Cross-Cultural Communication
Cultural Factors in EAP Teaching — Influences of Thought Pattern on English Academic Writing
Abstract
In the last decade, more and more EFL teachers in the universities of China have been aware of the feasibility and necessity of teaching English for Academic Purpose (EAP), which is identified as one type of English for Specific Purposes, to students of non-English majors. Among the EAP courses, academic writing is considered as the most helpful one. More and more scholars of ESP in China have conducted researches on English academic writing (EAW) including analysis on the syntactic characteristics of English for academic purposes, corpus-based study of English dimension adjectives in academic speaking and writing, and comparative study on Natives’ EAW and Chinese EAW. It was pointed that the EAW research in China focuses on language form and rules, but neglects the correlation of contents and thoughts. Therefore, this research studies the influences of cultural thought patterns on English academic writing by employing product approach to contrast vocabulary and discourse differences in EAW writings produced by Chinese students and native English students.
Key Words: English for Academic Purpose (EAP); Cultural factors; Thought pattern; English Academic Writing
Keywords
References
Adamson, B. (2004). China’s English: A History of English in Chinese Education. Hong Kong: Hong Kong University Press.
Gu, S. (2012). A Cultural History of the Chinese Language. Jefferson, N.C: McFarland & Co.
Heisey, D.R. (2000). Chinese Perspectives in Rhetoric and Communication. Stamford, Conn: Ablex Pub. Corp.
Institute for Advanced Chinese Studies (1957). Chinese Culture. Taipei, Taiwan: Chinese Cultural Research Institute.
Jordan, R.R. (1997). English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge: Cambridge University Press.
Minford, J., & Lau, J.S.M. (2000). Classical Chinese Literature. New York: Columbia University Press.
Oshima, A., & Hogue, A. (1991). Writing Academic English. Boston: Addison Wesley Publishing Company.
Pascual-Leone, J. (1970). A Mathematical Model for the Transition Rule in Piaget’s Developmental Stages. Acta Psychologica, 32, 301-345.
Piaget, J. (1950/1995). Explanation in Sociology. New York: Routledge.
Pan, Wenguo (2002). A Century of Contrastive Studies between Chinese and English. Chinese Teaching in the World,1, 60-86.
Samovar, L.A., & Porter, R.E. (1995). Communication between Cultures. Boston: Wadsworth Publishing.
Tomasello, M., & Farrar, J. (1986). Object Permanence and Relational Words: A Lexical Training Study. Journal of Child Language, 13, 495-506.
DOI: http://dx.doi.org/10.3968/j.ccc.1923670020120804.2307
Refbacks
- There are currently no refbacks.
Copyright (c) 2012 Xiuyan XU
This work is licensed under a Creative Commons Attribution 4.0 International License.
Share us to: 
Remind
We are currently accepting submissions via email only.
The registration and online submission functions have been disabled.
Please send your manuscripts to ccc@cscanada.net，or ccc@cscanada.org for consideration. We look forward to receiving your work.
Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).
CROSS-CULTURAL COMMUNICATION Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:caooc@hotmail.com; office@cscanada.net
Copyright © Canadian Academy of Oriental and Occidental Culture 
