scholarly journals Research on the pragmatic failures in the EFL writing of Chinese students

2016 ◽  
Vol 4 (4) ◽  
pp. 38-43
Author(s):  
He Dan
Keyword(s):  
Experimental Study ◽  
Cultural Awareness ◽  
Chinese Students ◽  
Culture Learning ◽  
Efl Writing ◽  
Learning And Teaching ◽  
English Writing ◽  
Pragmatic Failure

Writing is an instrument of communication; the Chinese students English writing belongs to intercultura l communication. P ragmatic failure occurs mainly because the lack of the cultural awareness and knowledge, and it offers an angle for the discussion in the thesis. T his thesis is intended to probe into how to develop Chinese students English writing from the perspective of pragmatic failure. T here is an experimental study with a questionnaire is analyzed to infer the students opinions and habits in English writing and culture learning and teaching. All the data and results of the research are analyzed to infer the causes of pragmatic failures in students English writing.

scholarly journals comparison between freshmen and sophomores EFL writing of Chinese students from the perspective of pragmatic failures

2016 ◽  
Vol 4 (6) ◽  
pp. 86-92
Author(s):  
He Dan
Keyword(s):  
College Students ◽  
Experimental Study ◽  
Chinese Students ◽  
Culture Learning ◽  
Efl Writing ◽  
Chinese College Students ◽  
Learning And Teaching ◽  
English Writing ◽  
Pragmatic Failure ◽  
Comparison And Analysis

This thesis is intended to probe into improve Chinese college students English writing from the perspective of pragmatic failure. T here is an experimental study with a questionnaire is analyzed to infer the students opinions and habits in English writing and culture learning and teaching. All the data and results of the research are analyzed to infer the causes of pragmatic failures in students English writing. The comparison and analysis between the two grades may show us to what extent these students improved and changed in their English writing in the two years

scholarly journals Politeness of Vietnamese Students in Writing Request Email in English: a Course-based and Socio-pragmatic Study

2020 ◽  
Vol 2 (2) ◽  
pp. 109-128
Author(s):  
Thi Minh Trang Pham ◽  
Aiden Yeh
Keyword(s):  
Critical Discourse Analysis ◽  
Cultural Awareness ◽  
Critical Discourse ◽  
Linguistic Knowledge ◽  
Learning And Teaching ◽  
Politeness Strategies ◽  
High Level ◽  
Pragmatic Knowledge ◽  
Determining Factor

This exploratory study investigates politeness strategies employed by Vietnamese EFL learners when writing English request emails sent to foreign and Vietnamese professors and school staff. A corpus-based critical discourse analysis is used to analyze sub-elements of politeness including the degree of imposition, terms of address, request-giving strategy and lexicon-syntactic modifier. The results support the assumption that Vietnamese language pragmatic knowledge is deeply ingrained and has tremendous influence on students’ L2 email writing skills. The study also reveals that Vietnamese students applied a high level of imposition with formal term of address and salutation, directness strategies with the overuse of “please” and other hedges. While gender is not a determining factor, the inflexible adoption of fixed phrases and syntactic-lexical devices were attributed to the lack of sociopragmatic competence. Thus, apart from linguistic knowledge, the role of cultural awareness and socio-pragmatic knowledge should be highlighted in communicative English learning and teaching.

A Study of the One-to-One Writing Tutoring Effects

2020 ◽  
pp. 29-56
Author(s):  
Hai-yan Zhang ◽  
Yunhui Hao ◽  
Mingsheng Li ◽  
Donna M. Velliaris
Keyword(s):  
Language Proficiency ◽  
Writing Centers ◽  
Contrastive Rhetoric ◽  
Efl Writing ◽  
English Writing ◽  
Level Of Satisfaction ◽  
Strong Negative Association ◽  
The One ◽  
Writing Tutoring ◽  
Depth Interviews

This chapter is motivated by the fact that few studies have been made about the effects of one-on-one writing tutoring in English writing centers in Chinese universities. It intends to examine the effects through the evaluation of tutors' performance by students. A sample of 57 students responded to the questionnaires designed based on Kaplan's 7 EFL writing objectives proposed in his theory of contrastive rhetoric with minor revision, and 12 participated the structured in-depth interviews. Results demonstrate that tutors have achieved higher level of satisfaction in objectives of vocabulary and expressions (86%), sentence and grammar(85%), etc., but lower satisfaction level in those of awareness of audience(37%), discourse structure (34%), and rhetoric and writing knowledge (40%). The findings indicate no significant correlation between tutoring duration and students' improvement extent, yet a strong negative association between students' language proficiency and their improvement. Finally, some measures about enhancing tutoring effects are suggested.

scholarly journals Methods Used to Eliminate the Students’ Chintonglish Sentences in Their Writing

2018 ◽  
Vol 9 (3) ◽  
pp. 491
Author(s):  
Xiaoying Zhou ◽  
Hangjie Liao
Keyword(s):  
Chinese Students ◽  
Point Of View ◽  
English Writing ◽  
China English

In this paper the authors discuss four types of English in Chinese students’ English writing. They are Pure English, China English, Sinicized English and Chinese Tone English (Chintonglish). As the Chintonglish (Chinese Tone English) sentences appear frequently in students writing, the authors will discuss this type of “English” from the psychological and cultural point of view, which may serve as a guide for the Chinese students’ writing of good English. In the authors’ opinion the methods used for the elimination of such Chintonglish sentences in the students’ English writing are to point out the cause of such Chintonglish mistakes to the students clearly, create an English communicative environment and choose some typical pieces of passages for the students to read and imitate.

scholarly journals The Development of Foundational and New Literacies with Digital Tools Across the European Higher Education Area

Aula Abierta ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 615-624
Author(s):  
Lee McCallum
Keyword(s):  
Higher Education ◽  
Building Blocks ◽  
Digital Tools ◽  
Writing Classroom ◽  
European Higher Education Area ◽  
Efl Writing ◽  
English Writing ◽  
European Higher Education ◽  
The One ◽  
Further Development

 The 21st century EFL writing classroom continues to transform from one that focuses on the building blocks of being able to write, to one that is characterised by a view that writing is digitally-informed and led. This paper synthesises research that documents the perceived gains of using digital tools to, on the one hand, improve students’ foundational literacies in English writing, and on the other hand, to develop ‘new’ digitally oriented literacies that exist and arise from the use of these tools. The focus of the synthesis is on member countries that are included in the European Higher Education Area (EHEA) initiative. The paper presents a systematic review of  studies in international and local journals from 2000 - 2020.  The review provides an overview of the foci of the studies, the types of writing, tasks and technologies being used, the approaches taken to evaluate and provide feedback on students’ writing, and the influence digital literacies may have on fostering these foundational literacies. The paper concludes by considering gaps in the EHEA landscape and offers recommendations for further development.  

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