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Journal articles on the topic 'Chinese Writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lee, Seung-hyeon. "Chinese Writing Class by the Chinese Writing Teacher’s Utilizing Chinese Characters Etymology." Han-Character and Classical written language Education 22 (May 30, 2009): 55–87. http://dx.doi.org/10.15670/hace.2009.22.1.055.

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2

Liao, Yanlian. "Chinese Writing System." Learning & Education 10, no. 2 (2021): 219. http://dx.doi.org/10.18282/l-e.v10i2.2334.

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With an aim to assist the Chinese learners to have comprehensive understanding and overall knowledge about Chinese character and writing, this paper mainly discusses the origin and development of Chinese character and writing, analyzes the structure of Chinese character, the phonology of Chinese (Pronunciation) and the reform of Chinese.

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3

Boltz, William G. "Early Chinese writing." World Archaeology 17, no. 3 (1986): 420–36. http://dx.doi.org/10.1080/00438243.1986.9979980.

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4

Liu, Xiaokai. "Research on the Application of “Tree Analysis Diagram” to the Teaching of English Argumentative Writing of the Chinese EFL Learners." English Language Teaching 11, no. 3 (2018): 137. http://dx.doi.org/10.5539/elt.v11n3p137.

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Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the “tree analysis diagram” to help Chinese EFL le

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5

Liu, Donghong, and Jing Huang. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction." SAGE Open 11, no. 1 (2021): 215824402098851. http://dx.doi.org/10.1177/2158244020988518.

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Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such a

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Zhou, Tingxiang. "On Cultivating Chinese Non-English Majors’ English Thinking Ability to Improve Their English Writing." Theory and Practice in Language Studies 6, no. 9 (2016): 1877. http://dx.doi.org/10.17507/tpls.0609.22.

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Writing is a big part of language learning and the writing ability of a language learner can well embody his language competence. Many Chinese non-English majors have difficulty writing a decent English essay. Although many teachers and scholars have been probing into ways of teaching English writing effectively, the results of the national CET 4 and CET 6 indicate that there is no big change in the writings of Chinese non-English majors. A careful study of many students’ essays and interviews with some of them showed that students’ ignorance of the differences between Chinese and English thou

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Wang, Sue, and Tammy Slater. "Syntactic Complexity of EFL Chinese Students’ Writing." English Language and Literature Studies 6, no. 1 (2016): 81. http://dx.doi.org/10.5539/ells.v6n1p81.

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<p>Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of English on a similar task. The results indicate that there is a significant difference in the use of complex nominals, the mean length of sentences, and the mean length of clauses between the writ

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Zhao, Junqiang. "Strategies of Pragmatic Distance Employed in English Writing by Chinese College Students." Journal of South Asian Studies 9, no. 2 (2021): 79–84. http://dx.doi.org/10.33687/jsas.009.02.3332.

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The situation of English writing by Chinese college students is a matter difficult to handle, with some being good and some bad. The flexible processing of pragmatic distance in English writings between authors and readers to ensure effective pragmatic communication deserves too much thought. The appropriate use of strategies of pragmatic distance employed in English writings has a direct impact on writing performance. Therefore, it is necessary to analyze how to use relevance theory to interpret strategies of pragmatic distance employed in English writings, and to find out whether there is a

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9

Zhou, Nanxi. "Multidimensional Analysis of Continuation Writings by Chinese Learners of English Across Different Proficiency Levels." Lecture Notes in Education Psychology and Public Media 11, no. 1 (2023): 122–29. http://dx.doi.org/10.54254/2753-7048/11/20230727.

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This study used multidimensional analysis to investigate whether English learners writing features vary significantly across their proficiency levels in the continuation writing task. Writings were collected from 30 Chinese high-school English learners, who were divided into three proficiency groups based on their writing scores. Their writing texts were analyzed by using Multidimensional Analysis Tagger (MAT 1.3). The results showed that three groups varied significantly in the dimensions of formality and abstractness of their writings. These two dimensions are related to the proportion of no

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10

Staten, Henry. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 659–60. http://dx.doi.org/10.1632/s0030812900172517.

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11

Bohm, Arnd. "Derrida and Chinese Writing." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 657–58. http://dx.doi.org/10.1632/pmla.2001.116.3.657.

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12

Wang, Ying. "Medieval Chinese Autobiographical Writing." Medieval History Journal 18, no. 2 (2015): 305–45. http://dx.doi.org/10.1177/0971945815602083.

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From the 2nd century BC, the view emerged in China that the intent of the author is crucial to a poem’s composition and understanding. Writing was seen as the manifestation of the author’s inner spiritual nature and identity. Thus all writing was to some extent autobiographical; writing about oneself had to be indirect, rather than overt or blatant. There were a number of obstacles to the development of autobiography as a genre in China. A high value was placed on humility, and writers hesitated to focus on themselves, only rarely writing in the first person. They used different names for them

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13

Song Pyung-Nynul. "Present condition of Chinese writing culture and Chinese writing education of Korea." DONG-BANG KOREAN CHINESE LIEARATURE ll, no. 33 (2007): 55–76. http://dx.doi.org/10.17293/dbkcls.2007..33.55.

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14

洪宜芳, 洪宜芳, та 張鑑如張鑑如. "注意力不足過動症伴隨寫字困難學童之寫字相關因子探究". 特殊教育學報 59, № 59 (2024): 001–33. http://dx.doi.org/10.53106/207455832024060059001.

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<p>寫字為語言與知覺動作能力整合之複雜歷程，亦是書寫發展重要的基礎能力。過去研究顯示書寫困難是注意力不足過動症(ADHD)學童在學業活動中經常面臨之問題，然而關於ADHD學童中文寫字相關因子之研究相對較少。本研究旨在探究ADHD伴隨寫字困難學童之寫字相關因子表現與寫字錯誤類型。本研究參與學童包含30名國小低年級ADHD學童和30名與ADHD學童年齡、性別、慣用手配對之典型發展(TD)學童。參與學童接受托尼非語文智力測驗(TONI-4)、修訂畢保德圖畫詞彙測驗(PPVT-R)、字形覺知測驗、布魯茵克斯－歐西瑞斯基動作量表第二版測驗(BOT-2)和基本讀寫字綜合測驗評量，以了解學童之寫字能力與寫字相關因子表現。本研究主要發現為：(1) ADHD伴隨寫字困難學童在讀字能力顯著低於ADHD未伴隨寫字困難學童和TD學童，而精細動作和視動整合能力則顯著低於TD學童；(2) ADHD伴隨寫字困難學童的讀字能力與寫字表現具顯著正相關，而ADHD未伴隨寫字困難學童則是精細動作、視動整合能力與寫字表現具顯著關聯；(3) ADHD伴隨寫字困難學童以字形相似錯誤和字音相似錯誤為常見寫字錯誤類型。針對研究結果本文進行討論並於文末提出結論與建議。</p> <p>&nbsp;</p><p class="MsoNormal"><span

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15

Jing, Jin. "Exploring Whether Generative Artificial Intelligence Can Enhance Chinese EFL Learners’ Academic Writings." International Journal of Information and Education Technology 15, no. 4 (2025): 752–59. https://doi.org/10.18178/ijiet.2025.15.4.2280.

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Generative Artificial Intelligence (GAI) like Chat Generative Pre-Trained Transformer (ChatGPT) has been widely used by English as a Foreign Language (EFL) students to polish their academic writing, but little quantitative research has explored how the chatbot can revise human writing. Addressing this research gap is crucial, as understanding the potential of GAI in enhancing the quality of EFL writings can inform both pedagogical practices and the development of computer-assisted writing tools. In response to the issue, this study compared five textual features of Chinese EFL learners’ academ

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16

Leo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.

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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this grou

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17

Marsuki, Ria Riski, and Fatmawati Fatmawati. "Error Analysis of Students in Chinese Language Education Program in Writing Hànzì Characters." Longda Xiaokan: Journal of Mandarin Learning and Teaching 7, no. 1 (2024): 1–7. https://doi.org/10.15294/longdaxiaokan.v7i1.6968.

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One of the essential skills that students in the Chinese Language Education program need to master is the ability to write hànzì characters, as Mandarin writing has unique characteristics different from the Indonesian language. This poses the greatest challenge in writing and presents a distinct challenge for the future development of Chinese. The aim of this research is to identify the types of errors in writing hànzì strokes and the factors influencing these errors. The method used is descriptive qualitative. The data consists of 16 student writings collected through observation, documentati

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18

Daniels, Peter T. "When is non-writing writing? or, When is writing non-writing?" Written Language & Literacy 26, no. 2 (2023): 188–237. http://dx.doi.org/10.1075/wll.00078.dan.

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Abstract It was easy to say that writing was invented out of nothing three times (that we can be sure of), in Sumer, China, and Mesoamerica. That syllables were important in those inventions emerged from attention to modern inventions of writing. But in recent years, specialists in Mesopotamian and Mesoamerican texts have been uncovering details about the development of cuneiform and glyphs that, perhaps surprisingly, prove to be comparable and mutually illuminating. In both cases, it seems legitimate to say that the earliest forms did not yet represent the actual writing of specific languages

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19

Cheng, Qiyue. "Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis." English Language Teaching 16, no. 9 (2023): 40. http://dx.doi.org/10.5539/elt.v16n9p40.

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The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity

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20

Xiaomeng, Zeng, Latha Ravindran, and Mansour Amini. "Teaching critical thinking to Chinese students in English as a foreign language writing class: A review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1735–44. https://doi.org/10.11591/ijere.v12i3.24699.

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Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. Facing the globaliza

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21

Spalding, Elizabeth, Jian Wang, Emily Lin, and Guangwei Hu. "Analyzing Voice in the Writing of Chinese Teachers of English." Research in the Teaching of English 44, no. 1 (2009): 23–51. http://dx.doi.org/10.58680/rte20097244.

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This study explored how voice developed in the English writing of 57 Chinese teachers of English who participated in a three-week writing workshop during a summer institute in a large, urban school district in southeastern China. Teachers from grades 3 through 12 wrote daily in English in a workshop environment. Primary data sources were pre- and post-workshop writing samples. Supporting data included various teacher writings completed in the course of the workshop, daily written reflections, a final essay exam, anonymous course evaluations, and biographical and professional surveys. The pre-

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22

Lim, Sang-Seok, and Tae-Hee Lee. "Cha Sangchan’s Daily Writing, Writing Education in Daehan Empire Era." Modern Bibiography Review Society 31 (June 30, 2025): 843–912. https://doi.org/10.56640/mbr.2025.31.843.

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Cha Sangchan’s manuscript, Daily Writing is the assignment of a middle school class, displaying writing education in Daehan Empire. In it, total 22 compositions are contained, including exam questions and evaluation grades for them. Its style is generally similar to Literary Sinitic sentences and Confucian lessons are proposed for issues of composition. However its writing class is respective curriculum from Classical Chinese and some of its composition represent enlightenment idea, aiming modern state and national language, similar to the articles of Sin Chaeho and Jang Jiyeon different from

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23

Zeng, Xiaomeng, Latha Ravindran, and Mansour Amini. "Teaching critical thinking to Chinese students in English as a foreign language writing class: A review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 3 (2023): 1735. http://dx.doi.org/10.11591/ijere.v12i3.24699.

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<span lang="EN-US">Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. F

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24

VRHOVSKI, Jan. "Apologeticism in Chinese Nestorian Documents from the Tang Dynasty: Notes on Some Early Traces of Aristotelianism in China." Asian Studies 1, no. 2 (2013): 53–70. http://dx.doi.org/10.4312/as.2013.1.2.53-70.

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Founded on the fact of otherwise deep connections of Nestorianism to the Aristotelian philosophy, this article hopes to shed some light on the possibility of a concurrent transmission of Aristotelianism (with Nestorianism) to China. This writing proposes that the transmission already took place during the early period of the presence of this form of Christianity in China. Taking a brief look into some representative writings about the Nestorian doctrine written in the Chinese language, this writing hopes to establish some modest, though still relevant, connections between Aristotelian concepts

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GRIGORYAN, Gevorg, and Ning HUICHUN. "CHINESE STUDENTS' WRITING SKILLS: COMMON ENGLISH GRAMMATICAL ERRORS." Foreign Languages in Higher Education 27, no. 1 (34) (2023): 94–109. http://dx.doi.org/10.46991/flhe/2023.27.1.094.

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Writing is a key act in the process of foreign language acquisition. The ability to write properly and accurately is essential for effective communication and critical for human employment. Semantically accurate and grammatically proper writing is of paramount importance especially for students in higher educational institutions. Hence, the present research tends to examine the mistakes made by second language learners in writing essays and proposes recommendations how to improve the English writing skills of the Chinese students. The goal of the research is to reveal common and contrastive fe

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Apaeva, S. H., and A. M. Toksonalieva. "THE ROLE OF CHINESE CHARACTERS IN THE GLOBAL SOCIO-CULTURAL SPACE." Herald of KSUCTA n a N Isanov, no. 2-2021 (June 24, 2021): 194–98. http://dx.doi.org/10.35803/1694-5298.2021.2.194-198.

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The Chinese civilization has the oldest written culture in the world. It is known that the Chinese writing is a hieroglyph. Chinese writing has a very important cultural significance due to its wide distribution and high status. Chinese characters have been used as a common writing system in various dialects and languages. In ancient Japan, Korea, and Vietnam, Chinese characters were the only official writing system. The article analyzes the role of the Chinese hieroglyphs as a linguistic mental factor influencing the transformation of the modern sociocultural space in the ecological environme

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Chang, Han-liang. "Naming animals in Chinese writing." Sign Systems Studies 29, no. 2 (2001): 647–56. http://dx.doi.org/10.12697/sss.2001.29.2.13.

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Naming, according to Sebeok, constihttes the first stage of zoosemiotics. This special but common use of language acrually inaugurates more complicated procedures of human discourse on non-human kingdom, including classification of its members. Because of language's double articulation in sound and sense, as well as the grapheme's pleremic (meaning-full) rather than cenemic (meaning-empty) characteristic (according to Hjelmslev). Chinese script is capable of naming and grouping animals randomly but effectively. This paper attempts to describe the said scriptorial "necessity of naming" (Kripke)

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28

Chow, Rey. "Derrida and Chinese Writing - Reply." PMLA/Publications of the Modern Language Association of America 116, no. 3 (2001): 660. http://dx.doi.org/10.1632/s0030812900172529.

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29

Williams, Philip F., Henry Y. H. Zhao, and John Cayley. "Abandoned Wine: Chinese Writing Today." World Literature Today 72, no. 2 (1998): 454. http://dx.doi.org/10.2307/40153976.

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30

Kozelsky, Z. D., Y. E. Kiselevich, and T. V. Privorotskaya. "Romanization of chinese hieroglyphic writing." Language and Culture, no. 9 (June 1, 2017): 31–36. http://dx.doi.org/10.17223/24109266/9/5.

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31

Guan, Connie Qun, Charles A. Perfetti, and Wanjin Meng. "Writing quality predicts Chinese learning." Reading and Writing 28, no. 6 (2015): 763–95. http://dx.doi.org/10.1007/s11145-015-9549-0.

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32

Ping-Kwan, Leung. "Writing between Chinese and English." World Englishes 19, no. 3 (2000): 399–404. http://dx.doi.org/10.1111/1467-971x.00188.

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33

Yuxin, Jia, and Cheng Cheng. "Indirectness in Chinese English Writing." Asian Englishes 5, no. 1 (2002): 64–74. http://dx.doi.org/10.1080/13488678.2002.10801089.

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34

An, Xuehua, and Mingying Xu. "Conjunctive Adverbials in Chinese ESL Postgraduates’ Expository Writing." Journal of Language Teaching and Research 9, no. 6 (2018): 1243. http://dx.doi.org/10.17507/jltr.0906.13.

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Conjunctive adverbials perform important cohesive and connective functions in discourse. Logically linking sentences into paragraphs and paragraphs into an essay might impose great challenge for ESL learners. This paper investigated the use of conjunctive adverbials in the expository writings of Chinese postgraduate students. Learner corpus of 365 pieces of writings was compiled for analysis. The findings indicated that the participants tended to use additive and sequential types of linking adverbials than adversative and causal types. The results also showed that the students relied more heav

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35

김영민. "Chinese Writing Class Based on Linking Reading with Writing." Journal of Chinese Language and Literature ll, no. 74 (2016): 127–50. http://dx.doi.org/10.26586/chls.2016..74.006.

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36

Borchigud, Wurlig. "Between Chinese Nationalism and Soviet Colonisation: A Chinese Orientalist's Narration of Inner and Outer Mongolia (1926–1927)." Inner Asia 4, no. 1 (2002): 27–46. http://dx.doi.org/10.1163/146481702793647605.

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AbstractThis essay questions the nature of ‘Chinese orientalism’ vis-à-vis the Western model of ‘orientalism’. It examines the dialectics of the interconnection between Chinese civilisation/nationalism and Soviet communist colonisation/modernisation, and how these shape and limit the perceptions of a Chinese scholar politician, Ma Hetian, in his travel writing about Inner and Outer Mongolia in the mid 1920s. Unlike most travel writings which focus on cultural differences of the ‘inferior’ others as study object and aesthetic idol, Ma's was a political travel writing, which represents his Chine

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37

Zhang, Boqianshi. "An Archaeological Perception on the Evolving Art of Chinese Calligraphy: Social and Cultural Significance." Art and Society 3, no. 2 (2024): 19–24. http://dx.doi.org/10.56397/as.2024.04.04.

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Chinese calligraphy is a significant aspect of Chinese culture, showcasing the evolution of Chinese writing and exemplifying the pinnacle of Chinese art. This art represents a nation’s creativity and holds significant archaeological data. This paper will examine the significance of Chinese calligraphy through an analysis of the evolution of Chinese writing, writing instruments, and the utilization of archaeology in calligraphy studies.

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Li, Jing. "A Brief Analysis of the Positive Significance of ‘Three Minutes Before Class’ to Chinese Writing Teaching in Primary Schools Based on the Core Literacy of Chinese." Lifelong Education 9, no. 7 (2020): 92. http://dx.doi.org/10.18282/le.v9i7.1478.

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Chinese learning consists of four parts: listening, speaking, reading, and writing. The teaching process of Chinese writing in primary schools is inseparable from the practice of “listening, speaking and reading”. “Three minutes before class” not only can effectively exercise the ability of students’ listening, speaking, reading, and can stimulate students’ interest in writing. In addition, it can also implement the cultivation of Chinese core accomplishment in writing teaching and comprehensively improve the comprehensive quality of students, which lays a good foundation for students’ Chinese

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39

Rosalin, Kelly. "A Brief Analysis on Error in Indonesian Beginner Level Students’ Chinese Composition." Humaniora 5, no. 2 (2014): 960. http://dx.doi.org/10.21512/humaniora.v5i2.4034.

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Indonesian Chinese students at beginner level often encounter difficulties in writing. Qualitative research is used in this article, through the collection of midterm essays from first-year Binus University students, the author classified students’ error in writing into some categories, and analyzed them to help teachers and students during the Chinese Writing Class. During the Chinese writing learning process research found out that there are errors occur in wrong usage of word usage, punctuation, Chinese character writing, and the error of addition, omission, ordering, and selection are comm

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40

Li, Yan. "Effectiveness Analysis of IELTS and HSK Test Based on SVM in the Development of English Writing Ability." International Journal of Cognitive Informatics and Natural Intelligence 18, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijcini.346227.

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As China develops and grows, there are an increasing number of Chinese language learners worldwide, and Chinese learners are becoming more and more interested in the Chinese Proficiency Test (HSK). The Chinese Proficiency Test (HSK) is also continuously evolving and improving. After more than 20 years of development, it has gradually been recognized by Chinese language learners at home and abroad. However, due to the short launch time, the existence of deficiencies is inevitable. But the IELTS exam was introduced in China in 1987 and has since amassed a wealth of knowledge and practice. Its fr

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Yeung, Lorrita. "Dialectics versus polemics in Chinese rhetoric: A study of indirection in Chinese and Chinese ESL argumentative writing as compared with English argumentative writing." Chinese as a Second Language Research 8, no. 1 (2019): 29–55. http://dx.doi.org/10.1515/caslar-2019-0002.

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AbstractThis study investigates Chinese indirection in argumentative writing. It examines whether there is a fundamental difference between Chinese and English rhetoric in their preferred method of argument, as suggested by instructional materials on how to argue effectively (Liu, Lu. 2005. Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing 14. 1–18). A comparative analysis of 90 argumentative essays respectively written by expert Chinese and English write

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Zhang, Jian, Mengyue Yu, and Safdar Abbas. "Strategies for Improving Chinese Writing Exercises of Senior Grade Students in the Primary School of the Yi Ethnic Group." Journal of Education, Health and Sport 12, no. 12 (2022): 204–14. http://dx.doi.org/10.12775/jehs.2022.12.12.032.

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There has been a strong consensus among previous researchers that first language interferes with second language acquisition. A limited number of studies have been conducted to examine this interference in writing Chinese. Chinese writing exercises for primary school students of the Yi ethnic group in rural areas tend to encourage students to incorporate their native language habits into Chinese writing practices. This enables students to apply modern Chinese word order to the Yi language paradigm. Consequently, they are prone to grammatical errors, word order errors, and collocation errors in

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Huang, Qing. "Comparative Study of Word Chunks in English Writing between Chinese Secondary School Students and Native Speakers." Frontiers in Sustainable Development 5, no. 3 (2025): 140–51. https://doi.org/10.54691/35qh3a39.

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By using corpuses of Chinese secondary school learners' and native speakers' writing, this paper compares and analyzes the top twenty three-word chunks in Chinese secondary school learners' and native speakers' English writing. The results show that: 1) the most frequently used word chunks in the English writing of both Chinese secondary school learners and native speakers are prepositional phrases; 2) the type of word chunks with the highest frequency in the English writing of Chinese learners is “other prepositional phrase” fragments, while the type of word chunks with the highest frequency

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Guo, Chengyao. "Exploring Common Grammatical Errors in Chinese Students Writing." Lecture Notes in Education Psychology and Public Media 29, no. 1 (2023): 96–101. http://dx.doi.org/10.54254/2753-7048/29/20231406.

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With the increasing influence of China in the world, the grammatical mistakes made by Chinese students in English writing have attracted wide attentions. This research aims at a comprehensive review of some of the most common grammatical errors in Chinese students writing. The main focus is on errors in sentence structure and tense. This study shows that these errors have a strong impact on the clarity and effectiveness of Chinese students writing. To some extent, this may lead to misunderstanding or ambiguity. However, educators can help Chinese students overcome these difficulties. This rese

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Sisi, Yang, and Dan Cui. "A Study of Overseas Construction of China National Image in Architecture Writing of Lin Yutang." Communication, Society and Media 6, no. 3 (2023): p50. http://dx.doi.org/10.22158/csm.v6n3p50.

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Lin Yutang’s writing of Chinese architecture in My Country and My People is a short chapter, but it reflects his unique studies into Chinese personality and national spirit. Through the study of Lin Yutang’s architectural writing, we can see the Chinese national spirit and image overseas. Many scholars have studied My Country and My People from different dimensions. However, literary writing of Chinese architrave hasn’t been conducted so much since the popularity of Fan Zhongyan’s Notes of Yueyang Tower. And therefore Lin’s writing is conceived to be of high significance through which the Chin

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Hu, Xin, and Haiying Du. "The Effects of L2 Chinese Learners’ Perceived Writing Anxiety on Their L1 Use within L2 Writing Performance among English Major Students in a Chinese University." English Language Teaching 17, no. 3 (2024): 85. http://dx.doi.org/10.5539/elt.v17n3p85.

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Learning to write fluently and expressively in English is widely proved to be one of the most difficult skills for Chinese EFL learners to master due to their L2 writing processes are impeded by various obstacles, among which L2 writing anxiety and their L1 use are two indispensable factors that should be accounted. Hence, the purpose of this study was to explore the relations among L2 learners&rsquo; perceived writing anxiety and the use of L1 Chinese learners within their L2 writing performance of English major students. 226 L1-Chinese sophomores of English major students enrolled in Dep

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Dang, Lele. "A Scoping Review of Research on the Current Status of Graduate Students' English Academic Thesis Writing." International Journal of Education and Humanities 18, no. 1 (2025): 185–89. https://doi.org/10.54097/gt6afm34.

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In recent years, English academic writing has received wide attention in the field of English teaching in recent years. It is found that the English academic writing ability of Chinese university students is generally low. More than 80% of the English papers submitted by graduate students to international conferences or international journals are rejected due to English writing problems. In the face of the many problems that exist in graduate students' English academic writing process, teachers of writing courses need to actively face students' English writing problems, analyze these problems

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Huang, Weiwei. "THE NOTIONS OF XIE-SHI («WRITING REALITY»), XIE-YI («WRITING IDEA») AND THEIR RELATIONSHIP TO REALISM." Scientific and analytical journal Burganov House. The space of culture 19, no. 6 (2023): 10–16. http://dx.doi.org/10.36340/2071-6818-2023-19-6-10-16.

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This article discusses terminological problems in the context of contemporary art practice and theory in China. Contemporary Chinese sculpture criticism has evolved in the context of certain influence of Western theories of art. Against the background of the integration of Western theories and terminology system of sculpture in the present stage, the Chinese sculpture community has perceived and internalized terms such as realism, depiction, figurative, abstract, and so on. This has greatly enriched the theory and practice of Chinese sculpture. At the same time, there are sculptural terms root

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Feng, Zihan. "The Modularized Self and The Companionate Mass Personalization in Chinese Online-Diary Writing  —— Reconfiguring Subjectivities in A Journey, through Time, with Anthony." Writing Chinese: A Journal of Contemporary Sinophone Literature 3, no. 1 (2024): 164–85. https://doi.org/10.22599/wcj.66.

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Despite its widespread popularity, blog writing in China has received limited scholarly attention, particularly regarding its impact on reconceptualizing subjectivity. This article examines the rise of blogging platforms for diary writing in 2000s China, claiming that this nascent writing condition has reshaped how Chinese bloggers articulate their sense of self in the digital era. Analyzing online diaries written by the popular blogger and “healing-style” writer Anthony (安东尼), this paper demonstrates that the graphical user interface(GUI) design of blogging sites reconfigures expressions of s

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Jiang, Nan. "The Application of ESA Teaching Model in Teaching English Writing in High School." Lecture Notes in Education Psychology and Public Media 12, no. 1 (2023): 245–50. http://dx.doi.org/10.54254/2753-7048/12/20230818.

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Inspired by Chinese teachers' one-directional indoctrination English writing class and difficulties of Chinese high school students in English writing, the current study applied ESA (Engage Study Active) method to overcome the situation. The research subject in this paper is the teaching of English writing in high school, and this paper explores the effectiveness of applying the ESA teaching model toward English writing class. This study uses qualitative research to investigate whether the ESA teaching model of writing classes can stimulate students' interest in writing, enhance their writing

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