Writing patterns of a Chinese English-as-a-foreign-language (EFL) learner were analyzed as a case study from linguistic, pragmatic, and psycholinguistic perspectives. Alternative assessments were used by American pre-service teachers and a Taiwanese EFL instructor for rating linguistic developmental problems referring to format, style, syntax, and grammar. In addition, researchers conducted deeper linguistic analyses of discourse organization and cultural thinking styles. The case study also presents patterns found, some conclusions, and theoretical and practical educational implications.
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González et al. (2001) studied this question.
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