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Strategies for the construction of m...

Wong, Ruth Yeang Lam.

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Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese./
Author:	Wong, Ruth Yeang Lam.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	528 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.
Contained By:	Dissertation Abstracts International53-12A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN73886
ISBN:	9780315738867

Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.
Wong, Ruth Yeang Lam.

Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 528 p.

Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.

Thesis (Ph.D.)--University of Toronto (Canada), 1992.

This study investigates the strategies used for constructing meaning in English and Chinese writing. 198 subjects from four secondary schools in Singapore responded to two questionnaires. Their responses indicated that they engage in similar strategies when they write in the two languages. However, they seem to encounter more problems in Chinese writing, especially with Chinese vocabulary. Their specific writing abilities in English also seem to be superior to those in Chinese. These findings seem to indicate that the sample is more competent performing academic tasks in English than in Chinese.

ISBN: 9780315738867Subjects--Topical Terms:

2122778
Bilingual education.

Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.
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100 1 $a Wong, Ruth Yeang Lam. $3 3285378
245 1 0 $a Strategies for the construction of meaning: Chinese students in Singapore writing in English and Chinese.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 528 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 1992.
520 $a This study investigates the strategies used for constructing meaning in English and Chinese writing. 198 subjects from four secondary schools in Singapore responded to two questionnaires. Their responses indicated that they engage in similar strategies when they write in the two languages. However, they seem to encounter more problems in Chinese writing, especially with Chinese vocabulary. Their specific writing abilities in English also seem to be superior to those in Chinese. These findings seem to indicate that the sample is more competent performing academic tasks in English than in Chinese.
520 $a Female students are more careful in their writing, taking pains to check what they have written. While writing in Chinese, the male students experience more problems than the female students in the following aspects: vocabulary, sentence patterns, connecting words and phrases, prepositions, grammar, content, organization and continuing to write. The female students are more able than the male students to write reports and letters.
520 $a The Science students tend to be more careful in checking what they have written in Chinese. They have greater difficulties than the Arts students with content while writing in English; while the Arts students have greater difficulties with starting and continuing while writing in Chinese. The Science students are more able than the Arts students to write reports and letters.
520 $a Analysis of think-aloud protocols of a sub-sample of 43 students further showed that both effective and ineffective writers use meaning-constructing strategies in their writing, but they differ in the quality of this use. The strategies which are used the most are: schemata, schemata (personalized), projecting ahead and re-reading. Those who have developed good meaning-constructing strategies in their stronger language seem to be able to transfer these strategies to their weaker language. However, this transfer seems to be more apparent if the stronger language is English rather than Chinese.
520 $a Equipping students with learning strategies for meaning construction in writing will empower them with critical thinking and creative adaptation for life-long learning.
590 $a School code: 0779.
650 4 $a Bilingual education. $3 2122778
650 4 $a Language arts. $3 532624
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690 $a 0279
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 53-12A.
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791 $a Ph.D.
792 $a 1992
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN73886