student interview questions to follow up the questionnaire responses
Student interview questions – additional interviews in Biology, Economics & Engineering
Comparing assignments

Appendix C Keywords in Chi123

Appendix D Normalized and raw counts for Chapter Four
Significance figures

Appendix E Keywords in Biology, Economics and Engineering

Appendix F Useful websites

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Tags: Maria Leedham, Chinese, Students, Implications, English