Increasing the Vocabulary of Chinese Writers Through Contrastive Rhetoric
Ted Knoy
Vocabulary problems faced by Chinese ESL writers
Chinese ESL writers are often concerned with increasing their vocabulary power, realizing that they use too few words, which are not specific enough to parallel the original meaning. Unable to choose a particular word to express the specific meaning , they instead rely on words that are directly translated from Chinese. Such words are often weak, particularly in expressing degree. Direct translation of the Chinese characters [jeah juay], for instance, the Chinese writer would most likely use "solve." There are however, different variations of "solve" that are unknown to the Chinese writer : [sow wei jeah juay or sho dzuhn] alleviate, modify, alter; [wan chuan jeah juay] eliminate, eradicate. Inability to find a word that closely parallels their intended meaning, forces the to writer opt for "solve", regardless of its degree or extent. Consider another example, the Chinese characters [wen ti]. Directly translating these Chinese characters into English, the Chinese writer would most likely use "problem." However, the ESL technical writer must describe more clearly what kind of problem is being referred to: an obstacle, limitation, restriction, shortcoming, drawback or phenomenon? Therefore, when Chinese ESL learners write the phrase "Solve the problem" to express [Jeah juay zigguh wenti], they need to ensure that the English words used closely parallel their intended meaning. The instructor facilitates students to increase their vocabulary by identifying the intended meaning of a particular word. Based on that intended meaning, alternative English words can then be used that more closely parallel it.
The following table lists common English words that Chinese ESL writers use to parallel their intended meaning. Depending on the sentence's context, alternatives are also provided .
Alternative to
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when the Chinese meaning is
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would be
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affect
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 [eeng shawng]
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influence, impact
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agree
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 [tong ee]
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correlate with, correspond to
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carry out
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 [jer sheen]
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implement, execute, promulgate
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change
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 [hwahn][gi bee en]
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modify, adjust, alter, vary
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check or prove
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 [dzen meen][dzen chuay]
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verify, confirm, demonstrate
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complicated
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 [foo dzah]
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complex, cumbersome
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consider
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 [kow lu]
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evaluate, assess
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correct/incorrect
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 [dzen chuay, boo dzen chuay]
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precise/imprecise,
concise/inconcise
accurate/inaccurate
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depends on
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 [ee li]
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relies on, hinges on
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different
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 [boo tong]
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various, varied, varying, distinct
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find
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 [zow]
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obtain, derive, attain, locate, identify
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help
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 [bang chu]
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assist, facilitate, guide, direct
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important
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 [jong yowel]
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critical, crucial, essential,
pertinent, relevant, significant,
vital
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improve
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 [gi sahn][gi jeen]
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enhance, upgrade, elevate
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is made of
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 [ yo…dzor tzen ]
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consists of, comprises of
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little, few
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 [ hun sowel]
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slightly, seldom, negligibly
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make clear
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 [nong cheen chu]
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elucidate, clarify
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make sure
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 [chuay deen]
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ensure, assure
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meet
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 [ man joo ]
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satisfy, fulfill, adhere to
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much, strongly, greatly
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 [fay tzong] [hen dor]
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markedly, significantly, substantially
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problem
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 [wen ti]
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obstacle, limitation, restriction,
shortcoming, drawback, phenomenon
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needs
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 [shue yowel]
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requires, stipulates
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propose
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 [tee chu]
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presents, describes
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realize
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 [lee ow jeay]
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comprehend, perceive, understand
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solve
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 [jeah juay]
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alleviate, modify, resolve, eliminate,eradicate
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suitable
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 [sih her ]
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appropriate, adequate
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tries
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 [sih kahn]
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attempts, aims, aspires
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usually
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 [tong tzong]
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normally, typically, generally
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very
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 [fay tchong]
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highly, rather, quite, extremely
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way
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 [fahn fah]
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method, means, approach, strategy
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whole
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 [chooen bu] [wan chooen]
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complete, entire, comprehensive
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Use of Contrastive Rhetoric in an ESL technical writing class
The technical writing course (asynchronous distance learning) offered by the Department of Computer Science, National Tsing Hua University (Taiwan) instructs graduate students on how to develop basic copy editing skills, organize research papers and prepare for publication. The course also adopts a contrastive rhetorical approach to teaching Chinese ESL writing students how to increase their vocabulary. Citing English sentences written by Chinese technology professionals, the NES instructor constantly drills the students on the author's use of words in a sentence and provides alternative English words that could be used to more closely parallel the writer's intended meaning.
Conclusion
The article has described how contrastive rhetoric can be used in a writing class to increase the vocabulary of Chinese ESL learners. By adopting a contrastive rhetoric approach to teaching writing, the fluent NES (native English speaking) instructor facilitates an increased vocabulary, thereby enabling writers to use words that are closer to their intended meaning.
References
Longman Dictionary of Language Teaching & Applied Linguistics (1997, p. 84)
Reid, Joy M. (1993) Teaching ESL Writing. New Jersey, Prentice Hall Regents
Knoy, Ted (2000, February). Overcoming Chinese Colloquial Habits in Writing. The Internet TESL Journal, Vol. VI, No. 2
Knoy, Ted (1993). An English Style Approach for Chinese Technical Writers. Taipei, Taiwan: Hua Hsiang Yuan
Knoy, Ted (2000). An Editing Workbook for Chinese Technical Writers. Hsinchu, Taiwan: C Web Technology
Knoy, Ted (2000), Advanced Copyediting Practice for Chinese Technical Writers
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