Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, a...Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, and the internet. These irrevocable trends provide students, especially L2 students, more opportunities to learn and cultivate new ideas. Pedagogy alteration in language and literacy education is a positive ideal for helping L2 learners better understanding their classes in a new teaching and learning context.展开更多
This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and ...This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and L1 student writing in UK universities.Taking a longitudinal and cross-contextual perspective,the study explores corpora of L1 and L2 student writing gathered from three sources:EAP essays written by Chinese undergraduate students at an English Medium Instruction(EMI)university;argumentative essays written by English majors in the Written English Corpus of Chinese Learners(WECCL);and academic essays of English L1 students from the British Academic Written English(BAWE)corpus.Hyland’s(2005 a)model of metadiscourse was adopted to identify interactive and interactional devices in each corpus,and results were compared between different levels as well as across the corpora to reveal developmental features.Findings show marked differences in metadiscourse use between Chinese EMI students’EAP essays and English major students’EFL essays in mainstream state universities,whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays.Significant changes were also found between different year levels in two L2 essay corpora.The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts,with EAP instruction in the EMI institution having mixed effects on Chinese students’awareness and use of metadiscourse in essay writing.展开更多
文摘Globalization and digitisation have replaced traditional teaching methods gradually over the last 20 years. Teaching is no longer based on textbooks, but more on digital or visual media, such as MP4, TV & movie, and the internet. These irrevocable trends provide students, especially L2 students, more opportunities to learn and cultivate new ideas. Pedagogy alteration in language and literacy education is a positive ideal for helping L2 learners better understanding their classes in a new teaching and learning context.
基金supported by Research Development Fund of Xi’an Jiaotong-Liverpool University and Jiangsu Ministry of Education Philosophy and Social Sciences Funding Scheme.
文摘This paper investigates developmental patterns of metadiscourse use in Chinese students’EAP writing in an English medium university,in comparison with English majors’EFL writing in mainstream state universities and L1 student writing in UK universities.Taking a longitudinal and cross-contextual perspective,the study explores corpora of L1 and L2 student writing gathered from three sources:EAP essays written by Chinese undergraduate students at an English Medium Instruction(EMI)university;argumentative essays written by English majors in the Written English Corpus of Chinese Learners(WECCL);and academic essays of English L1 students from the British Academic Written English(BAWE)corpus.Hyland’s(2005 a)model of metadiscourse was adopted to identify interactive and interactional devices in each corpus,and results were compared between different levels as well as across the corpora to reveal developmental features.Findings show marked differences in metadiscourse use between Chinese EMI students’EAP essays and English major students’EFL essays in mainstream state universities,whereas a similar pattern of use occurred in EAP essays and English L1 student academic essays.Significant changes were also found between different year levels in two L2 essay corpora.The findings suggest that metadiscourse use in L2 writing had developmental trajectories distinctive to different institutional contexts,with EAP instruction in the EMI institution having mixed effects on Chinese students’awareness and use of metadiscourse in essay writing.
