Writing fluently and expressively in English is a necessary skill for communication, as well as a required skill for Chinese students at the tertiary level. Since college students have already been trained on their Ch...Writing fluently and expressively in English is a necessary skill for communication, as well as a required skill for Chinese students at the tertiary level. Since college students have already been trained on their Chinese writing skills for a considerable length of time and are able to write in Chinese quite successfully, the application of contrastive rhetoric in the teaching of English writing is very effective. This paper explores the possibility of teaching English writing to Chinese students at the tertiary level and proposes an approach to this teaching model.展开更多
The present study adopts a quantitative design to explore the effects of pre-designed teachers' questions as the mediation tool to scaffold the development of students' critical thinking and their discourse le...The present study adopts a quantitative design to explore the effects of pre-designed teachers' questions as the mediation tool to scaffold the development of students' critical thinking and their discourse level writing skills in English from a sociocultural perspective. The participants were 39 sophomores from two classes. The results showed that:(1) teachers' questions targeting specific critical thinking skill in the classroom and in after-class conferences, as well as in written homework feedback were effective;(2) students backslid a little while internalizing teachers' questions concerning critical thinking;(3) students improved reliably in terms of local and global coherence in their written production with the help of teachers' questions. The findings indicate that teachers' questions facilitate students' development of critical thinking and enhance their discourse level writing skill.展开更多
文摘Writing fluently and expressively in English is a necessary skill for communication, as well as a required skill for Chinese students at the tertiary level. Since college students have already been trained on their Chinese writing skills for a considerable length of time and are able to write in Chinese quite successfully, the application of contrastive rhetoric in the teaching of English writing is very effective. This paper explores the possibility of teaching English writing to Chinese students at the tertiary level and proposes an approach to this teaching model.
文摘The present study adopts a quantitative design to explore the effects of pre-designed teachers' questions as the mediation tool to scaffold the development of students' critical thinking and their discourse level writing skills in English from a sociocultural perspective. The participants were 39 sophomores from two classes. The results showed that:(1) teachers' questions targeting specific critical thinking skill in the classroom and in after-class conferences, as well as in written homework feedback were effective;(2) students backslid a little while internalizing teachers' questions concerning critical thinking;(3) students improved reliably in terms of local and global coherence in their written production with the help of teachers' questions. The findings indicate that teachers' questions facilitate students' development of critical thinking and enhance their discourse level writing skill.
