Problems and Countermeasures for English Majors’ Dissertation Writing in the New Era in China

Abstract

Dissertation writing is not only one of the major sections of practical abilities of English majors, but also one of the important channels to improve their comprehensive abilities. In the new era of internet and multi culture, the quality of English majors' dissertation is in the process of deceasing continuously due to various factors like the society, culture, educational context, etc, causing the malfunctions of dissertation writing. This paper analyzes the practical problems of English dissertation writing in the newly-built colleges in China, including its essence and expectations in college education and, provides some countermeasures for improving the quality of dissertation ecologically.

Retrospective case studies of successful Chinese learners of English: Continuity and change in self-identities over time and across contexts

“…Dörnyei (2005Dörnyei ( , 2009 popularised the ideal L2 self and ought-to L2 self as important facets of the second language (L2) motivational self system. Although some studies have found positive correlations between these two selves and intended learning effort (Jiang, 2011;Taguchi, Magid, & Papi, 2009), the present investigation revisits the dreaded self as a possible valuable factor in understanding the motivation and identity of L2 learners of English.…”

“…They found only a weak correlation between ought-to self and instrumentality prevention (e.g., I have to learn English because I do not want to fail the English course), indicating that it might be inappropriate to list avoiding bad consequences as part of the ought-to L2 self in L2MSS. Another survey of 158 English major undergraduate students in China (Jiang, 2011) reported that the ought-to L2 self subsumed parental encouragement, requirement, and social responsibility (e.g., I learn English in order to let the world know more about China), a facet consistent with the Chinese sense of parental or filial obligation. Jiang (2011) also reported that the English anxiety scale (e.g., I am worried that other speakers of English would find my English strange) was reasonably strongly endorsed, indicating the presence of anxiety among Chinese learners of English.…”

“…Another survey of 158 English major undergraduate students in China (Jiang, 2011) reported that the ought-to L2 self subsumed parental encouragement, requirement, and social responsibility (e.g., I learn English in order to let the world know more about China), a facet consistent with the Chinese sense of parental or filial obligation. Jiang (2011) also reported that the English anxiety scale (e.g., I am worried that other speakers of English would find my English strange) was reasonably strongly endorsed, indicating the presence of anxiety among Chinese learners of English.…”