35 Years’ Research in Contrastive Rhetoric in Japan and China: Methods, Findings and Implicational Issues for Teaching L2 Writing in the EFL Context

Abstract

Based on seminal work by Kaplan (1966, 1968) and others (e.g., Hinds 1977, 1983), extensive research into contrastive rhetoric (CR) across languages and cultures has been conducted to investigate rhetorical patterns, cultural and developmental factors in relation with L2 writing products and skills in the field of second language writing. Research into the mentioned areas in the People’s Republic of China and Japan has gained some momentum and can be briefly classified into three strands. The first strand like Kaplan claimed that Oriental language speakers use the ‘circular logic’ as opposed to English language speakers who are more likely to use ‘linear logic’ in writing. Kaplan (1966) argued that Chinese as well as other “Oriental” writing is indirect. The second strand (Kobayashi 1984; Mohan & Lo 1985; Kubota 1992) suggested that CR should consider the learners’ age and level of English proficiency, L2 rhetorical knowledge and the current instructional context of EFL/ESL students. The EFL learners’ writing dwells in the culture and social context, while these factors reflect the culture of educational system and reproduce culturally preferred discourse features. The paper examines how CR empirical research into Chinese and Japanese EFL learners’ writing of various genres has contributed to the understanding of rhetorical patterns, cultural and educational factors with various methods, trying to find a link between this information and its insight into pedagogical practices in the classroom.