Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

Li, Chili; Lu, Chen; Ma, Chunyan; Zhang, Shuang; Huang, Haiquan

doi:10.3389/fpsyg.2021.752084

Cited by 13 publications

(10 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It seems that the participants had a clear image of being not only an English learner, but also an English major student. This clear image of identity helped then set clear position and goal in their English writing learning, thus promoting their strategic awareness and agentic power (Lei, 2008(Lei, , 2016Li, Chen, Ma, Zhang & Huang, 2021).…”

Section: Features Of Socio-cultural Writing Strategymentioning

confidence: 98%

“…However, the shortcomings of this approach to L2 writing strategies have been increasingly lamented. The cognitive-oriented research has been criticized for its disadvantages of taking writing strategy use as a static phenomenon, its ignorance of the influence of external socio-cultural factors, and its overreliance on quantitative techniques (Gao, 2006;Li, Chen, Ma, Zhang & Huang, 2021). Accordingly, a socio-cultural perspective has been continuously called for in the past decades (Gao, 2006;Lei, 2016;Li, 2014;Lantolf & Thorne, 2006).…”

Section: L2 Writing Strategies From a Socio-cultural Perspectivementioning

confidence: 99%

See 1 more Smart Citation

Relationship between socio-cultural writing strategy use and language proficiency among Chinese tertiary English majors

Li¹,

Wang²,

Hu³

et al. 2022

JLT

View full text Add to dashboard Cite

This paper aims to report on the results of a study on the use of socio-cultural writing strategies as well as its correlation with second language proficiency of a group of Chinese tertiary English majors. To this end, 306 English major students were randomly invited for participating in a questionnaire survey, and 12 of them were purposively sampled for a semi-structured interview. The collected quantitative data were subjected to descriptive analysis as well as Pearson Correlation test. The quantitative results show that the respondents orchestrated a wide range of utilizing socio-cultural writing strategies, of which they had a high level of using role-mediated strategies, followed by a medium-to-high level in deploying sign-mediated strategies, rule-mediated strategies, tool-mediated strategies, and community-mediated strategies respectively. Pearson Correlation test reveals a significantly negative correlation between a dimension of community-mediated strategies (peer interaction) and the surveyed population’s NMET (National Matriculation English Test) scores, and a significantly positive correlation between a dimensional (task requirement) and overall rule-mediated strategies and the participant’s TEM-4 (Test for English Major Band 4) results. These results were further reflected in the qualitative data. The findings of this study shall shed light on teaching English writing to English majors in the Chinese English as a foreign language (EFL) context and others.

show abstract

Section: Features Of Socio-cultural Writing Strategymentioning

confidence: 98%

Section: L2 Writing Strategies From a Socio-cultural Perspectivementioning

confidence: 99%

Relationship between socio-cultural writing strategy use and language proficiency among Chinese tertiary English majors

Li¹,

Wang²,

Hu³

et al. 2022

JLT

View full text Add to dashboard Cite

show abstract

“…The socio-cultural theory provides a new perspective for us to understand the relationship between human beings and the cultural, historical and educational backgrounds where we live (Lantolf & Thorne, 2006;Li, 2014). Unlike the traditional writing strategies research focusing on internal cognitive mechanisms, this socio-cultural approach emphasizes the dialectical relationship between cognition and socio-cultural context, and the mediating role of resources in strategy use (Liang, 2013;Lei & Pan, 2019;Li, Chen, Ma, Zhang, & Huang, 2021).…”

Section: Writing Strategies From the Socio-cultural Perspectivementioning

confidence: 99%

An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors

Li¹,

Wang²,

Qian³

et al. 2022

ELT

View full text Add to dashboard Cite

This paper reports on the results of a quantitative study that was aimed to measure the use of socio-cultural strategies in learning English writing among a group of 155 Chinese university English major students. This quantitative survey was informed by the socio-cultural theory that holds that L2 learning is a mediational process in which a couple of socio-cultural factors tend to mediate the learning of the second/foreign language. The use of writing strategies was thus conceptualized by an array of mediational factors and measured by a self-designed questionnaire. Descriptive techniques were applied to analyze the collected data. The results revealed that the surveyed participants endorsed a medium to high level of socio-cultural writing strategies. They reported to most frequently use role-mediated strategies in their English writing learning, followed by sign-mediated strategies, rule-mediated strategies, community-mediated strategies, and tool-mediated strategies respectively. The results are implicative for L2 writing learning and instruction.

show abstract

“…The number of CAL learners has exceeded 20 million by the end of 2020 ( Li et al, 2021 ; Sun, 2021 ). Accordingly, the incremental population of Chinese language learners has triggered a worldwide demand for CAL teachers ( Wang and Du, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Developing and validating a scale for measuring pre-service Chinese as an additional language teacher beliefs

Zhang

et al. 2022

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Teacher beliefs are a pivotal psychological quality for sustainable teacher development. Previous studies have mainly focused on the beliefs of English-as-a-second/foreign-language (ESL/EFL) teachers, while little attention has been paid to those of Chinese-as-an-additional-language (CAL) teachers. Particularly, there is a paucity of effort made to develop and validate instrument for measuring pre-service CAL teacher beliefs. Therefore, to further quantify the beliefs of CAL teachers is increasingly called for as an essential means to help teachers sensitize their beliefs system and promote teacher development as a sustainable goal. To be specific, the present study aims to construct a scale for gauging beliefs of pre-service CAL teachers. It firstly conceptualizes the dimensions of pre-service CAL teacher beliefs by means of semantic analysis with ROST CM6, and then cross-validates the reliability and validity of the scale with psychometric methods. Two independent samples composed of 221 and 222 pre-service CAL teachers participated in a questionnaire survey. The two samples were utilized for later Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), respectively. The two data sets have satisfactory psychometric results, all confirming that the scale subsumes three factors: Beliefs about Chinese Language Teaching (BCLT), Beliefs about Chinese Language (BCL), and Beliefs about Chinese Language Learners (BCLL). The scale validated in the present study contributes to research on pre-service CAL teacher beliefs, and provides implications for sustainable pre-service CAL teacher training.

show abstract

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

Cited by 13 publications

References 47 publications

Relationship between socio-cultural writing strategy use and language proficiency among Chinese tertiary English majors

Relationship between socio-cultural writing strategy use and language proficiency among Chinese tertiary English majors

An Investigation into the Use of Socio-Cultural Strategies in L2 Writing among Chinese English Majors

Developing and validating a scale for measuring pre-service Chinese as an additional language teacher beliefs

Contact Info

Product

Resources

About