Unity of Writing as the Problem of Russian Learners of English

Terenin, Alexander

doi:10.1016/j.sbspro.2015.04.683

Cited by 11 publications

(8 citation statements)

References 3 publications

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“…Fareed, Ashraf, & Bilal (2016) learned that the major problems in Pakistani undergraduate ESL learners' writing are insufficient linguistic proficiency. Terenin (2013) found the reasons which caused Russian Learners of English wrote all types of unclear sentences. Miri & Joia (2018) found that anxiety has both positive and negative effects for Afghan undergraduate students in their writing.…”

Section: The Process and Problems Of Efl Learners In English Writing:mentioning

confidence: 99%

The Process and Problems of EFL Learners in English Writing

2020

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The objectives of the study were to investigate the process of English writing from students of undergraduate international class, to describe problems faced by students in writing English, and to find out the factors which inhibit and improve their writing skills. There were six female respondents in international class. The study used documentation from the students’ work, open-ended questionnaire and interview as the instruments for data gathering. All the data were analyzed by using descriptive qualitative approach. The results of this study showed that all students used four stages in the process of English writing: planning, drafting, editing and final revision. The students’ English writing problems covered content, organization, vocabulary, language use and mechanic. The factors which inhibit them in writing English included not being confident in writing English, not mastering grammar and vocabulary, and lack of practice in writing. The aspects which encourage them to write English were due to the demands as international class students, watching English movie, reading English books or journals, listening English songs and having ambition to acquire scholarship overseas.

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Section: The Process and Problems Of Efl Learners In English Writing:mentioning

confidence: 99%

The Process and Problems of EFL Learners in English Writing

2020

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“…As my observations as a writing instructor show, Russian English has a range of distinctive features: sentences tend to be long and wordy, paragraphs unfocused; Russian writers overuse passive voice and synonyms, making referents unclear; writing is non-linear and less guided; there are many unsupported generalizations and weak arguments; and the authorial voice is often not developed. These claims are supported by some studies on Russian undergraduates' writing (Chuikova, 2018;Pospelova, 2016;Terenin, 2015; see also Chapter 8). Even those who are well versed in English need focused training on higher-order concerns before brushing up on language accuracy.…”

Section: Russian Cultural Context For Writing Centersmentioning

confidence: 66%

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

Victorovna

2021

Emerging Writing Research From the Russian Federation

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“…The research was aimed at finding rhetorical drawbacks in students' writing, their classification, and, eventually, at the improvement of students' written performance. The details of the research, as well as its methods, were featured in my two previous articles (Terenin, 2013;2015). For that reason I will drop the particulars of methods and will dwell only on the principal points.…”

Section: Research and Methodsmentioning

confidence: 99%

Awkward Writing as the Problem of Russian Learners of English

Terenin¹

2020

ARPHA Proceedings

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The abstracted article highlights the research targeted at improving students' writing with a focus on its rhetorical aspect. With this aim in view, the author has studied students' compositions classifying the most typical errors under several headings. Part of the research concerning unclear and incoherent writing was featured in the author's previous articles published in recent years. The abstracted article focuses on the problem of ease and awkwardness. The research was based on the experiment that followed three stages. At the initial stage the author observed the students' writing and classified the rhetorical drawbacks into several categories. The next stage involved instructions on the qualities that, interacting with each other, constitute the notion of a good style. The final stage comprised the students' feedback, which was suggestive of their progress in written compositions. The author singles out typical errors, illustrates them with examples from the students' compositions, and tries to find out the causes of awkwardness in students' performance. As follows from the observations, the major reasons of awkward writing are mother tongue interference and students' carelessness. The first manifests itself in wordiness and word for word translation; the latter in the overuse of repetition, undeliberate rhyme, and unintended alliteration. The students' feedback leads to certain improvement at the end of the experiment.

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Unity of Writing as the Problem of Russian Learners of English

Cited by 11 publications

References 3 publications

The Process and Problems of EFL Learners in English Writing

The Process and Problems of EFL Learners in English Writing

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

Awkward Writing as the Problem of Russian Learners of English

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