Teaching East Asian rhetoric

Jensen, J. Vernon

doi:10.1080/02773948709390775

Cited by 11 publications

(10 citation statements)

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“…When it comes to writing in English, Chinese students tend to transfer the Chinese rhetorical organization into English. (Mohan and Lo, 1985;Jensen, 1987) Some researchers, however, argue that the rhetorical differences have been exaggerated. Scholars from this camp have tried to prove that the patterns of writing in Chinese, even in classical rhetoric, are diverse.…”

Section: Contrastive Rhetoricmentioning

confidence: 99%

“…ethos, pathos, and logos. (Jensen, 1987) English people have placed great value on originality and individuality. The individualism as is reflected in rhetoric is an emphasis on "authentic voice" and critical thinking.…”

Section: B Presentation Of Personal Voicementioning

confidence: 99%

“…The individualism as is reflected in rhetoric is an emphasis on "authentic voice" and critical thinking. (Matalene, 1985;Jensen, 1987) The purpose of argumentative essay is to "State your case and prove it". Writers are expected to contribute to the argument by putting forward some viewpoints of their own.…”

Section: B Presentation Of Personal Voicementioning

confidence: 99%

“…(Kaplan, 1972(Kaplan, , 1987Jensen, 1987;Connor, 1996Connor, , 2002 III. CHINESE AND ENGLISH CONTRASTIVE RESEARCH Much research has been conducted on Chinese and English rhetoric since Kaplan described the oriental way (including Chinese) of paragraph organization as "doodles".…”

Section: Contrastive Rhetoricmentioning

confidence: 99%

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Linguistic, Ideological, and Cultural Issues in Chinese and English Argumentative Writings

Zhang¹

2011

JLTR

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Section: Contrastive Rhetoricmentioning

confidence: 99%

Section: B Presentation Of Personal Voicementioning

confidence: 99%

Section: B Presentation Of Personal Voicementioning

confidence: 99%

Section: Contrastive Rhetoricmentioning

confidence: 99%

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Linguistic, Ideological, and Cultural Issues in Chinese and English Argumentative Writings

Zhang¹

2011

JLTR

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“…It should be also noted that having knowledge of the difference in rhetorical organization of the target language has great significance. Learners cannot fully understand L2 texts without understanding the target language's unique rhetorical organization (e.g., Carrell, 1987a;Chu, Swaffer, and Charney, 2002;Hague & Scott, 1994;Hinds, 1983;Honna, 1989;Jensen, 1987;Kaplan, 1966;Lee, 2002;McGee, 1982;Maynard, 1998;Sasaki, 2001;Sharp, 2004;Tateoka, 1996;Urquhart, 1984).…”

Section: The Influence Of Background Knowledgementioning

confidence: 99%

Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?

Sandom¹

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<p>The dissertation is a study of the efficacy of reading materials for learners of Japanese as a foreign language (JFL). It discusses the merits of 'authentic' materials written primarily for native speaker-readers compared to 'modified' texts adapted in some way for learners. Further, it compares various sorts of modifications: simplification, elaboration, marginal glosses and the use of onscreen computer pop-ups. More broadly, it locates the study within the wider discourse of pedagogy concerning reading materials for second language learners, especially JFL learners. Reading in Japanese as a second language is generally thought to be more demanding than reading in some other second languages. The study therefore argues that the authenticity debate and efficacy of text modification must be addressed specifically in the JFL reading pedagogy. In the context of the authenticity debate, there are, broadly, two opposing views. One favours the predominant use of unmodified texts while the other promotes the efficacy of modified texts. While there have been numerous theoretical discussions and empirical findings in the reading pedagogy of English as a second or foreign language (ESL/EFL), the JFL reading pedagogy is currently lacking such academic endeavours. Hence, the present study seeks to fill the gap. The study is mixed methods research, consisting of three projects in which both qualitative and quantitative methods are employed. This approach investigates equally the effects of text modification on participating learners' cognitive changes (reading comprehension) and affective changes (motivation and perception). The results indicate that learners of Japanese comprehend modified texts statistically significantly better than they do unmodified texts. Findings include that modified texts for Japanese are more efficacious than they are in the ESL/EFL context. However, modified texts that are insufficiently challenging fail to enhance learners' motivation. Advanced learners especially were found to have a negative attitude toward reading modified Japanese texts.</p>

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Buddhism and Rhetoric: From an Intercultural Perspective

Zhang

2019

Building and Negotiating Religious Identities in a Zen Buddhist Temple

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Teaching East Asian rhetoric

Cited by 11 publications

References 11 publications

Linguistic, Ideological, and Cultural Issues in Chinese and English Argumentative Writings

Linguistic, Ideological, and Cultural Issues in Chinese and English Argumentative Writings

Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?

Buddhism and Rhetoric: From an Intercultural Perspective

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