Chinese Students' Writing in English: Implications from a corpus-driven study, 1st Edition (Hardback) book cover

Chinese Students' Writing in English

Implications from a corpus-driven study, 1st Edition

By Maria Leedham


184 pages

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Chinese students are the largest international student group in UK universities today, yet little is known about their undergraduate writing and the challenges they face. Drawing on the British Academic Written English corpus - a large corpus of proficient undergraduate student writing collected in the UK in the early 2000s - this study explores Chinese students’ written assignments in English in a range of university disciplines, contrasting these with assignments from British students. The study is supplemented by questionnaire and interview datasets with discipline lecturers, writing tutors and students, and provides a comprehensive picture of the Chinese student writer today.

Theoretically framed through work within academic literacies and lexical priming, the author seeks to explore what we know about Chinese students’ writing and to extend these findings to undergraduate writing more generally. In a globalized educational environment, it is important for educators to understand differences in writing styles across the student body, and to move from the widespread deficit model of student writing towards a descriptive model which embraces different ways of achieving success.

Chinese Students’ Writing in English will be of value to researchers, EAP tutors, and university lecturers teaching Chinese students in the UK, China, and other English or Chinese-speaking countries.


'This book provides valuable insights for applied linguistics researchers and students interested in corpus linguistics, lecturers in the disciplines who want to gain a better understanding of the issues surrounding the writing of Chinese students, and EAP/writing teachers.'

Ursula Wingate, Senior Lecturer in Language in Education, King’s College London, UK.

'Situated at a crossroads between learner corpus research and academic disciplinary writing research, and with the learner population representing a hybrid between a foreign- and a second-language learning situation, the study adds to our understanding of the challenges of native and non-native speakers alike when faced with the task of writing academic papers in English.'

Hilde Hasselgård, Professor, University of Oslo, Norway.

'This is a topical, yet relatively neglected, area of research to which this study has made a pertinent contribution.'

Jonathan Culbert, EAP tutor, Xi’an Jiaotong-Liverpool University, China.

Table of Contents

1. Introduction 2. Contextualising Chinese Students’ Literacy and Language Learning 3. Features of Chinese Students’ Writing in the Corpus 4. Variation across Year Groups 5. Disciplinary Influences: Student Writing in Biology, Economics and Engineering 6. Discipline Lecturer, Writing Tutor and University Student Perspectives 7. Conclusions Appendices

About the Author

Maria Leedham is Lecturer in Applied Linguistics and English Language Studies at the Department of Applied Linguistics and English Language, Faculty of Education and Language Studies, Open University, UK.

About the Series

Routledge Research in Education

This series aims to present the latest research from right across the field of education. It is not confined to any particular area or school of thought and seeks to provide coverage of a broad range of topics, theories and issues from around the world.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Research