An Investigation of Three Chinese Students' English Writing Strategies
The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic context. Data collected from a semi-structured interview, questionnaire, retrospective post-writing discussion, and written drafts of papers were analysed. The findings indicated that the three participants employed rhetorical strategies, metacognitive strategies, cognitive strategies and social/affective strategies in their writing practice. This study supports Silva's finding that L2 writing process is strategically, rhetorically, linguistically different from first language (L1) writing process (1993). Data demonstrated that metacognitive, cognitive, and social/affective strategies except rhetorical strategies (organisation of paragraphs) transferred across languages positively.
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|Item Type:||Journal Article|
|Keywords:||Writing strategies, Second language, ESL|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 (The authors)|
|Deposited On:||25 Mar 2008|
|Last Modified:||29 Feb 2012 23:33|
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