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Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing

Tran, Ly Thi 2006, Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing, Journal of Asia TEFL, vol. 3, no. 3, Autumn, pp. 121-141.

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Title Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing
Author(s) Tran, Ly Thi
Journal name Journal of Asia TEFL
Volume number 3
Issue number 3
Season Autumn
Start page 121
End page 141
Total pages 21
Publisher Asian Association of Teachers of English as a Foreign Language
Place of publication Delhi, India
Publication date 2006
ISSN 1738-3102
Keyword(s) EFL/ESL
writing academic essays
English
Summary Investigating ELF/ESL students' experiences in constructing their academic written texts seems to be of great significance in EFL/ESL writing syllabus design and teaching. The case study reported in this paper explores the underlying factors which shape students' ways of supporting ideas in academic essays in English. Drawing on Lillis' (2001) framework for exploring student writing, the study examines the writing experiences of students from Vietnam and mainland China at an Australian university. Based on the students' reflection on their different ways of meaning making, this paper argues for the need to challenge the tendency to essentialize cultural rhetoric patterns and their effects upon Chinese and Vietnamese students' writing in English as a foreign or second language. Several implications for teaching EFL/ESL writing have also been drawn from the findings of this study.
Language eng
Field of Research 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C3.1 Non-refereed articles in a professional journal
HERDC collection year 2006
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055984

Document type: Journal Article
Collection: Faculty of Arts and Education
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