This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical dev...This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical development reflects persistent conflicts in the pragmatist and critical approaches in L2 writing,and calls for the search of new writing pedagogies that can satisfy both students'personal and social needs in writing.展开更多
In the paper, the full length cDNA of RsMF2 gene, homologous with the BcMF2 gene encoding pollen-specificpolygalacturonase of Chinese cabbage-pak-choi (Brassica campestris L. ssp. chinensis Makino) was cloned from Rap...In the paper, the full length cDNA of RsMF2 gene, homologous with the BcMF2 gene encoding pollen-specificpolygalacturonase of Chinese cabbage-pak-choi (Brassica campestris L. ssp. chinensis Makino) was cloned from Raphanussativus L. cv. Yuanbai by PCR, with a pair of primer designed according to the coding sequence of BcMF2. The largestopening reading frame of RsMF2 gene is 1 266 bp in length and encodes a protein of 421 amino acids with a predictedmolecular mass of 43.9 kDa. Sequence analysis revealed that it has three potential N-glycosylation sites and onepolygalacturonase active position (RVTCGPGHGLSVGS). And the first 32 amino acids of the predicted RsMF2 proteinform a N-terminal hydrophobic domain which displays the properties of a signal peptide. The predicted secondarystructure composition for the protein has 6.9% helix, 42.0% sheet and 51.1% loop. Four domains which are highly conservedin the whole plant and fungal PGs is present in RsMF2. Phylogenetic analysis showed that RsMF2 falls into the categoryof clade-C, which includes PGs related to pollen. These results indicate that RsMF2 may act as polygalacturonase relatedto pollen development.展开更多
This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written a...This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.展开更多
The aim of this paper is to explore and measure language learners'performance in L2 writing production using the complexity,accuracy,and fluency constructs.A total of 123 secondary education students took part in ...The aim of this paper is to explore and measure language learners'performance in L2 writing production using the complexity,accuracy,and fluency constructs.A total of 123 secondary education students took part in the study.Results are manifold.In the first place,they show that the measures of fluency,accuracy,grammatical and lexical complexity progress in a significant way:fourth grade students outperform first graders in the aforementioned measures.Secondly,fewer correlations between the writing measures used and the general quality of the compositions are found among the older students than among the younger ones,indicating that the correlations change depending on learners'age.Thirdly,1st year students exhibit a higher ratio of errors,both in general and also by error category,although only two types decrease significantly in 4th year students:syntactic and spelling errors.Lastly,we find that errors tend to develop in a non-linear way.展开更多
The distinctions between L1 acquisition and L2 acquisition have always been one of the significant factors in the language acquisition field. we all know the fact that different learners in different situations learn ...The distinctions between L1 acquisition and L2 acquisition have always been one of the significant factors in the language acquisition field. we all know the fact that different learners in different situations learn L2 s in different ways. The paper compares the natural route of development between L1 and L2 and the result demonstrates the relation between L1 and L2, to be exact, the similarities and differences.展开更多
The paper reports the developmental trajectory of Chinese EFL( English as a foreign language) learners’ oral performance in terms of their speech quantity and quality in repeated topic-based tasks. It has been a conc...The paper reports the developmental trajectory of Chinese EFL( English as a foreign language) learners’ oral performance in terms of their speech quantity and quality in repeated topic-based tasks. It has been a concerned issue in the theoretical and pedagogical interests that how L2 learners can enhance their oral proficiency. However,as pointed in[22],there are few studies focused particularly on the L2 speakers’ performance change,while more studies are devoted to the performance status. The current research presents a case study of six Chinese students’ English oral development addressing to the issue of learners’ dynamic change. By investigating each speaker’s variation in the speech quantity( the total amount of produced speech) and speech quality( indicated by fluency,accuracy and complexity) during the three-week intervals,we find that task repetition can positively affect the speakers’ oral production.展开更多
MicroRNAs(miRNAs)play critical roles in regulating gene expression in plants,yet their functions underlying cultivated diploid Gossypium arboreum cotton ovule development are largely unknown.Here,we acquired small RNA...MicroRNAs(miRNAs)play critical roles in regulating gene expression in plants,yet their functions underlying cultivated diploid Gossypium arboreum cotton ovule development are largely unknown.Here,we acquired small RNA profiles from G.arboreum ovules and fibers collected at different growth stages,and identified 46 novel miRNAs that accounted for 23.7%of all miRNAs in G.arboreum reported in the latest plant sRNA database.Through analysis of 84(including 38 conserved)differentially expressed G.arboreum miRNAs,we detected 215 putative protein-coding genes in 26 biological processes as their potential targets.A Malvaceae-specific novel miRNA named gar-miRN44 was found to likely regulate cotton ovule growth by targeting to a newly duplicated Zn^(2+)ion transporter gene GaZIP1L.During cotton ovule development,gar-miRN44 transcript level decreased sharply after 10 to 15 days post-anthesis(DPA),while that of the GaZIP1L increased significantly,with a concomitant increase of Zn^(2+)ion concentration in late ovule developmental stages.Molecular dynamics simulation and ion absorption analysis showed that GaZIP1L has stronger Zn2+ion binding ability than the original GaZIP1,indicating that the newly evolved GaZIP1L may be more suitable for maintaining high Zn2+ion transport capacity that is likely required for cotton ovule growth via enhanced cellulose synthase activities.Our systematic miRNA profiling in G.arboreum and characterization of gar-miRN44 not only contribute to the understanding of miRNA function in cotton,but also provide potential targets for plant breeding.展开更多
This article reports on an empirical study investigating what and how two college-level American learners of Mandarin Chinese developed their own understanding of the Chinese complimenting speech act while participati...This article reports on an empirical study investigating what and how two college-level American learners of Mandarin Chinese developed their own understanding of the Chinese complimenting speech act while participating in a 7-week intensive language study abroad program. A case study approach was adopted with a focus on participants＇ self-reflection data supplemented with the researcher＇s observation data to unpack each participant＇s pragmatic developmental process throughout the program. Guided by sociocultural theory, the study uncovered the dynamic, complex and highly individualized developmental process each participant experienced. The findings revealed that Chinese people＇s special treatment of the two American students provided more constraints than opportunities for them to acquire Chinese complimenting. However, the learners＇ own motivation and approaches to learning also significantly shaped their learning process and outcomes. Pedagogical suggestions for Chinese pragmatic development in study abroad contexts are provided.展开更多
Following a cross-sectional design, the present study investigated the acquisition of English requests by Chinese learners at three proficiency levels with open production questionnaires. It was found that L2 linguist...Following a cross-sectional design, the present study investigated the acquisition of English requests by Chinese learners at three proficiency levels with open production questionnaires. It was found that L2 linguistic proficiency, L1 pragmatic transfer and classroom instruction have interactive effect on learners' L2 pragmatic development. A range of acquisitional features were found-learners' employment of direct request strategies decreased, the employment of conventionally indirect strategies increased and the number and variety of internal modifiers increased with the increase of proficiency. It was also found that L1 pragmatic transfer worked on various aspects of learners' requestive behavior and that inadequate or inappropriate input from the teaching materials and the EFL classroom arrangements might constrain their pragmatic development.展开更多
文摘This paper reviews a succession of pedagogical orientations in second/foreign language (L2 hereafter) writing,each representing a different conception of the nature of writing.The author argues that the historical development reflects persistent conflicts in the pragmatist and critical approaches in L2 writing,and calls for the search of new writing pedagogies that can satisfy both students'personal and social needs in writing.
基金This work was supported by the National Natural Science Foundation of China(30370975)the Chinese National Project of Research and Development for High Technology(2003AA207120),P.R.China.
文摘In the paper, the full length cDNA of RsMF2 gene, homologous with the BcMF2 gene encoding pollen-specificpolygalacturonase of Chinese cabbage-pak-choi (Brassica campestris L. ssp. chinensis Makino) was cloned from Raphanussativus L. cv. Yuanbai by PCR, with a pair of primer designed according to the coding sequence of BcMF2. The largestopening reading frame of RsMF2 gene is 1 266 bp in length and encodes a protein of 421 amino acids with a predictedmolecular mass of 43.9 kDa. Sequence analysis revealed that it has three potential N-glycosylation sites and onepolygalacturonase active position (RVTCGPGHGLSVGS). And the first 32 amino acids of the predicted RsMF2 proteinform a N-terminal hydrophobic domain which displays the properties of a signal peptide. The predicted secondarystructure composition for the protein has 6.9% helix, 42.0% sheet and 51.1% loop. Four domains which are highly conservedin the whole plant and fungal PGs is present in RsMF2. Phylogenetic analysis showed that RsMF2 falls into the categoryof clade-C, which includes PGs related to pollen. These results indicate that RsMF2 may act as polygalacturonase relatedto pollen development.
文摘This study investigated Chinese students’ intercultural competence and linguistic growth during a six-week study abroad program. The students and their professor participated in pre- and post-tests covering written and oral language competency as well as intercultural competence. The Global Scale of English assessed student language development to determine linguistic growth and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) was used to determine student growth of intercultural competence skills, specifically related to cultural knowledge, skills, attitudes, and awareness as a result of their experiences in a non-Western context. Results indicated that students experienced a change in the salience of intercultural knowledge themes over their period abroad, as well as improved their individual language abilities. This study provides suggestions for future programming focused on the development of Chinese student intercultural competencies during short-term study abroad experiences in Western university environments.
文摘The aim of this paper is to explore and measure language learners'performance in L2 writing production using the complexity,accuracy,and fluency constructs.A total of 123 secondary education students took part in the study.Results are manifold.In the first place,they show that the measures of fluency,accuracy,grammatical and lexical complexity progress in a significant way:fourth grade students outperform first graders in the aforementioned measures.Secondly,fewer correlations between the writing measures used and the general quality of the compositions are found among the older students than among the younger ones,indicating that the correlations change depending on learners'age.Thirdly,1st year students exhibit a higher ratio of errors,both in general and also by error category,although only two types decrease significantly in 4th year students:syntactic and spelling errors.Lastly,we find that errors tend to develop in a non-linear way.
文摘The distinctions between L1 acquisition and L2 acquisition have always been one of the significant factors in the language acquisition field. we all know the fact that different learners in different situations learn L2 s in different ways. The paper compares the natural route of development between L1 and L2 and the result demonstrates the relation between L1 and L2, to be exact, the similarities and differences.
文摘The paper reports the developmental trajectory of Chinese EFL( English as a foreign language) learners’ oral performance in terms of their speech quantity and quality in repeated topic-based tasks. It has been a concerned issue in the theoretical and pedagogical interests that how L2 learners can enhance their oral proficiency. However,as pointed in[22],there are few studies focused particularly on the L2 speakers’ performance change,while more studies are devoted to the performance status. The current research presents a case study of six Chinese students’ English oral development addressing to the issue of learners’ dynamic change. By investigating each speaker’s variation in the speech quantity( the total amount of produced speech) and speech quality( indicated by fluency,accuracy and complexity) during the three-week intervals,we find that task repetition can positively affect the speakers’ oral production.
基金the National Natural Science Foundation of China(31690090 and 31690091 to Y.Z.)the National Postdoctoral Program for Innovative Talent(to G.H.).
文摘MicroRNAs(miRNAs)play critical roles in regulating gene expression in plants,yet their functions underlying cultivated diploid Gossypium arboreum cotton ovule development are largely unknown.Here,we acquired small RNA profiles from G.arboreum ovules and fibers collected at different growth stages,and identified 46 novel miRNAs that accounted for 23.7%of all miRNAs in G.arboreum reported in the latest plant sRNA database.Through analysis of 84(including 38 conserved)differentially expressed G.arboreum miRNAs,we detected 215 putative protein-coding genes in 26 biological processes as their potential targets.A Malvaceae-specific novel miRNA named gar-miRN44 was found to likely regulate cotton ovule growth by targeting to a newly duplicated Zn^(2+)ion transporter gene GaZIP1L.During cotton ovule development,gar-miRN44 transcript level decreased sharply after 10 to 15 days post-anthesis(DPA),while that of the GaZIP1L increased significantly,with a concomitant increase of Zn^(2+)ion concentration in late ovule developmental stages.Molecular dynamics simulation and ion absorption analysis showed that GaZIP1L has stronger Zn2+ion binding ability than the original GaZIP1,indicating that the newly evolved GaZIP1L may be more suitable for maintaining high Zn2+ion transport capacity that is likely required for cotton ovule growth via enhanced cellulose synthase activities.Our systematic miRNA profiling in G.arboreum and characterization of gar-miRN44 not only contribute to the understanding of miRNA function in cotton,but also provide potential targets for plant breeding.
文摘This article reports on an empirical study investigating what and how two college-level American learners of Mandarin Chinese developed their own understanding of the Chinese complimenting speech act while participating in a 7-week intensive language study abroad program. A case study approach was adopted with a focus on participants＇ self-reflection data supplemented with the researcher＇s observation data to unpack each participant＇s pragmatic developmental process throughout the program. Guided by sociocultural theory, the study uncovered the dynamic, complex and highly individualized developmental process each participant experienced. The findings revealed that Chinese people＇s special treatment of the two American students provided more constraints than opportunities for them to acquire Chinese complimenting. However, the learners＇ own motivation and approaches to learning also significantly shaped their learning process and outcomes. Pedagogical suggestions for Chinese pragmatic development in study abroad contexts are provided.
文摘Following a cross-sectional design, the present study investigated the acquisition of English requests by Chinese learners at three proficiency levels with open production questionnaires. It was found that L2 linguistic proficiency, L1 pragmatic transfer and classroom instruction have interactive effect on learners' L2 pragmatic development. A range of acquisitional features were found-learners' employment of direct request strategies decreased, the employment of conventionally indirect strategies increased and the number and variety of internal modifiers increased with the increase of proficiency. It was also found that L1 pragmatic transfer worked on various aspects of learners' requestive behavior and that inadequate or inappropriate input from the teaching materials and the EFL classroom arrangements might constrain their pragmatic development.
