Folklore research entails field trips, serve as secondary role. Writing of title, abstract and while textual study and circumstantial investigation merely keywords for folklore papers differs from that of other types ...Folklore research entails field trips, serve as secondary role. Writing of title, abstract and while textual study and circumstantial investigation merely keywords for folklore papers differs from that of other types of articles. Proceeding from writing strategies and linguistic features, the authors intend to share their experience with fellow researchers.展开更多
The study aims to find out the effects of writing strategy instruction on non-English major graduate students by means of an empirical study. The results of Kruskal-Wallis Test show no significant differences at the p...The study aims to find out the effects of writing strategy instruction on non-English major graduate students by means of an empirical study. The results of Kruskal-Wallis Test show no significant differences at the pre-test, but at the post-test, there are significant differences in terms of content and organization among three groups. These significant differences suggest that pre-writing strategy instruction help learners generate richer ideas and organize information logically in a Chinese EFL university context展开更多
Writing is an indispensable part of college English learning. However, the present situation of college English writing teaching in China is far from satisfactory. Although many studies have been carried out concernin...Writing is an indispensable part of college English learning. However, the present situation of college English writing teaching in China is far from satisfactory. Although many studies have been carried out concerning college English writing and teaching, very few of them explored the writing strategies adopted by non-English majors in their composing process. It is expected that the investigation of writing strategies can help to discover what students actually do in composition writing, and consequently provide some insights into the teaching of college English writing. The research question addressed in this study is 'What strategies are used by non-English majors in their writing process?' The descriptive analysis of the results showed that Chinese non-English majors did employ diverse strategies in their composing process. Among the six strategy groups, memory strategies were the most frequently used. Compensation strategies were the next, while affective strategies were given the least attention. As for the specific writing strategies, the strategy of using discourse connectives was used most frequently by students, the strategy of discussing feelings with others was the least among their choice. These findings provided much insight into college English writing and teaching.展开更多
Teaching English writing has been a tough job for many non-native English teachers. This is due to not only the language competence of the teacher, but the application of the effective teaching approach appropriate fo...Teaching English writing has been a tough job for many non-native English teachers. This is due to not only the language competence of the teacher, but the application of the effective teaching approach appropriate for the relevant students. Based on a discussion on the traditional and modern approaches to teaching writing this paper aims to introduce a strategic approach which places preference on the process approach, yet integrates an element of the traditional approach and is hoped to be more applicable in China's classroom for improving the quality of teaching and the effectiveness of learning.展开更多
Strategy studies have been a well-established field in second language writing research and this article investigates English as a foreign language （EFL） learners＇ writing strategy use from a sociocultural perspect...Strategy studies have been a well-established field in second language writing research and this article investigates English as a foreign language （EFL） learners＇ writing strategy use from a sociocultural perspective. Unlike the traditional focus on internal cognitive mechanisms in writing strategy studies, this sociocultural approach highlights the dialectic relationship between cognition and the sociocultural context and the importance of mediating resources in strategy use. Six proficient English majors from a Chinese university participated in the study, and data about their writing experience were collected through interviews. The findings showed that the participants used four types of writing strategies： artifact-mediated, rule-mediated, community-mediated, and role-mediated strategies. Other features of their strategy use include the diversity of mediating resources, idiosyncratic use of these resources, and the common goal to enhance their language knowledge and writing ability. Drawing on these findings, it is suggested that teachers can reconfigure the sociocultural context of writing activities to help students enhance their strategy use and possible ways include artifact manipulation and community construction.展开更多
文摘Folklore research entails field trips, serve as secondary role. Writing of title, abstract and while textual study and circumstantial investigation merely keywords for folklore papers differs from that of other types of articles. Proceeding from writing strategies and linguistic features, the authors intend to share their experience with fellow researchers.
文摘The study aims to find out the effects of writing strategy instruction on non-English major graduate students by means of an empirical study. The results of Kruskal-Wallis Test show no significant differences at the pre-test, but at the post-test, there are significant differences in terms of content and organization among three groups. These significant differences suggest that pre-writing strategy instruction help learners generate richer ideas and organize information logically in a Chinese EFL university context
基金the Social Science Research Fund of the Educational Department of Jiangsu Province(No.08SJB7400004)the Provincial Teaching-quality and Teaching-reform Project of Soochow University(All-round Development in the Intercultural Communicative Competence of College Students)
文摘Writing is an indispensable part of college English learning. However, the present situation of college English writing teaching in China is far from satisfactory. Although many studies have been carried out concerning college English writing and teaching, very few of them explored the writing strategies adopted by non-English majors in their composing process. It is expected that the investigation of writing strategies can help to discover what students actually do in composition writing, and consequently provide some insights into the teaching of college English writing. The research question addressed in this study is 'What strategies are used by non-English majors in their writing process?' The descriptive analysis of the results showed that Chinese non-English majors did employ diverse strategies in their composing process. Among the six strategy groups, memory strategies were the most frequently used. Compensation strategies were the next, while affective strategies were given the least attention. As for the specific writing strategies, the strategy of using discourse connectives was used most frequently by students, the strategy of discussing feelings with others was the least among their choice. These findings provided much insight into college English writing and teaching.
文摘Teaching English writing has been a tough job for many non-native English teachers. This is due to not only the language competence of the teacher, but the application of the effective teaching approach appropriate for the relevant students. Based on a discussion on the traditional and modern approaches to teaching writing this paper aims to introduce a strategic approach which places preference on the process approach, yet integrates an element of the traditional approach and is hoped to be more applicable in China's classroom for improving the quality of teaching and the effectiveness of learning.
基金supported by Project Y1100070 funded by South China University of Technology in 2010
文摘Strategy studies have been a well-established field in second language writing research and this article investigates English as a foreign language （EFL） learners＇ writing strategy use from a sociocultural perspective. Unlike the traditional focus on internal cognitive mechanisms in writing strategy studies, this sociocultural approach highlights the dialectic relationship between cognition and the sociocultural context and the importance of mediating resources in strategy use. Six proficient English majors from a Chinese university participated in the study, and data about their writing experience were collected through interviews. The findings showed that the participants used four types of writing strategies： artifact-mediated, rule-mediated, community-mediated, and role-mediated strategies. Other features of their strategy use include the diversity of mediating resources, idiosyncratic use of these resources, and the common goal to enhance their language knowledge and writing ability. Drawing on these findings, it is suggested that teachers can reconfigure the sociocultural context of writing activities to help students enhance their strategy use and possible ways include artifact manipulation and community construction.
