Writing for International Publication: The Perception of Chinese Doctoral Researchers

doi:10.65961/AJELT-2002-1-009

PDF(49 KB)

Asian Journal of English Language Teaching ›› 2002, Vol. 12 ›› Issue (1) : 179-193. DOI: 10.65961/AJELT-2002-1-009

Learning and Teaching English in the Chinese Context

Writing for International Publication: The Perception of Chinese Doctoral Researchers

Yongyan LI

Author information +

History +

Abstract

As Mainland China increasingly strengthens the effort to go international academically, writing and publishing English papers in internationally refereed journals has become a major concern for the new generation of doctoral researchers in various science disciplines. This study aims to answer the following two questions: 1. How confident are Mainland Chinese doctoral researchers in writing English papers for international publication? 2. How do they evaluate their status in the endeavour in comparison with their international counterparts? 154 questionnaires were collected and in-depth interviews were conducted with a selection of doctoral students (N = 15) and supervisors (N = 5) at a comprehensive university. Findings suggest that Chinese doctoral students across various science disciplines are generally confident in writing and publishing English papers internationally. Except for a relative deficiency in using the English language, they do not think that they are disadvantaged in the endeavour vis-à-vis their international peers.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Yongyan LI. (2002). Writing for International Publication: The Perception of Chinese Doctoral Researchers.Asian Journal of English Language Teaching , 12(1): 179-193. https://doi.org/10.65961/AJELT-2002-1-009

References

Berkenkotter, C. & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: cognition, culture, power. NJ: Lawrence Erlbaum Associates, Inc.
Burgess, S. (1997). Publishing in English in Spain: the case of Spanish English language specialists. Papers presented at International Conference on World Englishes, Singapore, December 19-21.
Canagarajah, A. S. (1996). “Nondiscursive” requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production.Written Communication, 13, 435-472.
Flowerdew, J. (1999a). Writing for scholarly publication in English: the case of Hong Kong.Journal of Second Language Writing, 8 (2), 123-145.
Flowerdew, J. (1999b). Problems in writing for scholarly publication in English: the case of Hong Kong.Journal of Second Language Writing, 8 (3), 243-264. Flowerdew, J., 127-150.
Gibbs, W. W. (1995). Trends in scientific communication: lost science in the third world.Scientific American, August, 76-83.
Gosden, H. (1992). Research writing and NNSs: from the editors.Journal of Second Language Writing, 1, 123-139.
Jernudd, B. H. & Baldauf, R. B. (1987). Planning science communication for human resource development. In B. K. Das (Ed.), Communicative Language Teaching (pp. 144-189). Singapore: RELC.
Lave J.& Wenger, E. (1991). Situated learning: legitimate peripheral participation Cambridge: Cambridge University Press legitimate peripheral participation. Cambridge: Cambridge University Press.
Maher, J. (1986). The development of English as the international language of medicine.Applied Linguistics, 7, 206-218.
Pupipat, A. (1998). Scientific writing and publishing in English in Thailand: the perception of Thai scientists and editors. Unpublished EdD dissertation. Columbia University Teachers College.
St. John, M. J. (1987). Writing processes of Spanish scientists publishing in English.English for Specific Purposes, 6, 113-120.
Swales, J. (1990). Genre analysis: English in academic and research settings.
Cambridge: Cambridge University Press.
Swales, J. (1998). Language, science and scholarship.Asian Journal of English Language Teaching, 8, 1-18.
Zhu, Lilan. (1999). Basic research in China.Science, 283 (Jan 29), 637.