Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition
| Main Author: | |
|---|---|
| Language: | English |
| Published: |
The Ohio State University / OhioLINK
2015
|
| Subjects: | |
| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650 |
| id |
ndltd-OhioLink-oai-etd.ohiolink.edu-osu1420501650 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-OhioLink-oai-etd.ohiolink.edu-osu14205016502021-08-03T06:28:51Z Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition Liu, Ying Foreign Language Education Pedagogy readership Chinese persuasive composition performed culture instruction composition instruction Instruction in Chinese as a foreign language has historically been focused on the beginning and intermediate levels of proficiency; however, as a field we have just now begun to address the advanced levels of instruction where the ability to function in professional environments in China is a major goal. With the rise of the Internet and the fact that many young Americans are employed in Chinese work environments, it is time for serious research into how composition instruction in Chinese as a foreign language can help students create identifiable cultural performances. In order to highlight the concept of readership in the CFL field of Chinese L2 composition, this dissertation examines how a group of American undergraduate students interpreted evidence as they took part in an intensive study abroad program to learn Chinese persuasive composition. Participants in the study included nine Chinese L2 students from five American universities and the course instructor. I utilized various data collection method, such as questionnaires, classroom observation, field notes, audio recordings, document gathering, and (text-based) interviews. Results of the study suggest that while both the students and the textbook/instructor viewed evidence as the materials supporting the writer’s opinions, the actual student interpretations of evidence varied greatly from those presented in class. We found that what is convincing varies according to cultural background. The purpose of persuasive composition in L2 classes should, be to reach the reader in the L2 culture, rather than to reaffirm the writer’s positions in his or her base culture. This study highlights the need for Chinese L2 composition teachers to reexamine the role of the reader, which has been neglected in Chinese L2 composition classes. Readership is the result of certain socio-cultural interactions. As a greater number of Americans become part of the Chinese workforce, designers of L2 curricula have the formidable task of identifying those composition tasks that will be most beneficial to a foreigner’s career in China and developing efficient pedagogical approaches that prepare CFL students to meet their readers’ expectations while accomplishing those tasks. Chapter 4 analyzes the results of a survey of 51 Chinese L2 learners who were working in China or doing academic research there in the summer of 2012 or before. In this study we identified the composition performances typically found in professional and academic contexts in China and analyzed how the concepts of genre and genre colonies might be utilized to describe L2 writer’s composition performances in L2 communities for pedagogical purposes. In Chapter 5, we propose a performed-culture approach in Chinese L2 composition instruction. My intention is that this new approach will help Chinese L2 students realize professional goals by producing texts that meet the expectations of their Chinese readers. 2015-05-18 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650 http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Foreign Language Education Pedagogy readership Chinese persuasive composition performed culture instruction composition instruction |
| spellingShingle |
Foreign Language Education Pedagogy readership Chinese persuasive composition performed culture instruction composition instruction Liu, Ying Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| author |
Liu, Ying |
| author_facet |
Liu, Ying |
| author_sort |
Liu, Ying |
| title |
Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| title_short |
Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| title_full |
Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| title_fullStr |
Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| title_full_unstemmed |
Understanding Readership: American Students’ Perceptions of Evidence in Chinese Persuasive Composition |
| title_sort |
understanding readership: american students’ perceptions of evidence in chinese persuasive composition |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2015 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1420501650 |
| work_keys_str_mv |
AT liuying understandingreadershipamericanstudentsperceptionsofevidenceinchinesepersuasivecomposition |
| _version_ |
1719437650801197056 |