Teaching English writing in Chinese speaking regions
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Barry Lee Reynolds
Abstract
Whether discussing the teaching or learning of English writing, most educators and learners alike agree that it is the most challenging language skill to master. While contexts may differ in terms of purpose or motivation for learning to write in English, contexts may also share similar challenges. This is the exact situation with learners in Chinese speaking regions. From primary school to graduate school, learners are struggling with similar yet contextually unique difficulties in mastering English writing. These learners require instructional support informed by a multifaceted research literature covering the fields of second language acquisition, reading research, vocabulary research, bilingual processing, sociocultural factors, language assessment, and language policies. The complexity of English writing development was the seed of our attempt to characterize second language writing instruction for Chinese speakers in different yet historically related regions. This chapter juxtaposes the similarities and differences in English writing instruction in mainland China, Hong Kong SAR, Macau SAR, and Taiwan. With a focus on current innovative practices and research trends, this chapter provides a starting point for thinking about what is important to understand English writing instruction in the regions.
Abstract
Whether discussing the teaching or learning of English writing, most educators and learners alike agree that it is the most challenging language skill to master. While contexts may differ in terms of purpose or motivation for learning to write in English, contexts may also share similar challenges. This is the exact situation with learners in Chinese speaking regions. From primary school to graduate school, learners are struggling with similar yet contextually unique difficulties in mastering English writing. These learners require instructional support informed by a multifaceted research literature covering the fields of second language acquisition, reading research, vocabulary research, bilingual processing, sociocultural factors, language assessment, and language policies. The complexity of English writing development was the seed of our attempt to characterize second language writing instruction for Chinese speakers in different yet historically related regions. This chapter juxtaposes the similarities and differences in English writing instruction in mainland China, Hong Kong SAR, Macau SAR, and Taiwan. With a focus on current innovative practices and research trends, this chapter provides a starting point for thinking about what is important to understand English writing instruction in the regions.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
