Adaptation of EAP essay writing materials for a group of Chinese learners Name: Professor: Course: Date: 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)…
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. ...
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 ...
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