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Contextualization: An Experimental M...

Tang, Guimin.

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Contextualization: An Experimental Model for EFL Writing Instruction in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contextualization: An Experimental Model for EFL Writing Instruction in China./
作者:	Tang, Guimin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258685
ISBN:	9781369685640

Contextualization: An Experimental Model for EFL Writing Instruction in China.
Tang, Guimin.

Contextualization: An Experimental Model for EFL Writing Instruction in China. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 234 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Portland State University, 2017.

This item is not available from ProQuest Dissertations & Theses.

Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context.

ISBN: 9781369685640Subjects--Topical Terms:

3172512
Foreign language education.

Contextualization: An Experimental Model for EFL Writing Instruction in China.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
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506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context.
520 $a Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study.
520 $a The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.
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