Relationships to writing among Chinese students learning French as a foreign language in China
Analyzing the discourse of Chinese students who are learning French as a foreign language in the context of their undergraduate studies at a Chinese university sheds light on the different components of their relationship to texts and to writing in reference to Chinese history and culture, as well as French instruction in China. This study shows how these sociocultural and discipline-related components of the students’ relationship to writing must be taken into account in order to qualitatively interpret the writing subjects’ discourse and to understand the shared dimension of the relationship each student develops toward writing and toward their learning in a foreign language.