Corpus-based English writing research and pedagogy for Chinese college students: A case study of causality devices

2010 ◽  
Author(s):  
Jian Tao ◽  
Dawang Huang
Keyword(s):  
College Students ◽  
Chinese College Students ◽  
English Writing ◽  
Writing Research

scholarly journals An Error Analysis of the Word Class: A Case Study of Chinese College Students

2015 ◽  
Vol 10 (3) ◽  
pp. 41 ◽  
Author(s):  
Xia Lixin
Keyword(s):  
College Students ◽  
Error Analysis ◽  
Teaching And Learning ◽  
Word Class ◽  
Chinese College Students ◽  
English Teaching ◽  
General Overview ◽  
Class A ◽  
Word Classes

The paper reports a study on the errors in word classes made by Chinese college students in their writings. From the CLEC, all the errors tagged as [wd2] were collected, and then a general overview of the errors among 4 groups of college students was given. After that, the first 100 errors with the greatest frequency were sorted out from all the errors. They were further classified into 8 categories according to the wrongly used word classes. Based on the actual errors in the CLEC, possible causes of these errors were identified and analyzed. Finally, potential implications for English teaching and learning were discussed and suggestions were put forward.

scholarly journals Promoting Effects of Computer Scoring on English Learning of College Students

2020 ◽  
Vol 15 (07) ◽  
pp. 98
Author(s):  
Siwei Liu
Keyword(s):  
College Students ◽  
Formative Assessment ◽  
Scoring System ◽  
English Learning ◽  
Structural Learning ◽  
Promoting Effect ◽  
English Writing ◽  
Computer Scoring ◽  
Research Findings

In the age of economic globalization, it is important for college students to master such an international language as English. The computer scoring is an effective tool to enhance their ability of English learning. Drawing on theories of formative assessment and structural learning, this paper mainly verifies the promoting effect of computer scoring on English learning among college students. The data were collected through a questionnaire survey, and a case study was carried out on a scoring website for English writing. The results show that: formative assessment and structural learning lay the theoretical basis for computer scoring; college students generally recognize that computer scoring system greatly enhances their ability and enthusiasm of English learning; the target computer scoring system (www.pigai.org) facilitates autonomous learning under teacher supervision, with the functions on student and teacher interfaces. The research findings greatly promote the development of computer scoring and English learning among college students.

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