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Haochen Yan

Communication University of China, China

 

Abstract

An increasing number of English learners are entering the higher education sequence in China, and the issue of how these students can conduct Chinese academic writing in a standardized manner has become a widely discussed topic in academic circles. Although existing research has extensively discussed this, many English learners are in the stage of interdisciplinary learning, where related studies are less common. This study adopts a mixed-methods research approach, combining focus groups, questionnaire surveys, and structured interviews to delve into the experiences and challenges of students with Chinese as a second language in academic writing. The findings reveal various factors that affect students’ academic writing experiences, including previous learning experiences, dissertation supervisors/school writing guidance institutions, structural differences between languages, and the impact of the Chinese Proficiency Test (HSK). These findings offer new perspectives on understanding the issues encountered by native English speakers in the Chinese academic environment and provide valuable insights for designing relevant guidance programs and teaching strategies.

 

Keywords

Chinese for specific purposes, Chinese academic writing, difficulty analysis, mixed research methods

 

英语母语者学术中文写作的挑战及应对：混合研究方法视角下的分析

闫昊宸

中国传媒大学，中国

 

摘要

随着越来越多的英语学习者融入中国的高等教育体系，如何有效地指导这些学生进行规范的中文学术写作，已经成为学术圈中广泛关注和讨论的议题。尽管已有研究对此问题进行了广泛探讨，但鉴于许多英语学习者正处于跨学科学习阶段，很多方面值得继续研究。本研究采纳了混合方法学（ Mixed Methods Research, MMR）的研究范式，通过焦点小组（ Focus Groups）、问卷调查（ Questionnaires）以及结构化访谈（ Structured Interviews）的方式，综合考察了以中文作为第二语言（ L2）的学生在学术写作领域的经验与挑战。本项研究旨在深入分析影响学生学术写作能力的多元因素，其中包括学生的先前学习经验、论文指导教师 / 学校写作辅导中心的指导效果、语言间结构差异，以及汉语水平考试（ HSK）的潜在影响等方面。研究结果不仅为理解以英语为母语（ L1）的学生在中国学术环境中所面临的具体问题提供了新的视角，同时也为制定针对性的指导方案和教学策略提供了宝贵的洞见，旨在促进这一学生群体的学术写作技能的发展。

 

关键词

专门用途汉语，中文学术写作，难度分析，混合研究方法