Dissertation/Thesis Abstract

EFL Education in Mainland China: Word Memorization and Essay Writing among High School Sophomores
by Clarken, Rehema M., Ph.D., Michigan Technological University, 2017, 148; 10684273
Abstract (Summary)

This dissertation explores English as a Foreign Language instruction within the context of the contemporary Chinese education system. Basic outlines chart the historical development of EFL studies in the United States and China framing the question of what each community values as important measures of success when assessing language learning. While traditional Chinese methods value strict memorization of vast word lists ([special characters omitted], BeiDanCi, BDC) the US educational community stresses essay writing—particularly on standardized tests such as the ACT, SAT, and TOEFL, which are required for university admissions. Therefore, this study investigates the relationship between vocabulary knowledge and writing ability among Grade 10 Chinese high schoolers in a megalopolis in mainland China. Students’ vocabulary knowledge was measured with Nation’s Vocabulary Size Test, and students’ writing ability was assessed with an essay graded using the TOEFL iBT ® Integrated Writing Rubrics. The results validate previous findings among different L2 populations by observing a moderate correlation between vocabulary knowledge and writing ability.

Indexing (document details)
Advisor: Kitalong, Karla S.
Commitee: Lehmberg, Zhuang-Zhong, Smith, Beatrice Q., Strickland, Ronald
School: Michigan Technological University
Department: Humanities
School Location: United States -- Michigan
Source: DAI-A 79/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Language arts, Asian Studies, English as a Second Language, Communication, Secondary education
Keywords: China, English as a foreign language, English as a second language, L2, Vocabulary acquisition, Writing
Publication Number: 10684273
ISBN: 978-0-355-63050-3
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