Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
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Xuan Zheng
Abstract
As the number of Chinese international students studying in the U.S. has grown dramatically in recent years, there has been increasing attention to how English Composition instructors approach these students’ writings. Using a dialogue format representing “narratives of classroom life” (Nelson, 2011a), this paper demonstrates two polemic views held by teachers and researchers: one view sees students’ language use as problematic as it differs from the expected standards required for academic success in the U.S., while the other calls for more tolerance of the students’ linguistic and cultural diversity and accordingly, more strategic ways to give “error feedback.” By opening up the debate, the paper explores possibilities for teachers in the U.S. and around the world to help their students address the gap between academic expectations, and what they are currently capable of.
©2014 Walter de Gruyter, Berlin Boston
Articles in the same Issue
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Articles
- Tensions in Teachers’ Conceptions of Research: Insights from College English Teaching in China
- Learning to Do Action Research Through Reflection: A Longitudinal Study of Rural EFL Teachers
- Chinese EFL Learners’ Actual Word Processing and Lexical Learning in Performing a Collaborative Output Task
- Interpretation of English Ambiguous Verb-Locative Prepositional Phrase Constructions by Mandarin and Spanish Speakers: Evidence for the Representational Deficit Hypothesis
- Assessing the Roles of Breadth and Depth of Vocabulary Knowledge in Chinese EFL Learners’ Listening Comprehension
- Plagiarism in Their Own Words: What Chinese and American Students Say about Academic Dishonesty
- Instructors’ Debate over Error Feedback on Chinese International Students’ Academic Writings in a U.S. University
- Chinese Abstracts
