Chapter 1 Introduction

1.1 Preamble

1.2 Research Focus

1.3 Research Questions

1.4 Rationale and Significance of This Study

1.4.1 Theoretical Significance

1.4.2 Practical Significance

1.5 Thesis Overview

Chapterr 2 Chinese Culture,Education and Writing Practices

2.1 Introduction

2.2 The Nature of Culture

2.3 Chinese Cultural Influences on Chinese Education

2.3.1 Chinese culture

2.3.1.1 Authority

2.3.1.2 Collectivism

2.3.1.3 Chinese Essay Styles

2.3.2 Chinese Education

2.3.2.1 Primary School Education

2.3.2.2 Middle School Education

2.3.2.3 Higher Education

2.3.2.4 Foreign Language Education

2.3.2.5 The Teaching of English Writing

2.4 Writing Practices in China

2.4.1 Indirect Expression

2.4.2 Exquisite Expression

2.4.3 Chinese Characters

2.4.4 Chinese Tradition

2.4.5 Chinese vs.Western Writing Practices

2.4.5.1 Respect vs.Plagiarism

2.4.5.2 Inductivism vs.Deduetivism

2.5 Chinese Academic Writing and Publication

2.5.1 The Pressure of Publication

2.5.2 Reluctance to Approach International Journals

2.6 Conclusion

Chapter 3 Journal Article Abstracts:Models for Analysis

3.1 Introduction

3.2 Discourse,Genre and Culture-A Close Relationship

3.2.1 Genre Theory

3.2.2 Genre and Culture

3.2.3 Genre and Systemic Functional Linguistics

3.3 Abstracts-A Distinct Genre in Academic Writing

3.4 Genre variation

3.5 Move Analysis-A Useful Tool

3.5.1 Developing a Macro Model of Move Analysis

3.5.2 Developing a Micro Model of Move Analysis

3.5.2.1 Thematic Analysis

3.5.2.2 Transitivity Analysis

3.6 Macro and Micro Move Analysis-A Combination Model

3.7 Conclusion

Chapter 4 Research Methodology

4.1 Introduction

4.2 Theoretical Framework

4.2.1 Mixed Methods

4.2.1.1 Qualitative Procedures

4.2.1.2 Quantitative Procedures

4.2.1.3 Action Research(AR)

4.2.2 Triangulation

4.3 Research Management

4.3.1 CFLCQU:The Research Site

4.3.2 Research Processes

4.3.3 Text Analysis

4.3.3.1 Journal Article Abstracts(Part1)

4.3.3.2 Participants'Assignments(Part3)

4.3.4 Questionnaires(QN)

4.3.4.1 QN 1 to CFLCQU Informants

4.3.4.2 AR QN 1-4

4.3.5 Semi-Structured Interviews

4.3.5.1 CFLCQU Informants

4.3.5.2 AR Group Interviews

4.3.5.3 Interview Analysis

4.4 Ethical Considerations

4.5 Research Limitations

4.6 Conclusion

Chapter 5 Journal Article Abstracts Analysis

5.1 Introduction

5.1.1 Data Overview

5.2 Macro Analysis

5.2.1 The International Set

5.2.2 The Chinese Set

5.2.3 Comparative Analysis

5.3 Micro Analysis

5.3.1 The International Set

5.3.1.1 Thematic Analysis

5.3.1.2 Transitivity Analysis

5.3.2 The Chinese Set

5.3.2.1 Thematic Analysis

5.3.2.2 Transitivity Analysis

5.3.3 Comparative Analysis

5.3.3.1 Distribution of Themes

5.3.3.2 Thematic Progression

5.3.3.3 Transitivity

5.3.3.4 Lexis

5.4 Conclusion

Chapter 6 Interviews

6.1 Introduction

6.2 Interview Procedures

6.2.1 Interview Informants

6.2.2 Time and Site for Interviews

6.3 Analysing the Interview Data

6.3.1 Transcribing the Data

6.3.2 Coding the Interview Data

6.4 Data Findings

6.4.1 Cultural Differences in Academic Writing

6.4.1.1 Ways of Thinking

6.4.1.2 Respecting Seniority

6.4.2 Language Problems

6.4.2.1 General Language Problems

6.4.2.2 Appropriate Connectors

6.4.2.3 Voice and Tense

6.4.2.4 Lost Language/Chinglish

6.4.3 Language Register

6.4.3.1 Directness vs.Indirectness

6.4.3.2 Chinese Typical Beginning

6.4.3.3 Logical vs.Loose

6.4.3.4 Plain Words vs.Beautiful Words

6.4.4 Academic Writing Genre

6.4.4.1 No Fixed Structure

6.4.4.2 Main Idea or Summary

6.4.4.3 Trivial Information First

6.4.4.4 The Number of Moves

6.4.4.5 Concise and Compact

6.4.5 Experience in Publication

6.4.5.1 Lack of Research Experience

6.4.5.2 Lack of Reading Theoretical Books

6.4.5.3 Lack of Good Relationship with Journal Editors

6.4.5.4 Lack of Confidence in Submitting for Publication

6.4.5.5 Lack of Information of Journal Requirements

6.5 Conclusion

Chapter 7 Action Research

7.1 Introduction

7.2 Procedure

7.2.1 Stage 1-Planning(15,January-17,March)

7.2.1.1 Initial Needs Analysis

7.2.1.2 Course Goals

7.2.1.3 Materials Selection and Development

7.2.1.4 Lesson Design

7.2.1.5 Summary

7.2.2 Stage 2-Implementing(17,March-1,July)

7.2.2.1 Teaching Each Lesson

7.2.2.2 Classroom Discussions

7.2.2.3 Teacher's Journal

7.2.2.4 AR QN 3 for On-Going Course Assessment(see Appendix 7.5)

7.2.2.5 Giving Assignments for Assessments

7.2.2.6 Summary

7.2.3 Stage 3-Analysing

7.2.3.1 Analysing Participants'Assignments

7.2.3.2 Analysing AR QN 2

7.2.3.3 Analysing AR QN 4

7.2.3.4 Analysing Case Studies

7.2.3.5 Summary

7.2.4 Stage 4-Reflecting

7.2.4.1 Comparison of QN 1 to CFLCQU MA Students and Colleagues and AR QNS 1-4

7.2.4.2 Comparison of Course Goals with Participants'Outcomes

7.2.4.3 Interpreting the Group Interviews

7.2.4.4 Interpreting the Analysis

7.3 Conclusion

Chapter 8 Discussion

8.1 Introduction

8.2 Cultural Influence

8.2.1 Citation

8.2.1.1 The Journal Article Abstract Analysis

8.2.1.2 Informants'Views

8.2.1.3 The Action Research Course

8.2.2 Language Register

8.2.2.1 The Journal Article Abstract Analysis

8.2.2.2 The Interview Analysis

8.2.2.3 Participants'Application of Language Register

8.2.3 Language Genre

8.2.3.1 The Journal Article Abstracts Analysis

8.2.3.2 Informants'Viewpoints

8.2.3.3 Participants'Use of Language Genre

8.3 Inexperienee in Research

8.3.1 Journal Article Abstract Analysis

8.3.2 Interview Analysis

8.3.3 The Action Research Course

8.3.4 Summary

8.4 Language Use

8.4.1 Thematic Structure

8.4.1.1 The Journal Article Abstract Analysis

8.4.1.2 The Interview Analysis

8.4.1.3 The Action Research Course

8.4.2 Thematic Progression

8.4.2.1 The Journal Article Abstract Analysis

8.4.2.2 The Interview Analysis

8.4.2.3 The Action Research Course

8.4.3 Transitivity Structure

8.4.3.1 The Journal Article Abstract Analysis

8.4.3.2 The Interview Analysis

8.4.3.3 The Action Research Course

8.5 Summary

8.6 Conclusion

Chapter 9 Conclusion

9.1 Introduction

9.2 Implications

9.2.1 Theoretical Implications

9.2.2 Pedagogical Implications

9.3 Recommendations

9.3.1 A Teaching Model

9.3.2 Developing an Academic Program

9.3.2.1 Program Participants

9.3.2.2 The Program

9.3.2.3 Course Material

9.3.2.4 Teaching Methodology

9.3.3 Future Research

9.3.3.1 More Corpora for Comparative Analysis of Academic Articles and Abstracts in International and Chinese Journals on TESOL

9.3.3.2 More Research on Chinese TESOL Academics'Use of Themes and Transitivity

9.3.3.3 More Interview Studies of Chinese Authors and Editors in Chinese TESOL Core Journals

9.3.3.4 Expanding the Action Research Course to Other Aspects of Academic Article Writing

9.4 Conclusion

References

List of Figures

List of Tables

List of Abbreviations

Appendices①

Appendix 4.1

Appendix 4.2

Appendix 4.3

Appendix 4.4

Appendix 4.5

Appendix 4.6

Appendix 4.7

Appendix 6.1

Appendix 7.1

Appendix 7.2

Appendix 7.3

Appendix 7.4

Appendix 7.5

Appendix 7.6

Appendix 7.7

Appendix 7.8

Appendix 8.1

Appendix 9.1

Acknowledgements