The present paper reports an empirical study on writer's block of Chinese EFL learners at the tertiary level in the mainland of P.R.China.Factor analysis approach was employed in the present study and the results ...The present paper reports an empirical study on writer's block of Chinese EFL learners at the tertiary level in the mainland of P.R.China.Factor analysis approach was employed in the present study and the results of confirmatory factor analysis verified the model we gained.Three factors were found in writer's block of Chinese EFL learners:complexity,premature editing and attitudes.The results also showed that writer's block might be related to learners' lack of strategies in the writing process.Meanwhile,the blocked writers did not hold appropriate feelings and beliefs towards writing and teachers' evaluation on their writing.Accordingly,we suggest that we help develop learners' writing strategies and the teachers' evaluation be encouraging-oriented.Finally,suggestions for further research are raised.展开更多
This paper reports a study into the use of amplifiers and amplifier collocations in the doctoral dissertations of Chinese EFL learners. A sample corpus of doctoral dissertations by Chinese doctoral students and a cont...This paper reports a study into the use of amplifiers and amplifier collocations in the doctoral dissertations of Chinese EFL learners. A sample corpus of doctoral dissertations by Chinese doctoral students and a control corpus of doctoral dissertations by native speaker doctoral students were compiled and used for the analyses. Results showed that the overall number of amplifiers used by the Chinese students and the native speaker students were comparable. However, the Chinese learners overused totally, very and really and underused entirely and highly in their writing. Moreover, the Chinese learners tended to use more amplifier collocations than their native speaker counterparts. In particular, they tended to use clearly much more frequently to intensify the reporting verbs and to use the amplifiers to intensify the meaning of general adjectives in their writing. It was also found that many amplifier collocations used by the Chinese learners were congruent collocations. The findings may indicate a non-native style within Chinese learners＇ writing. We argue that Chinese learners overuse amplifiers and amplifier collocations in order to focus the reader＇s attention as well as to enhance the meaning of general adjectives. Meanwhile, the Chinese learners＇ mother tongue exerts a clear influence on their use of amplifiers and amplifier collocations. Pedagogical implications are also discussed within the paper.展开更多
文摘The present paper reports an empirical study on writer's block of Chinese EFL learners at the tertiary level in the mainland of P.R.China.Factor analysis approach was employed in the present study and the results of confirmatory factor analysis verified the model we gained.Three factors were found in writer's block of Chinese EFL learners:complexity,premature editing and attitudes.The results also showed that writer's block might be related to learners' lack of strategies in the writing process.Meanwhile,the blocked writers did not hold appropriate feelings and beliefs towards writing and teachers' evaluation on their writing.Accordingly,we suggest that we help develop learners' writing strategies and the teachers' evaluation be encouraging-oriented.Finally,suggestions for further research are raised.
文摘This paper reports a study into the use of amplifiers and amplifier collocations in the doctoral dissertations of Chinese EFL learners. A sample corpus of doctoral dissertations by Chinese doctoral students and a control corpus of doctoral dissertations by native speaker doctoral students were compiled and used for the analyses. Results showed that the overall number of amplifiers used by the Chinese students and the native speaker students were comparable. However, the Chinese learners overused totally, very and really and underused entirely and highly in their writing. Moreover, the Chinese learners tended to use more amplifier collocations than their native speaker counterparts. In particular, they tended to use clearly much more frequently to intensify the reporting verbs and to use the amplifiers to intensify the meaning of general adjectives in their writing. It was also found that many amplifier collocations used by the Chinese learners were congruent collocations. The findings may indicate a non-native style within Chinese learners＇ writing. We argue that Chinese learners overuse amplifiers and amplifier collocations in order to focus the reader＇s attention as well as to enhance the meaning of general adjectives. Meanwhile, the Chinese learners＇ mother tongue exerts a clear influence on their use of amplifiers and amplifier collocations. Pedagogical implications are also discussed within the paper.
