Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the is...Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.展开更多
This study investigates Chinese university EFL teachers' and students' beliefs about what determines the text quality of EFL writing via a mixed-method analysis of data collected by questionnaire, interview, a...This study investigates Chinese university EFL teachers' and students' beliefs about what determines the text quality of EFL writing via a mixed-method analysis of data collected by questionnaire, interview, and diagnostic and self-diagnostic feedback on students' essays. The results indicate that: First, both the teachers and students attached much importance to language, but the teachers put significantly more emphasis on organization and content whereas the students put significantly more emphasis on vocabulary;Second, the beliefs of students were heavily influenced by their conceptions of the purposes of EFL writing tasks and the assessment criteria adopted to mark their writing;Third, the disparity between teachers' and students' beliefs caused them to emphasize different aspects of an essay when giving feedback;Finally, students' beliefs had a negative impact on the development of effective writing strategies. Pedagogical implications are suggested.展开更多
Hedging is a common practice in academic discourse.Thisarticle investigates the underlying reasons for the use of hedging,its linguistic representations,and its pedagogical applications.
We propose an intercultural business communication(IBC)model and design a questionnaire basing on the model to gain detailed knowledge on the status quo of 239 Chinese international business practitioners’IBC activit...We propose an intercultural business communication(IBC)model and design a questionnaire basing on the model to gain detailed knowledge on the status quo of 239 Chinese international business practitioners’IBC activities.The factual questions include the main working languages,the communication media applied,their high-frequency communication situations,communication scenarios important to organizations and employees’career life,the most challenging communication situations,and sensitive communication topics.Pedagogic implications are discussed basing on the survey findings.展开更多
Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication,...Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication, its effects as well as its pedagogical implications for English learning ＆ teaching in Chinese EFL context.展开更多
The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical si...The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical significance, analyzing the issue from three aspects： the analysis and contrast of corresponding lexis, the relationship between corresponding lexis and culture and its implication in teaching practice.展开更多
Nominalization is one of the grammatical features introduced by Halliday and his colleagues in SFL （Systemic Functional Linguistics） theory. It helps create a style of writing with density, complexity, and abstract....Nominalization is one of the grammatical features introduced by Halliday and his colleagues in SFL （Systemic Functional Linguistics） theory. It helps create a style of writing with density, complexity, and abstract. For English learners, it is crucial to develop nominalization awareness in their writing. This paper first examines the main features ofnominalization in English; it then contrasts the writing style differences before and after the students were taught the features of nominalization and discusses problems found in teaching of nominalization. It finally provides some pedagogical implications for teaching writing to Chinese learners of English.展开更多
Language transfer plays a great role in second language acquisition process.As for the Chinese English learners,it is im⁃portant for them to know the positive and negative transfer of Chinese to English.Understanding ...Language transfer plays a great role in second language acquisition process.As for the Chinese English learners,it is im⁃portant for them to know the positive and negative transfer of Chinese to English.Understanding the concepts of transfer and lan⁃guage transfer and the differences and similarities of mother language and target language may promote the acquisition of second language.According to the analysis of positive transfer and negative transfer,some learning strategies and pedagogical implications were made for second language learners.展开更多
This paper gives a literature review to a controversial question: if grammar rules should be taught explicitly. By reviewing the relevant literature, the paper discusses from the following five aspects: if explicit gr...This paper gives a literature review to a controversial question: if grammar rules should be taught explicitly. By reviewing the relevant literature, the paper discusses from the following five aspects: if explicit grammar instruction(EGI) is effective; if EGI facilitates interlanguage; if the effectiveness of EGI lasts in the long term; if there are means to maintain the effectiveness of EGI and if EGI can be applied to all grammar rules. Based on the discussion, the paper draws a conclusion about the significance of EGI and discusses its pedagogical implications.展开更多
This article examines the in-text images from literature textbooks of Nigerian primary schools and how these are succinctly used to positively enhance the learning process of pupils at that level.The data for the stud...This article examines the in-text images from literature textbooks of Nigerian primary schools and how these are succinctly used to positively enhance the learning process of pupils at that level.The data for the study comprises seventy-eight(78)in-text images from 5 literature books for pupils from grade 3–5.The data was analyzed using van Leeuwen’s Visual Grammar and a discussion of how various visual elements may impact on their understanding of the messages and key themes in the texts with a focus on the representative metafunction level of analysis.The findings of the study show that in-text images deployed in the literature texts effectively complement the written texts,and has valuable pedagogical implications,including providing more interactive and personalized learning experiences.Also,the finding show that visual elements help pupils to cultivate good attributes in relation to taking responsibility,cultural diversity,ethics,decision making,friend-ship and so on.The study concludes that incorporating visual elements in the liter-ature textbooks for primary schools can create a more impactful learning engagement for the target audience.展开更多
CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organizati...CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organization, modeling, and syntax between Chinese and English writing indeed exist, and if so how they affect ESL writing. Through examining the controversies surrounding these rhetorical differences along with a brief review of the development of CR theory and pedagogical implications, this paper contends that the study of CR theory has exerted beneficial influences on L2 writing.展开更多
文摘Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.
基金funded by the Social Science Foundation of Beijing [Grant No.16YJC018]
文摘This study investigates Chinese university EFL teachers' and students' beliefs about what determines the text quality of EFL writing via a mixed-method analysis of data collected by questionnaire, interview, and diagnostic and self-diagnostic feedback on students' essays. The results indicate that: First, both the teachers and students attached much importance to language, but the teachers put significantly more emphasis on organization and content whereas the students put significantly more emphasis on vocabulary;Second, the beliefs of students were heavily influenced by their conceptions of the purposes of EFL writing tasks and the assessment criteria adopted to mark their writing;Third, the disparity between teachers' and students' beliefs caused them to emphasize different aspects of an essay when giving feedback;Finally, students' beliefs had a negative impact on the development of effective writing strategies. Pedagogical implications are suggested.
文摘Hedging is a common practice in academic discourse.Thisarticle investigates the underlying reasons for the use of hedging,its linguistic representations,and its pedagogical applications.
文摘We propose an intercultural business communication(IBC)model and design a questionnaire basing on the model to gain detailed knowledge on the status quo of 239 Chinese international business practitioners’IBC activities.The factual questions include the main working languages,the communication media applied,their high-frequency communication situations,communication scenarios important to organizations and employees’career life,the most challenging communication situations,and sensitive communication topics.Pedagogic implications are discussed basing on the survey findings.
文摘Based on a survey of intercultural competence in intercultural communication in English, this paper discusses the speechlessness of Chinese native culture in Chinese EFL learners＇ English intercultural communication, its effects as well as its pedagogical implications for English learning ＆ teaching in Chinese EFL context.
文摘The associated meaning of language might be different under different cultural circumstances. This paper mainly concerns about the influence of culture on English and Chinese corresponding lexis and its pedagogical significance, analyzing the issue from three aspects： the analysis and contrast of corresponding lexis, the relationship between corresponding lexis and culture and its implication in teaching practice.
文摘Nominalization is one of the grammatical features introduced by Halliday and his colleagues in SFL （Systemic Functional Linguistics） theory. It helps create a style of writing with density, complexity, and abstract. For English learners, it is crucial to develop nominalization awareness in their writing. This paper first examines the main features ofnominalization in English; it then contrasts the writing style differences before and after the students were taught the features of nominalization and discusses problems found in teaching of nominalization. It finally provides some pedagogical implications for teaching writing to Chinese learners of English.
文摘Language transfer plays a great role in second language acquisition process.As for the Chinese English learners,it is im⁃portant for them to know the positive and negative transfer of Chinese to English.Understanding the concepts of transfer and lan⁃guage transfer and the differences and similarities of mother language and target language may promote the acquisition of second language.According to the analysis of positive transfer and negative transfer,some learning strategies and pedagogical implications were made for second language learners.
文摘This paper gives a literature review to a controversial question: if grammar rules should be taught explicitly. By reviewing the relevant literature, the paper discusses from the following five aspects: if explicit grammar instruction(EGI) is effective; if EGI facilitates interlanguage; if the effectiveness of EGI lasts in the long term; if there are means to maintain the effectiveness of EGI and if EGI can be applied to all grammar rules. Based on the discussion, the paper draws a conclusion about the significance of EGI and discusses its pedagogical implications.
文摘This article examines the in-text images from literature textbooks of Nigerian primary schools and how these are succinctly used to positively enhance the learning process of pupils at that level.The data for the study comprises seventy-eight(78)in-text images from 5 literature books for pupils from grade 3–5.The data was analyzed using van Leeuwen’s Visual Grammar and a discussion of how various visual elements may impact on their understanding of the messages and key themes in the texts with a focus on the representative metafunction level of analysis.The findings of the study show that in-text images deployed in the literature texts effectively complement the written texts,and has valuable pedagogical implications,including providing more interactive and personalized learning experiences.Also,the finding show that visual elements help pupils to cultivate good attributes in relation to taking responsibility,cultural diversity,ethics,decision making,friend-ship and so on.The study concludes that incorporating visual elements in the liter-ature textbooks for primary schools can create a more impactful learning engagement for the target audience.
文摘CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organization, modeling, and syntax between Chinese and English writing indeed exist, and if so how they affect ESL writing. Through examining the controversies surrounding these rhetorical differences along with a brief review of the development of CR theory and pedagogical implications, this paper contends that the study of CR theory has exerted beneficial influences on L2 writing.
