A Study on the Correlation Between LIWC Word Categories and Chinese Composition Writing Performance of Fourth,Fifth,and Sixth Grade Students

This study focuses on the analysis of the Chinese composition writing performance of fourth,fifth,and sixth grade students in 16 selected schools in Longhua District,Shenzhen during the spring semester of 2023.Using LIWC(Linguistic Inquiry and Word Count)as a text analysis tool,the study explores the impact of LIWC categories on writing performance which is scaled by score.The results show that the simple LIWC word categories have a significant positive influence on the composition scores of lower-grade students;while complex LIWC word categories have a significant negative influence on the composition scores of lower-grade students but a significant positive influence on the composition scores of higher-grade students.Process word categories have a positive influence on the composition scores of all three grades,but the impact of complex process word categories increases as the grade level rises.

English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

海外中医药译写专著的“他塑”研究——以Between Heaven and Earth:A Guide to Chinese Medicine为例

基于亚马逊平台热销中医专著Between Heaven and Earth:A Guide to Chinese Medicine (《天地之间:中医指南》),举例分析其巧用“取象比类”思维、借用现代医学术语、采用图示辅助理解、创新中医文化表达的4种译写策略,并借助调查问卷佐证这4种译写策略的有效性与可取性,希望通过借鉴学习“他塑”,完善中医国际形象的“自塑”。同时检查“他塑”出现的文化误读,反观“自塑”的不足,从而调整中医传播策略,促进中医药文化的海外传播。

A Corpus-based Study on Writer/reader Visibility in English Writing by Chinese EFL Learners

Writer/reader(W/R) visibility is regarded as an important indicator of personal involvement. Previous studies concluded that EFL learners tend to contains more personal involvement than native speakers in their writing, making it resemble spoken language as a result. Therefore, this paper examines the degree of W/R visibility in English writing by university-level Chinese learners to verify the applicability of the previous findings on Chinese learners. Based on the data collected in the corpora CLEC,WECCL and LOCNESS, the results show that Chinese EFL learners have the tendency to employ more features of W/R visibility than native speakers, for example the high use of first or second person reference and words that represent mental process. Besides, the paper also reveals little distinction on W/R visibility between English and non-English majors, suggesting the inefficiency of the writing ability of today's English majors.

The Effect of Metacognitive Strategies Instruction on Chinese Non-Major Undergraduates' Self-efficacy and Writing Performance

Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.

Corpus-based Study on the use of "really" in Chinese Students' Writing

This corpus-based study aims to explore if the high frequently used word "really" is at a risk of overused,underused or misused in the writing of Chinese learners.Then draw attention on English learning and teaching and raise learners' awareness of the structural and collocation complexity of words.

A Research on Chinese Thinking Influencing English Writing Process

L2 writing process is a bilingual event.L2 writers have both L1 and L2 at their disposal when they composing in L2.The tendency of L1 occurrence varies with individuals composing activities.L2 Writers are more likely to depend on L1,when they were managing their writing process,generating and organizing ideas;but more likely to depend on L2 when undertaking task--examining and text -generating activities.This paper focuses on the influence of L1 on L2,and the purpose is to demonstrate that Chinese thinking decreases with the improvement of English proficiency,but the amount of Chinese thinking decreases by a different margin.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

Conceptual Transfer in English Writing by Chinese Learners of English

Language transfer has always been the focus of research in the field of second language acquisition. Conceptual transfer, as the development of language transfer, inspires scholars to explore the first language influence on second language acquisition from a new perspective. Differences between Chinese and English lead to great difficulty to Chinese learners of English. Misuses in syntax may originate from different conceptions between Chinese and English. Mistakes such as sentence localization, prediction relation, word disorder, or sentence with null subject are also prevalent in English compositions. Based on the analysis of language differences between Chinese and English, this paper aims to explore the impact of Chinese on grammar capability in English writing by Chinese learners of English, so as to shed light on English teaching and learning.

A comparative study of differences in writing strategies among Chinese EFL learners, overseas Chinese ESL learners, and Northern American ENL learners

This paper concerns study of learning strategies from language learners. In the light of the types and models of strategies found in the study of ESL （English as a Second Language） learners＇ strategies abroad, the authors have summed up and induced 3 group learners＇ writing strategies stated in their reports, with which they have designed the surveying tool by using factor analysis. And then, the authors use descriptive and 1-way ANOVA （Analysis of Variance） analysis of SPSS16.0 （Statistical Program for Social Science） to examine the differences of strategies used by EFL （English as a Foreign Language） learners in China, overseas Chinese ESL learners in Northern Americas and Northern American ENL （English as a Native Language） learners. It is concluded by he results of the study that ENL and ESL learners are good at using various writing strategies. And there are significant differences in using writing strategies between ENL/ESL learners and EFL learners. The authors also conclude that the differences between ESL group and ENL group are not significant, much less than the ones between ESL group and EFL group. The authors make comparative analysis on the causes to the findings on the aspects of class teaching approaches and language learning surroundings, which bring out implications for teaching of English writing in China.

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.

Influences of Chinese culture and mode of thinking on English writing

Thinking patterns and the language features differ from one cultural background to another. Differences between Chinese and English culture diversify the writing patterns of the two languages. The importance of cultivating students＇ cultural awareness is obvious in college English teaching process. This paper discusses the relationship between thought based on culture and English writing, and the characters of language transition by way of contrastive analysis. It also reveals the importance of improving English thinking ability and removing the native language interference in English writing. The main premise of the paper is that effective communication is more than a matter of language proficiency and that, cultural competence can also lead to empathy and respect toward different cultures.

In the Non-target Language Environment Immersion Teaching Design of the Chinese Writing Course

At the intermediate and advanced stage of the international Chinese education, Chinese writing is one of the important skill courses, one of the difficulties of learning Chinese. For a long time, because its acquisition is so difficult, but it cannot get rid of the inefficiencies and a lack of attraction of the traditional pen and paper training, it has become one of the teaching problems to be solved urgently in teaching research community. In the non-target language environment, the use of limited time and space in the classroom to training students＇ Chinese writing skill is an important task of the intermediate and advanced Chinese teaching. At the cultural environment in Westem Europe, learners＇ awareness of democracy and freedom are very strong, they are active, rich in their thinking, the interesting, challenging, and immersive of training activities are more attractive to students Immersion teaching design of the Chinese writing course is such a lively, fun, and interactive new design. This paper discusses the design method and a characteristic of immersion teaching Chinese writing course in the non-target language environment, analyzes its design basis and practice principles, and puts forward some suggestions on the application of this type of design.

Differences between Contrastive Analysis and Error Analysis on English Writing for Chinese EFL learners

With the increasing importance of English writing,how to improve students’writing ability is a big challenge.Contrastive analysis and error analysis are two popular approaches to error correction in English writing.This paper is going to compare the differences between contrastive analysis and error analysis,in English writing for Chinese EFL learners,from perspectives,such as,English writing purpose,English writing errors and attitude towards English writing.After that,some better suggestions will be given at the end of the paper.

Differential effects of teaching approaches on Chinese EFL learners of different writing abilities

To the issue on the superiority and inferiority of the ＂product approach＂ and the ＂process approach＂ writing teaching, an empirical study research of I00 non-English major students has been accomplished to testify the relationship between these different approaches and the different writing levels. The results are the ＂product approach＂ is more helpful to the learners with lower writing level; whereas, the ＂process approach＂ is more effective to ones with higher level. Furthermore, the teaching approach itself cannot affirm the superiority and inferiority, and it would not be at work unless is applied for corresponding learners.

Contrastive Analysis of Chinese and English Modes of Thinking and Its Effects on Discourse Organization in EFL Writing

Based on the contrastive analysis of Chinese and English modes of thinking, this essay analyzes from two aspects the effects of their discrepancies on the discourse organization of Chinese students ' English writing, then explains the fundamental reason for these effects and proposes that teachers should impart to students knowledge about the differences between Chinese and English mode of thinking so that Chinese students can be better helped to organize their compositions on the English discourse patterns and compose idiomatic English writings.

The Inspirations of LIFT on Marking of EFL Writing in Chinese Secondary Classrooms

What constitutes the most effective marking of EFL learners' writing in secondary schools is still the focus of EFL teachers. Traditional feedback is not as successful as it is expected to be because students haven't concerned themselves with the teacher's comments too much.LIFT(Learner Initiated Feedback Technique), as a creative means of enhancing marking, has been tested and adopted in foreign language teaching. Through the introduction of current conditions of marking of EFL writing, selfcorrection, peer-marking and feedback workshop in EFL secondary classrooms are proposed in light of the theory of LIFT.

Advantages of Malaysian Teaching Writing Strategies——Compare and contrast with Chinese teaching writing in schools

The purpose of this paper is to find out the advantages of English teaching strategies of writing in Malaysian secondary schools through compare and contrast of the teaching strategies in China and Malaysia. The study of this paper focused on the views of the writing skills from Malaysian secondary schools.

An Analysis of Lexical Errors in Chinese Senior One Students' English Writing

Lexical errors made by language learners frequently in the language learning process play a significant role in language teaching and learning. This paper, based on the theory of error analysis, mainly analyzes lexical errors made by Chinese senior one students in their writing and aims to find out the main types of lexical errors and the most frequent lexical errors in their writing. The results are of great significance and importance for language teaching and learning.

New Approach to Chinese Writing:an Exploratory Study of Writing Performance on Social Q&A Online Community

Many studies have investigated how the online community has informed language acquisition and teaching.In the scholarship of Computer-Mediated Communication Theory(CMC),while most of the studies have emphasized second language English writing using the CMC framework,evidence is shown to support CMC in foreign language instruction.However,there is a lack of research on how feedback from native speakers of Chinese influences Chinese learners'writing in a web environment.In response to the research gap,drawing on sociocultural and CMC,the current exploratory study probes the nature of feedback on Zhihu,the largest Chinese social question-and-answer website,and how feedback affects advanced Chinese learners'writing performance.Eight American university students learning Chinese as second language participated by completing two writing tasks on Zhihu.After posting essays on the website,these participants read and responded to online feedback within two weeks,followed by a revision of their original posts.Tokens of feedback,revised language items and learners'response to feedback were coded by the researcher.Findings reported feedback types from Zhihu users,exchanges between learners and feedback providers,and correlations between first and second drafts.Feedback on Zhihu is proven to be beneficial to advanced Chinese learners'writing performance,and pedagogical implication is suggested for the inclusion of Zhihu in advanced Chinese curriculum.