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A Case Study of a Chinese English Major’s Argumentative English Writings: Focusing on the Development of Her Thinking and the Facilitating Factors
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Qiuping Gao
Published/Copyright:
June 2, 2014
Abstract
This paper reports a study on a Chinese English major’s argumentative English writings focusing on the development of her thinking capacities and factors that facilitate or constrain such development. The data came from three sources: her essays, reflective journals, and my semi-structured interviews with her. Major findings can be summed up as follows: 1) at the initial stage, the participant was weak in rational thinking; 2) as she had more writing practice, she made progress in ideas and organization of ideas but not in expression of ideas; and 3) factors facilitating or constraining her development primarily include language input, cultural identification, teacher feedback and motivation.
Published Online: 2014-6-2
Published in Print: 2014-6-1
©2014 Walter de Gruyter, Berlin Boston
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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
Keywords for this article
argumentative English writings;
thinking;
development;
facilitating factors
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
