Adaptation of English Academic Purposes Writing Materials for a Group of Chinese Learners - Research Paper Example

? Adaptation of EAP essay writing materials for a group of Chinese learners Introduction The sole purpose for English Academic purposes (EAP) is to enable international students tackle linguistic and cultural challenges that relate to the study of English (Andrade, & Evans, 2009, 17). Therefore the objective of an EAP program is to enable students learn English and develop the relevant skills required in the course study. EAP the content syllabus should be reflect the learning needs of the students and the language being taught. Chinese students are part of the large portion of international students joining universities and colleges in English- speaking nations. The major challenge this group of students encounter during their first year of study relates to the high level expectations in the universities. According to candling and Hyland (2006, 11) the learning processes for this students is site of struggle in their process of embracing change. Accommodating and fitting into an entirely different system makes the process entirely difficult for the students (Andrade, & Evans, 2009, 29). The expression of academic work in an entirely non- familiar language demands a lot of cognitive and social ability from the students. Problems that may interfere with the student’s ability to adapt to the new language may involve the student’s attitude, social experiences, and cognitive adaption. According to Cheng (2000, 46) the process of learning English, is a process of new identity creation and balancing the new identity with a student’s initial identity. The process of academic writing entails transition towards a given a given culture for Chinese students (Andrade, & Evans, 2009, 34). It encompasses an acquaintance to the writing conventions in the universities culture (Xing, Wang, & Spencer, 2008, 71). According to Su and Norton (2008, 57) the most challenging hurdle for Chinese students involved writing strategies and linguistics. According to Santos (1988), non-native students experienced more difficulty in lexis during their writing encounters (as cited in Xing, Wang, and Spencer, 2008); vocabulary application was also considered an extreme challenge to most students. Most students claimed they had not grasped adequate command of English that’s essential in providing explanations from an author’s work (Edwards and Ran 2006, 10). This paper explores the challenges Chinese students encounter as they seek further education in English- speaking universities. It also seeks to identify their specific learning needs as well as an overall aim. An effective syllabus that I adapted as a tutor, to meet the needs of this group of students is outlined as well. Challenges facing Chinese students Academic challenges The main challenge to the academic performance of Chinese students’ significantly involved cultural diversity as a result of Confucian ideology (Cummins, & Davison, 2007). They could not explain precisely the expectations of the British academics and culture. Teacher- student relationship The relationship between teacher-student in the western universities is significantly different from the Confucian perspective (Cummins, & Davison, 2007). This leads to a great misunderstanding between the teacher and the student. According to the views of most of my Chinese students the UK lectures are less caring and too busy to develop time for their students. To the lectures point of view, the extensive attention beyond learning hours was a bit too demanding. Chinese students express a lot of difficulty in understanding the conduct of Western teachers: they perceive the teachers’ autonomous learning technique as uncaring and unfriendly (Cummins, & Davison, 2007). The western mode of teaching is contrary to what is experienced in the schools in China. In china, teachers avail their assistance to students whenever they are needed; they tackle the students’ academic issues and areas of concern at a personal level (Hui, 2005) Study skills The gap between the learning skills adapted in China and the learning strategies applied in British universities and colleges is very significant (Andrade, & Evans, 2009, 34). The relevant skills in a British academic system encompass the ability to read; structure critical arguments and develop reports and essays (Cummins, & Davison, 2007). As the Chinese student adapt to the British system, the main challenge lies in the ability to critically analyze and solve problems in academics. Oral presentation is also considering a major challenge. However, the students were more competent in report and essay writing. Plagiarism In the west, plagiarism is considered a violation to an author’s intellectual property. However, in post-modern world, texts are considered a recycle of ideas and words, as opposed to an original production (Andrade, & Evans, 2009, 37). Plagiarism is a significant challenge to Chinese students; they are not used to the whole idea of original creation in relation to texts. This in turn poses a major challenge to the teachers as they must be lenient towards them given an understanding of their origin. Group work Most studying strategies in Britain involve group work or group discussions. This is an entirely new adventure for Chinese students; they do not practice group work in the Confucian setting. The use of groups for this category of students was proven to be unviable (Andrade, & Evans, 2009, 34). In special cases, application of Chinese language was essential to enable students’ grasp the major concepts in the study. Understanding of English The reason behind the application of Chinese in group discussions is the limited level of student’s competence in English (Cummins, & Davison, 2007). In the UK, the International English Language Testing System (IELTS) is most commonly applied test to measure a student’s competence in English. Most universities in the UK accept a minimum score of 7.0 points. This relates to a student’s listening, speaking, reading and English writing abilities for arts and social science related courses. For other courses a minimum of 6.5 points is acceptable. However, the achievement of these points does not mean that a student is competent enough to handle the demanding academic course requirement (Andrade, & Evans, 2009, 34). Students with limited competence in English often have to rely on their supervisors, tutors or friends to offer assistance in their study process. However, it is not clear to what extend this intervention is allowed. It is difficult to tell the person writing the thesis; the intervener or the student? In most cases, proof reading a students work is acceptable; the concern lies with the issue of rewriting and the extent to which it is approved. Strategies to meet the needs of Chinese students To ensure a sustainable market of Chinese students in the British Universities; it is fundamental that, they develop strategies tailored for this group of students. The two parties ought to create a conscious in relation to their cultural diversities which is the main source of misunderstanding. It is fundamental to identify and develop a forum to explore on issues of this nature (Andrade, & Evans, 2009, 34). Despite the differences in the Chinese and western learning style, they are both very objective in nature. Therefore, it is fundamental for the teachers not to dismiss the student’s ability to adapt to the new system’s expectations. Chinese students should not be perceived as problems with pending solutions, rather they should be viewed as assets, presenting new opportunities. Given the above reason I intend to develop a syllabus that is focused on meeting all the needs of a Chinese student in my class. Syllabus structure The content of the syllabus is based on the work of Zemach, and Rumisek, (2005). Academic Writing: from paragraph to essay. This book is my first choice since it is widely available, it pictorial representation also enhance students understanding of the subject matter. The syllabus will be centralized on the sixth unit which will be taught for a period of 5 days. Classes will be on twice every week for five weeks. The main class of the week will be on Wednesdays for two hours, as from 10 am to 12 noon at room 405 in the campus. The next class will be on Friday’s as from 2 pm to 4 pm in the same room. The Friday classes will be set aside to attend to student’s questions and concerns. In the third and fifth week, the Friday class will be used for assessments and final exams respectively. In case of further clarification on the unit, appointments will be necessary for additional office hours. Further reading recommendation for the students, will be from the book by Andrea Lunsford (2008): The St. Martin’s Handbook, 6th edition. Boston: Bedford/St. Martin’s. This results as my second choice since it has the same objectives as the first book in addressing the study program. Therefore, it will build on the students’ comprehension capacity. Unit description: Comparison / contrast paragraphs. This unit will help students develop relevant skills in paragraph and essay writing. In this unit the students will learn about: 1. Comparing and contrasting paragraphs and reasons why they are written. 2. Organizing comparison or contrast paragraphs. 3. Use of connectors in topics relating to comparison and contrast. 4. Writing the advantages and disadvantages of a topic. Unit study guide During the first class of this unit students will learn on the paragraphs that compare and contrast and the reasons why they are commonly used (Zemach, and Rumisek, 2005, 40). The teaching process will encompass one hour after which the students will be required to pair up and brainstorm on ideas relating to comparison and contrast (Zemach, and Rumisek, 2005, 40). They will be required to compare their ideas to their partner’s. I will note down question and issues from the students. These issues will be addressed in the Friday class session. The second class will encompass an analysis of comparative and contrastive structures (Zemach, and Rumisek, 2005, 41-44). Under this sub-unit the students will learn how to use comparative structures, how to use contractive structures. After an hour of teaching, each student will be required to write the similarities and differences they can derive from a two pictures (Zemach, and Rumisek, 2005, 41-44). All arising questions will be addressed in the Friday class session. During the third class, the students will learn on; comparison and/or contrast organization. Under this sub unit, the students will learn the two techniques used in organizing comparison and/ or contrast paragraphs. After the teaching process, the students will have their first ‘take away’ assignment under which they will be required to answer question relating to comparison and contrast of the two paragraphs provided in the book. The assignment will be due on Friday before they tackle their first class assessment which will entail all the sub- units addressed in the Wednesday classes. Feedback on performance will be relied on fourth Wednesday class for evaluation. Further question arising from performance will be addressed on the firth Wednesday class. In the fourth class, students will learn the connectors applied in comparing and contrasting. After the teaching process the students will be required to use the connectors to complete sentences and Phrases in groups of three. Their response will be assessed before the end of the class. Any arising question will be assessed in the Friday session. The final class will encompass advantages and disadvantages; under this sub-topic students will learn how to write advantages and disadvantages. They have their third ‘take away’ assignment under which they will be required to compare and contrast on a topic of their choice from the list provide in page 48. They will be required to submit their assignment online by six pm. Feedback on performance will be submitted online by Thursday by noon. The final exams in relation to the unit will be conducted on Friday from 10 am to 12 noon. Feedback on will be relied online by Wednesday of the following week. Benefits of the unit to the student This unit will build on students’ ability to: 1. Compare and/or contrast paragraphs and the reasons why they are written. 2. Organizing paragraphs in comparing / contrasting. 3. Use of connectors in comparing and contrasting and 4. Writing the advantages and disadvantages of a topic. Reasons for adapting the syllabus structure Materials used As initially stated the EAP process for this group of students will involve the use of two books: Zemach, and Rumisek, (2005). Academic Writing: from paragraph to essay and Andrea Lunsford (2008): The St. Martin’s Handbook, 6th edition. Boston: Bedford/St. Martin’s. The main reason for adapting these two books is because they are easily available. They can be accessed from the university library and their contents are widely available online. The other reason is; these books complement each other in their writing; their objectives are more or less similar in nature. Therefore, they will facilitate the students’ understanding of the language rather than confuse them. According to Su and Norton (2008, 57) the most challenging hurdle for Chinese students involved writing strategies and linguistics. According to Santos (1988), non-native students experienced more difficulty in lexis during their writing encounters (as cited in Xing, Wang, and Spencer, 2008), vocabulary application was also considered an extreme challenge for most students. Most students claim they had not grasped adequate command of English that essential in providing explanations from an author’s work (Edwards and Ran 2006, 10). By the use of these two books, the students will manage to overcome the challenges associated with writing strategies, vocabulary application and competence in English. Class schedule/ timing As initially stated, the students will have to attend a 5 day teaching process for 5 weeks. The main class will be on Wednesdays from 10 am to 12 noon. The main reason for this timing is because the students are not acquitted to the institution; any delays as a result this factors can be curbed. An additional class set on Friday to tackle students question and areas of concern, will tackle the difference between the Confucian teaching strategy and the western style. It will make the adjustment process easy and change the Chinese students’ perception of western teachers as uncaring and too busy to address their needs. The appointment hours within the office will create a one on one relationship with the students that prove to be slow in adapting to the system. In this case I will be able to understanding the special requirement of each student as opposed to handling them autonomously in class. Study guide The set time table will be very effective in ensuring the students grasp the essentials in comparing and/ or contrasting paragraphs. Class assignment and assessments, act as a measuring point of students understanding. According to candling and Hyland (2006, 11) the learning processes for Chinese students is a site of struggle in their process of embracing change. Accommodating and fitting into an entirely different system makes the process entirely difficult for the students (Cummins, & Davison, 2007). The learning strategy provided in the study guide entails the application of both group and individual work. Incorporating these two strategies will ensure that the students to not find it extremely difficult to adjust to the new learning system. It was essential to have group work since students need to adapt to both learning strategies. Accommodating group work facilitates their social and cognitive development. Individual work, in turn encourage independent thinking and create some sense of responsibility for the students. Therefore, to be fundamental to have both learning strategies based on their objectivity and contributions to the students’ competence in English. Conclusions As a result of the facts stated above, it can therefore be concluded that: In order for the British universities to sustain the market of Chinese students; it is fundamental that, they develop strategies tailored for this group of students. The two parties ought to create a conscious in relation to their cultural diversities which is the main source of misunderstanding. It is fundamental to identify and develop a forum to explore on issues of this nature. Despite the differences in the Chinese and western learning style, they are both very objective in nature. Therefore, it is fundamental for the teachers not to dismiss the student’s ability to adapt to the new system’s expectations. Chinese students should not be perceived as problems with pending solutions rather, they should be viewed as assets, presenting new opportunities. Appendix 1 Syllabus structure Class :           English (EAP)   Semester: Summer 2013 Campus and Room: mastered / Room 405     Days & Times: Wednesday  10 am to 12 noon and Friday 12 noon to 2pm Instructor: Yan Kish Telephone:  0909721288 Office Hours: appointment based          Email Address: yankish@gmail.com Week Items Readings Week 1: first Wednesday Comparison and contrasting paragraphs Reasons for writing comparison and contrasting paragraphs Dual assignment Zemach, and Rumisek, (2005, 40) Week 2: 2nd Wednesday Analysis of comparative and contrastive structures Zemach, and Rumisek, (2005, 41-44) Week 3: third Wednesday Comparison and/or contrast organization Class assessment examination Zemach, and Rumisek, (2005, 44-45) Week 4: fourth Wednesday Connectors applied in comparing and contrasting Zemach, and Rumisek, (2005, 41-44) Week 5: fifth Wednesday Advantages and disadvantages homework Zemach, and Rumisek, (2005, 46-48) Appendix 2 References ANDRADE, M. S., & EVANS, N. W. (2009). International students: strengthening a critical resource. Lanham, Rowman & Littlefield Education. BELCHER, D. D., & BRAINE, G. (1995). Academic writing in a second language: essays on research and pedagogy. Norwood, NJ, Ablex Pub. Corp. BYRNES, H. (2006). Advanced language learning: the contribution of Halliday and Vygotsky. London, Continuum. CHENG, L. L. S. (2000). The first "glot international" state-of-the-article book: the latest in linguistics. Berlin, Mouton de Gruyter. CUMMINS, J., & DAVISON, C. (2007). International handbook of English language teaching. New York, Springer. http://dx.doi.org/10.1007/978-0-387-46301-8. CUMMINGS, W. K., & HAWKINS, J. N. (2000). Transnational competence: rethinking the U.S.-Japan educational relationship. Albany, State University of New York Press. GREAT BRITAIN. (2006). East Asia: seventh report of Session 2005-06. London, Stationery Office. KEN HYLAND, (2006) English for Academic Purposes: An Advanced Resource Book London, Continuum LTD, K. P., & EDITORIAL STAFF, K. P. P. E. (2013). British Qualifications 2013 A Complete Guide to Professional, Vocational and Academic Qualifications in the United Kingdom. London, Kogan Page. http://msvu.eblib.com/patron/FullRecord.aspx?p=939380. LUNSFORD, A. A., MATSUDA, P. K., TARDY, C. M., & EDE, L. S. (2011). The St. Martin's handbook. Boston, Bedford/St. Martins. SHELDON, L. E. (2004). Directions for the future: Issues in English for academic purposes. Oxford, Lang. PRINCETON REVIEW (FIRM). (2004). Complete book of colleges. New York, Random House WHITE, R. (2001). Management in English Language Teaching. Cambridge, U.K., Cambridge University Press. ZEMACH, D. E. (2005). Academic writing: from paragraph to essay. [S.l.], Macmillan. (2010). British qualifications a complete guide to professional, vocational & academic qualifications in the United Kingdom. London, Kogan Page. http://site.ebrary.com/id/10393215. .   Read More