scholarly journals Teaching Chinese College ESL Writing: A Genre-based Approach

2016 ◽  
Vol 9 (9) ◽  
pp. 36 ◽  
Author(s):  
Yilong Yang
Keyword(s):  
Language Learning ◽  
Vital Role ◽  
Cultural Knowledge ◽  
Further Education ◽  
Esl Writing ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Teaching Chinese ◽  
Listening And Speaking

<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>

scholarly journals The Role of Lexical Chunks in Writing and Its Implications for College English Teaching

2021 ◽  
Vol 9 (5) ◽  
pp. p1
Author(s):  
Jianwei Wang
Keyword(s):  
Language Learning ◽  
Vital Role ◽  
College English ◽  
English Teaching ◽  
Learning And Teaching ◽  
English Writing ◽  
Form And Function ◽  
Lexical Approach ◽  
And Function

Lexical chunks are considered as composites of form and function and they are the ideal units of language learning and teaching. This study aims to review the role of lexical chunks in writing and discuss its pedagogical implications for college English teaching. Through reviewing the related research on lexical chunks, it is found that most of the research supports that lexical chunks play vital role in improving fluency, accuracy and idiomaticity of English writing. In view of these findings, this study suggests that it is necessary and feasible in Chinese universities to apply the lexical approach to English teaching, divert students’ attention to larger segments of texts and cultivate students’ awareness of lexical chunks. However, this study is just a bibliographic review of the research on lexical chunks and doesn’t conduct any experiment on the application of lexical approach in classroom and its effects on English writing.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals Action Research on College English Writing Based on Information Technology from the Perspective of Moocs

2016 ◽  
Vol 9 (11) ◽  
pp. 48
Author(s):  
Xuan Guo
Keyword(s):  
Information Technology ◽  
Action Research ◽  
Online Education ◽  
Development Strategy ◽  
Education Development ◽  
Network Teaching ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Reform And Development

<p>The educational reform based on information technology at college has been paid high attention recently in China, which aims at using educational informationization to drive educational modernization and bringing online education into the reform and development strategy of the overall higher education. To promote the educational informatization is not only the inevitable choice of the reform and development of Chinese education; it is also an important means and way to realize the internationalization of the education development.</p><p>In the background of the development of education system, for the reality is that the teaching way in our university is basically the traditional teaching mode, the paper is to do action research on college English writing based on information technology from the perspective of Moocs. This paper mainly discusses how to filter to use information technology in network teaching environment in order to help teachers build education concept in the information age, and guide students to truly put themselves into autonomous learning and mobile learning, so as to improve students’ innovative writing ability.</p>

On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing

2016 ◽  
Vol 6 (9) ◽  
pp. 1877
Author(s):  
Tingxiang Zhou
Keyword(s):  
Language Learning ◽  
Language Learner ◽  
Careful Study ◽  
Language Competence ◽  
Writing Ability ◽  
English Writing ◽  
Thought Pattern ◽  
English Majors ◽  
Thought Patterns ◽  
Chinese And English

Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thought patterns contributes a lot to the problem. So, this paper first gives a brief introduction to thought pattern and the relationship between thought pattern and language, then analyzes the main differences between Chinese and English thought patterns, followed by a description of the negative transfer of Chinese thought pattern in students’ writing, and finally proposes some practical and effective methods to help non-English majors learn to think as native English speakers do and improve their writing ability.

scholarly journals Unveiling the Scoring Validity of Two Chinese Automated Writing Evaluation Systems: A Quantitative Study

2021 ◽  
Vol 11 (2) ◽  
pp. 68
Author(s):  
Jian Wang ◽  
Lifang Bai
Keyword(s):  
Language Learning ◽  
Formative Evaluation ◽  
Computer Assisted ◽  
Linguistic Features ◽  
College English ◽  
Writing Evaluation ◽  
English Writing ◽  
Automated Writing Evaluation ◽  
Scant Attention ◽  
English Writing Instruction

Computer Assisted Language Learning (CALL) has been a burgeoning industry in China, one case in point being the extensive employment of Automated Writing Evaluation (AWE) systems in college English writing instruction to reduce teachers’ workload. Nonetheless, what warrants a special mention is that most teachers include automatic scores in the formative evaluation of relevant courses with scant attention to the scoring efficacy of these systems (Bai & Wang, 2018; Wang & Zhang, 2020). To have a clearer picture of the scoring validity of two commercially available Chinese AWE systems (Pigai and iWrite), the present study sampled 486 timed CET-4 (College English Test Band-4) essays produced by second-year non-English majors from 8 intact classes. Data comprising the maximum score difference, agreement rate, Pearson’s correlation coefficient and Cohen’s Kappa were collected to showcase human-machine and machine-machine congruence. Quantitative linguistic features of the sample essays, including accuracy, lexical and syntactic complexity, and discourse features, were also gleaned to investigate the differences (or similarities) in construct representation valued by both systems and human raters. Results show that (1) Pigai and iWrite largely agreed with each other but differed a lot from human raters in essay scoring; (2) high-human-score essays were prone to be assigned low machine scores; (3) machines relied heavily on the quantifiable features, which, however, had limited impacts on human raters.

scholarly journals Analysis of the Errors in the Chinese Students’ Composition

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Haiyan Lu
Keyword(s):  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
Writing Process ◽  
Chinese Students ◽  
Writing Ability ◽  
English Writing ◽  
Analysis Theory ◽  
Complicated Process ◽  
Made In

Writing is a complicated process and being able to write well is usually considered to be the last skill in language learning. Teachers firstly need to find out the errors the Chinese students made in their English writing process in order to improve students’ writing ability. Errors are common characteristic of language acquisition and learning. Via studying the types of errors on the basis of error analysis theory, the author hopes to seek an effective approach to the teaching of English writing.

Teaching Reform of Bilingual Classroom of College English Writing under the Background of "Curriculum Thinking"

2020 ◽  
Vol 9 (4) ◽  
pp. 269
Author(s):  
Jing Yuan
Keyword(s):  
Colleges And Universities ◽  
Quality Development ◽  
High Quality ◽  
Writing Classes ◽  
Important Indicator ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Teaching Reform ◽  
Bilingual Classroom

The level of writing ability is an important indicator to measure students' language application achievements. Therefore, in order to enable students to better complete the learning of knowledge, teachers should make corresponding changes to the teaching work mode, so that students can ensure the rise of learning quality. Therefore, the author mainly analyzes how to ensure the high-quality development of English writing classes in colleges and universities under the background of ideological and political courses, hoping that the writing division can be carried out smoothly, and the comprehensive ability of students can be comprehensively improved.

scholarly journals An Empirical Study on Teacher-Student Collaborative Assessment in College English Writing Teaching

2020 ◽  
Vol 9 (2) ◽  
pp. 116
Author(s):  
Zhinan Wang
Keyword(s):  
Empirical Study ◽  
Writing Assessment ◽  
Assessment Method ◽  
Writing Performance ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Collaborative Assessment ◽  
Teacher Student ◽  
Experimental Teaching

This study proves that the application of Teacher-student Collaborative Assessment in college English writing teaching is feasible and effective. As can be seen from the results of the experimental teaching, Teacher-student Collaborative Assessment, which is a new writing assessment method, has a significant impact on the improvement of students’ writing performance and writing ability.

scholarly journals The Use of Scaffolding Theory in the Teaching of Writing

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Qian Zhou
Keyword(s):  
High School ◽  
Cultural Knowledge ◽  
Proximal Development ◽  
High School English ◽  
Student Centered ◽  
Writing Ability ◽  
English Curriculum ◽  
English Writing ◽  
Language Knowledge ◽  
Teaching Of Writing

"English Curriculum Standards for Senior High School (2017)" puts forward higher requirements for the writing ability of students: students can use the language knowledge and cultural knowledge they have learned to create new texts according to different purposes and audiences. Writing is a difficult point. However, the current domestic English writing teaching effect is not satisfactory. English writing teaching has not been paid enough attention, and students lack the initiative to learn English writing. Scaffolding theory encourages teachers to follow the "student-centered" classroom teaching model and build scaffolds based on the students' recent development areas, so as to promote students' knowledge construction and meaningful learning, stimulate students' interest in English learning, and improve their English writing level. This article analyzes the teaching of English writing from the perspective of scaffolding theory. First, it introduces the research background, expounds "Zone of Proximal Development" and scaffolding theory, and discusses in detail the five steps of scaffolding theory applied in high school English writing classrooms. Finally, three teaching inspirations and suggestions are provided in order to improve the teaching effect of high school English writing.

scholarly journals Study of Writing Problem in College General English Course—Reflection on the Reform of College English Course

2017 ◽  
Vol 8 (1) ◽  
pp. 176 ◽  
Author(s):  
Shujuan Wang ◽  
Yue Zhang
Keyword(s):  
Writing Skills ◽  
Department Of Education ◽  
Writing Ability ◽  
College English ◽  
English Writing ◽  
Self Evaluation ◽  
The Core ◽  
Core Content ◽  
English Major ◽  
Development Of Students

Since the end of 2014, many well-known universities in China have launched an another English course reform under the guidance of College English Teaching promulgated by the Department of Education. They reform general English course into Special English course in order to improve students’ English writing capacity. We can see that the improvement and development of students’ English writing skills and ability have become the core content in this English course reform. This study examines the problem of non-English major students’ English writing in General English course based on the systemic functional linguistics and gives some suggestions. A variety of factors that influence English writing are found, such as the attitude toward English writing, the learning approach and strategy, the number of vocabulary, the integrity of sentence, the coherence of discourse and the  transfer of native language. These factors interact to influence the development of students’ English writing ability. Some findings are different from the researches of predecessors. In addition, the survey about English writing sources and self-evaluation are helpful to analyze the problems. This study highlights the influence of discourse and suggests to pay more attention to cultivate students’ discourse awareness.

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