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A Case Study of Classic Prose as a Psychological Tool in Reflection Writing
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Hui Cao
Published/Copyright:
June 2, 2014
Abstract
This paper presents a case study of second language (L2) writing from a sociocultural perspective and highlights the mediational role of a piece of classic prose, “Youth,” as a psychological tool in the reflection writing process. Sixty English majors from a Chinese university participated in the study. Data were collected through reflection writing and interviews and were treated with the grounded theory method. The findings showed that in the appropriation of the classic prose, students not only improved their language skills but also deepened their understanding of the theme, which contributed to the buildup of their philosophy of life in a meaningful way.
Published Online: 2014-6-2
Published in Print: 2014-6-1
©2014 Walter de Gruyter, Berlin Boston
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- Frontmatter
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- A Note from the Guest Editor
- Lexical Phrases as Pathways to Academic Genres: A Report on Two Cases in an EAP Writing Classroom
- A Case Study of Classic Prose as a Psychological Tool in Reflection Writing
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- The Development of Lexical Semantic Autonomy of English Majors
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Articles in the same Issue
- Frontmatter
- Articles
- A Note from the Guest Editor
- Lexical Phrases as Pathways to Academic Genres: A Report on Two Cases in an EAP Writing Classroom
- A Case Study of Classic Prose as a Psychological Tool in Reflection Writing
- A Case Study of a Chinese English Major’s Argumentative English Writings: Focusing on the Development of Her Thinking and the Facilitating Factors
- Development and Validation of a Test Measuring Language Analytic Ability for Chinese FL learners: A Rasch-Based Pilot Study
- An Empirical Study of Reading by Chinese English Majors in the Presence of Background Speech
- The Development of Lexical Semantic Autonomy of English Majors
- From Learning English to Learning in English: A Comparative Study of the Impact of Learning Contexts upon Chinese EFL Learners’ Strategy Use
- Chinese Abstracts
