How cultural differences make the Chinese international students experience writing problems in English communities
Abstract
This paper addresses how cultural differences make the Chinese international students experience writing problems in English communities. These include challenges with pedagogy as well as difficulties with language. This suggests that Chinese students are not well prepared before beginning these programs in their host academic cultures. These preparations entail the instillation of the knowledge of the host academic cultures as well as training on English proficiency. Therefore, the findings shed light on finding practical solutions for this difference both to English teachers in China and also those in the host countries. Besides, these insights may provide hope for the future so that the Chinese student planning to study abroad studies English prior to going abroad. It also provides the support teaching stuff and planners for international student programs in host universities with insights to effectively support international students.
Introduction
Naturally, when composing in English, students use their cultural backgrounds as well as expectations. However, some professors would prefer their students to choose an American style over others. Other professors will encourage their students to write in a style that they feel more comfortable with. In the Chinese style of writing, the characters are usually written using five significant techniques, which are linked to the history of the Chinese script. These include; the seal script, semi-cursive script, clerical script, cursive script, and regular script. Besides, Chinese characters are not composed of compact syllabaries or alphabets, but rather, the characters are logosyllabic. As a result, Chinese literacy requires memorization of about 4000 figures.
Features of an American research paper
American research papers have several features that could be easily distinguishable from other cultures. For instance, the language is direct in contrast to different cultures, which may be indirect in writing. The writer states the issues or the problem at the beginning of the paper and then gives specific examples. The examples should be an explanation for the ideas presented. Besides, these research papers have a target audience. Sometimes as one does the research, he may be required to pretend that his colleagues, classmates, or even those in their fields are their target audience. In this case, it affects the language of the paper and how the researcher explains the ideas.
Moreover, when writing in the American style, the researcher gives clear examples. That is, the writer proves the main points of the research after staking an opinion using models to support the point. Besides, an American research paper has to cite sources used while conducting the research. These show where the ideas for the study came from. Any opinions, quotes, or paraphrases from someone else’s work should always be cited depending on the style being used. There is specific guidance for writing in different forms, such as MLA or APA.
Features of a Chinese research paper
According to research, Chinese students face two main problems in their adaptation to English host communities. These include; difficulty with the approaches to learning and teaching and issues with language and language-related issues. However, these problems have not yet attracted much attention. Before going to study in English studying universities, Chinese students take English tests such as Test of English as a foreign language or the International English Language Testing Systems. The tests aim to demonstrate that they have attained the required proficiency levels required to study English. Despite this, the Chinese students still report experiencing great difficulty while undergoing the English academic program. For instance, Chinese students are unable to communicate with their teachers and fellow students efficiently. This is because of the inadequacy of their listening and speaking skills. Moreover, they have inadequate writing and reading skills, which makes their study time frustrating.
The major challenge Chinese students encounter in terms of academic writing is experienced by those majoring in social sciences and humanities. As a result, many students report their work being difficult to read and not good enough, according to their professors. However, these writing problems vary with an individual’s writing experiences, with the different genres of writing as well as in various disciplines. Generally, these problems can be divided into four categories; rhetorical organization, sentence-level and vocabulary accuracy, as well as English academic writing conventions and expectations.
Differences between American and Chinese writing styles
Formation of English words takes different forms, which include; blending, affixation, clipping, compounding, acronyms, conversion, as well as adoption from proper nouns. On the other hand, Chinese characters and words do not undergo such a formation process. This makes them more dominated than the English words, and also their relations to other words determine their meanings and functions. Therefore, the Chinese language involves the combination of different morphemes with another morpheme to result in a more complicated new morpheme. However, in the English language, when conducting different grammatical functions and when forming different words, take entirely new forms, and follow different rules which differ from the formation of words from the Chinese language.
In most cases, due to a difference in these lexical features, the original meaning is lost during translation and hence can only be partly displayed using metaphors. Sometimes explanations can also be used since there is no alternative for reading from Chinese to English. Whereas the English structure involves a combination of short phrases to make up a long sentence, Chinese structure, the penalties are usually shorter. Also, the different expressions are in their sequential order, just like the bamboo joints. Verbs are the core of the English language, and hence verbs are usually at the center controlling how the components of a sentence relate. All the verbs usually take an indefinite form to show a difference with the predicate verb. Besides, prepositions and conjunctions are generally used to connect the contained phrases. This is different from the Chinese style whereby different verbs are used in a sentence to present things according to time in which they happened, one after the other.
Moreover, in the Chinese language within a sentence, there is usually a shift from general information then to more specific information with details. This is to say that in Chinese sentence structure, they typically give the minor points before coming to the critical aspect of the sentence. As a result, it can be concluded that they have torturous and subject-oriented thinking. In contrast, English sentences first bring the main point of the whole sentence, then the explanations come later. Besides, in English, the writer focuses on the implementation of the already formulated laws. In contrast, in Chinese sentences, the writer focuses on the considerations taken by the persons making the laws before making that particular law.
Additionally, the sentences in English are oriented paradoxically. In this case, the penalties are not connected with external functional components but rather with connotations of sematic units. On the other hand, those in Chinese are hypotaxis oriented, whereby the sentences are integrated, utilizing grammatical and functional components. For instance, in terms of connotation and conjunctions, the Chinese sentences are usually distant from each other. A few conjunctive phrases are required, and therefore, the writer has freedom of thought.
Common English Mistakes made by Chinese students and the solutions
Common mistakes made by Chinese students when writing English majorly results from the student’s first language. However, the teachers and students can use ESL to improve the difficulties of Chinese students studying English. Most Chinese students confuse him, and she as well as him and her. This is because, in the Chinese language, he and she have the same pronunciation ‘ta’ even though they are written differently. To solve this, the teachers have to ensure that their Chinese students understand the difference between him and her, he or she. This can be done through practice and also by the use of pictures. Depending on the type of student, the student will start to get used to the pronouns after some time.
Also, Chinese students confuse singular and plural when writing in English. This is because, in Mandarin Chinese, there is no distinction between the singular and plural forms of nouns. This will also need frequent practice and exercising, reminding the students each time the difference between singular and plural by making the students understand that for one item, it is singular. For two or more things, it is a plural. Moreover, Chinese students usually forget to use past tense in their sentences. Most times, they use the present tense when they are referring to the past. This is because in Mandarin Chinese, even though there is a participle that signifies past tense, it is not usually used. In this case, many students will be aware of the presence and past participle, so the teacher will only need to remind their students of the mistakes they make. Ultimately, the students will start remembering.
Conclusion
In conclusion, vernacular Chinese students going to study in English speaking communities should always be well prepared for what is to come. As a result, the teachers and the Chines students are expected to put in more effort as compared to their American counterparts. Besides, Chinese Students show more individualism and find it difficult to participate in group works and hence an increased difficulty coping with the English demands in American Universities.
References