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Copy of An Investigation of Three Chinese Students' English Writing Strategies

An Investigation of Three Chinese Students' English Writing Strategies
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Ruth Hastuti

on 8 October 2012

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Transcript of Copy of An Investigation of Three Chinese Students' English Writing Strategies

Written by
Congjun Mu and
Suzanne Carrington AN INVESTIGATION OF THREE CHINESE STUDENTS' ENGLISH WRITING STRATEGIES Background
Controversial issues in second language (L2) writing research:
1. L1 writing processes vs L2 writing processes

2. L1 the cultural difference vs L2 the cultural difference

3. L1 writing strategies vs L2 writing strategies
Writing strategies are classified into
1. Rhetorical strategies,
2. Metacognitive strategies,
3. Cognitive strategies, and
4. Social/affective strategies

(Riazi, 1997; Wenden, 1991). Research questions:
1. Which writing strategies do three Chinese post-graduate students report using in writing academic papers in English?

2. Do these students perceive Chinese writing processes as different from English writing processes?

3. Do these students transfer Chinese writing strategies to English writing positively or negatively? Topic I think this is about facts! I think this is about feelings! I think this is about data! Different
perspectives Data Collection
1. Preliminary questionnaires,
2. Semi-structured interviews,
3. Retrospective post-writing discussions,
4. Document analysis. Data Analysis
Research Question 1:

What Writing Strategies Do the Three Chinese Post-graduate Students Report Using in Writing Academic Papers in English? Research question 1
writing strategies Macro Strategies Micro strategies 1. Rhetorical strategies 2.Metacognitive strategies 3. Cognitive strategies 4. Social/ Affective strategies Organising strategies
Cohesive strategies
Genre awareness Planning strategies
Evaluating and
Monitoring strategies Generating strategies
Revising strategies
Imitating strategies Reducing anxiety
Drawing on previous experience
Keeping high motivation and
Confidence Discussion
1. Three participants' primary occupation was with planning not only the content but also the organisation of their papers before starting to write.

2. They could make good use of the strategy of drafting an outline to guide their English writing. 1. No difference between L1 and L2 writing processes
2. Chinese writing was rhetorically different from
English writing because "in English it is expected to tell your idea bluntly in the very beginning of the passage" while in Chinese "obliqueness is more accepted"
3. Chinese writing they did not think so much
about words and expressions while in English writing vocabulary usually constrained their flow of thinking
4. To repeat some words in their writing because of a limited vocabulary. Research Question 3: Do These Students Transfer Chinese Writing Strategies to English Writing Positively or Negatively?





The findings from this study are summarised as follows:

1. A broad range of writing strategies for success in the target academic community.
2. A taxonomy of their common writing strategies was established, which provides some insights for future L2 writing researchers and practitioners.
3. Rhetorically and linguistically different from the L1 writing process.
4. The L2 writing process is different from the L1 writing process, not all
writing strategies can be transferred across languages and cultures positively. Conclusion:
1. Novice L2 writers must be taught L2 writing strategies explicitly, as these strategies can help them adapt to the target discourse community more quickly (Braine, 2002; Dong, 1998; Hirose & Sasaki, 2000).
2. L2 writing teachers can assist L2 writers to identify those strategies they have acquired in their mother tongue and employ them in their English writing. 3. It is very difficult for L2 writers to master rhetorical strategies, these strategies should be regarded as the important points in the L2 writing classroom.
4. This study identified the voice of L2 writers who had been hidden from view.
5. The disadvantage they experience in writing leads to frustration and pressure, despite the fact that they are highly motivated and talented. Canagarajah, A. S. (1999). Interr Reference
Braine, G. (1999). From the periphery to the centre: One teacher's journey. In G.

Braine (Ed.), Non-native educators in English language teaching (pp. 15-27).

Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Braine, G. (2002). Academic literacy and the non-native speaker graduate student. Journal of English for Academic Purposes, 1 (1), 59-68.

Etc THANK YOU The Tended Positive and Negative Transfer of L2 Writing
Strategies The Tended Positive and Negative Transfer of L2 Writing
Strategies 1. Reason of the study/Background
2. Research question
3. Research Methodology
4. Research results
5. Conclusion
6. Reference Methodology
1. Participants
1.1. Background Information of the Participants
1.1.1 Ally, 41 Female Public health MS 6 months
1.1.2 Susan, 28 Female Nursing PhD 6 months
1.1.3 Roger, 42 Male Public health PhD 8 months Research Question 2: Do These Students Perceive Chinese Writing Processes as Different from English Writing Processes?

Discussion:
There is evidence to suggest that L1 and L2 writing are similar in their broad outlines, and that both L1 and L2 writers employ a recursive composing process, involving planning, writing, and revising, to develop their ideas and find the appropriate rhetorical and linguistic means to express them. Using a framework of four categories of writing strategies (macro-strategies), a total of twelve micro-strategies were identified
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