A Contrastive Analysis of Mandarin Chinese and American English Letter-Writing Formats and an Investigation into the Instruction of These Formats.Report as inadecuate




A Contrastive Analysis of Mandarin Chinese and American English Letter-Writing Formats and an Investigation into the Instruction of These Formats. - Download this document for free, or read online. Document in PDF available to download.





This paper compares the prescribed American and Chinese letter writing formats as outlined in texts and examines actual letters from American and Chinese writers to determine how they compared to these formats and, if they differed, to identify possible reasons for these differences. After teaching students of Mandarin Chinese a basic lesson on how to write letters in Chinese, the author examines the effect of instruction in Chinese letter format by assigning each to write a letter. English and Chinese texts were used; the first were written for English-speaking children learning to write letters and the second, for non-native adult speakers of Mandarin Chinese learning how to write letters in Chinese. Results indicate that the most striking difference is the position of the date. The ordering of the dates in each group was basically consistent with the textbook formats. The two groups of 20 letters showed that the American writers had more variety and individual differences than the Chinese in the way they wrote the date. The Chinese writers displayed more inconsistencies than the Americans in the other parts of the letters. The responses of the students of Mandarin Chinese show that their letters had less variation in their salutations and closing compliments. (Contains 5 references.) (CK)

Descriptors: Adults, Children, Chinese, Chinese Culture, College Students, Comparative Analysis, English, Letters (Correspondence), Mandarin Chinese, Native Speakers, Textbook Content, Writing Assignments, Writing (Composition), Writing Evaluation, Writing Skills











Author: Olson-Johnson, Susan

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11635&id=ED379914



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