earticle

영어

Chinese-speaking students enroll in Australian tertiary institutions in large numbers. Success for these international students is heavily dependent upon their mastering the conventions of academic writing in English. How best to ensure such mastery among EAL learners has been a matter of debate among tertiary educators and language specialists, with competing theories and methods proposed. This paper reports on an attempt to improve English academic writing through intensive lexical instruction, a method proposed by Ackermann & Chen (2013), Boers et al. (2016), Lewis (1993), Selivan (2018), Wray (2005, 2018) and others. Nine Chinese-speaking tertiary students were offered training in recognising and employing those lexical constructions commonly found in relevant technical and academic genres. The project employed a mixed methods case study approach to describe students’ performance and their perceptions and responses to the teaching they underwent. While gains in performance were evident in some cases, the outcomes of the teaching were inconsistent and equivocal overall. We conclude that this raises questions about the efficacy of purely lexical methods and underscores the challenge involved in teaching complex genres at tertiary level. These findings have implications for those teaching Chinese-speaking students, particularly in EAL contexts.

중국어

大量讲中文的国际学生就读于澳大利亚的高等教育机构。这些国际学生的成功在很大程度上取决于他们对英文学术写作规范的掌握。如何最好地确保英语二语学习者对英文学术写作的掌握一直是高等教育工作者和语言专家们争论的问题。 他们提出了许多具有竞争性的理论和方法。本文报道了由Ackermann & Chen (2013), Boers et al. (2016), Lewis (1993), Selivan (2018), Wray (2005, 2018) 及其他学者提出的一种尝试方法，即通过强化性的词块教学来提高英语学术写作。九名讲中文的国际学生接受了培训以帮助识别并使用相关技术和学术文章中常见的词块结构。该研究采用混合案例研究方法来呈现学生的表现以及他们对所接受培训的观点和反馈。虽然在某些案例中，学生写作有明显提高，但教学结果总体上并不完全一致。我们的结论是，该研究结果引发了对纯词块教学法有效性的质疑，强调了在高等教育中英语学术写作教学所涉及的挑战。这些发现对那些教授讲中文的学生具有启示意义，尤其是在英语为第二语言的环境中。