ERIC Number: EJ742613
Record Type: Journal
Publication Date: 2006
Dialogic and Hortatory Features in the Writing of Chinese Candidates for the IELTS Test
Mayor, Barbara M.
Language, Culture and Curriculum, v19 n1 p104-121 2006
Research conducted in the context of the IELTS Research Program indicates that there are recurrent features in the writing under test conditions of candidates from Chinese language backgrounds, particularly in terms of interpersonal tenor. These include a high level of interpersonal reference, combined with a heavily dialogic and hortatory style. Chinese candidates in the study used significantly more interrogatives and imperatives than a similar sample of Greek candidates, along with a range of other grammatical devices which perform a hortatory function, calling for a mental or physical response on the part of the individual reader or collective. Together, these features lend a polemical tone to the English-medium writing of the Chinese candidates. It seems reasonable that Chinese students who wish to succeed in English-medium higher education should aim ultimately towards models of writing commonly expected of students in that context. However, in order to fairly assess the potential of Chinese candidates, it is important to recognise that some students who may have performed well in the Chinese educational system may import into their English writing a range of hitherto valued practices from their Chinese writing and/or their English language classes which may be affecting their test scores.
Descriptors: Writing Achievement, Foreign Students, Language Proficiency, English (Second Language), Form Classes (Languages), Language Tests, Scores, Chinese, Cultural Traits, Writing (Composition), Second Language Learning, Interpersonal Communication
Multilingual Matters. Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, UK. Tel: +44-1275-876519; Fax: +44-1275-871673; e-mail: email@example.com; Web site: http://www.multilingual-matters.com/multi/journals.asp
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A