Circumscribed by the culture of collectivist and Confucian traditions, English as a Foreign Language (EFL) education in China has defaulted to an impersonalized provision and delivery. Much of teaching and learning is to assimilate individuals into a group identity. This epistemological model can be detected in learning outcomes, e.g.,…

The goal of the present study was to test opposing views about 4 issues concerning predictors of individual differences in Chinese written composition: (a) whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b)…

This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT)…

As an indispensable and most difficult part of language acquisition, the importance of English writing has been intensified by the economic globalization and internet revolution due to the special role of English as a universal language (Warshauer, 2000). However, writing teaching and learning has been long perplexing language teachers and…

Understanding how businesses function in relation to cultural and societal influences is critical for today's business leader who wants to interact competently across borders. However, developing and evaluating such competence is a challenge. One concept that provides a holistic conceptualization of intercultural competence is the notion of…

The pursuit of higher education has become increasingly popular among students of many different backgrounds and cultures. As these students embark on higher learning, it is imperative for educators and universities to be culturally sensitive to their differing individualities. "Student Culture and Identity in Higher Education" is an…

In the present study, maternal Pinyin mediation and its relations with young Chinese children's word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as…

English writing instruction is an important part in college English pedagogy. Traditional way of teaching English writing lays much emphasis on word, grammar and sentence rather than the level of discourse. Under the traditional way, the students have difficulties to yield well-organized and coherent compositions. Theme Theory provides a…

This paper explores the problems of EFL classroom writings in the Chinese college teaching context from the perspective of textual organization and pragmatic strategy. Influence of their native cultural thought pattern causes the problem of discourse pattern and cohesion; lack of sufficient pragmatic strategy renders students' unawareness in…

This present study provides overviews of the phenomenon in EFL writing instruction in basic education in mainland China, which in its natural sense never proceeds among young learners at high school level. Then it investigated 34 students' short in-class compositions. Beyond many spelling and syntactic errors, their pragmatic failures are…

The author calls for scholars of rhetoric and composition to become familiar with the cosmology, language, educational attitudes, speech genres, and intellectual debates of a specific culture other than their own. For a case study, she turns to Chinese history and focuses on exchanges between three models of rhetoric: Confucian, Daoist, and…

This article reviews teaching intercultural competence in the classroom with a group of homogeneous Chinese university students. This is explored through teaching English as a Foreign Language (EFL) writing in a way that changes Chinese students' thinking. It involves a change of cultural perspectives by placing the concept of "the…

This ethnographic study attempts to find, reveal and understand the learning possibilities, from the social learning perspective, in the process of peer feedback activity in a College English classroom for non-English majors in China. The study reveals the nature of Exploratory Practice (EP), and the investigation is guided by EP principles,…

Based on LSA's (Latent Semantic Analysis) measuring textual coherence and Halliday and Hasan's cohesive concepts and their categorization of cohesive devices, this paper analyzes coherent relatedness and cohesive devices of 100 Chinese students' English writings. The results indicate that (1) LSA is proved to be an objective and appropriate method…

This article reports on a mixed-methods study of Chinese university students' knowledge of and attitudes toward plagiarism in English academic writing. A sample of 270 undergraduates from two Chinese universities rated three short English passages under different conditions, provided open-ended responses to justify their ratings, and completed a…