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Chinese EAL Learners' Perceptions of...

Guo, Lihui.

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Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University./
作者:	Guo, Lihui.
面頁冊數:	257 p.
附註:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MS22426
ISBN:	9780499224262

Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University.
Guo, Lihui.

Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University. - 257 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.Ed.)--University of Manitoba (Canada), 2012.

This item must not be sold to any third party vendors.

In research on English for academic purposes (EAP) writing, English as an Additional Language (EAL) students' perceptions of academic writing practices play an essential role in helping to better understand their academic literacy development processes and in meeting their actual learning needs in second language (L2) EAP writing (Leki, 1995). However, there is a scarcity of research in this field pertaining to preuniversity EAL students' perceptions of academic writing learning experiences in Englishmedium higher education settings.

ISBN: 9780499224262Subjects--Topical Terms:

516208
English as a second language.

Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University.
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100 1 $a Guo, Lihui. $3 3176728
245 1 0 $a Chinese EAL Learners' Perceptions of Academic Writing Practices in a Canadian University.
300 $a 257 p.
500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: Clea Schmidt.
502 $a Thesis (M.Ed.)--University of Manitoba (Canada), 2012.
506 $a This item must not be sold to any third party vendors.
520 $a In research on English for academic purposes (EAP) writing, English as an Additional Language (EAL) students' perceptions of academic writing practices play an essential role in helping to better understand their academic literacy development processes and in meeting their actual learning needs in second language (L2) EAP writing (Leki, 1995). However, there is a scarcity of research in this field pertaining to preuniversity EAL students' perceptions of academic writing learning experiences in Englishmedium higher education settings.
520 $a Accordingly, this study investigated pre-university EAL students' perceptions of coping strategies of academic writing practices with specific references to Chinese students in an EAP program: AEPUCE (Academic English Program for University and College Entrance) in a Canadian university. Findings from a multiple case study research approach indicated that Chinese EAL students in this study employed different coping strategies to deal with their EAP writing challenges. These included sociocultural strategies, adapting strategies, previous Chinese writing or past English learning and writing experiences applying strategies, individualized strategies, and self-improvement strategies. Chinese EAL students specified that they needed to improve their EAP writing skills, to be offered appropriate EAP reading materials and authentic EAP writing models, to acquire university provided technology and to be provided with effective EAP writing tutoring. There was also a need for more communication between EAP writing instructors and Chinese EAL students and their EAP writing experiences needed to be connected to their future disciplinary writing requirements in the pre-university setting.
520 $a The findings of this research serve to create a broader knowledge base of the experiences of Chinese EAL students' academic writing practices in pre-university EAP programs. This knowledge will help EAL academic writing instructors gain a more comprehensive understanding of Chinese EAL students' academic writing processes and the students' perceptions of successful academic writing. It is hoped that these findings will also help EAP program administrators access knowledge of the rhetoric and culture of international students (Silva, 1990) and ultimately impact teaching objectives and practices in pre-university EAP academic programs.
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