Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form ...Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form an empirically validated model,and(3)how they interact within this model,through systematic analysis of 9,207 discussion forum posts from a Chinese University MOOC platform.Results demonstrate that learning drive,course structure,teaching competence,interaction behavior,expected outcomes,and online learning context significantly influence EFL online interactive learning.The analysis reveals two key mechanisms:expected outcomes mediate the effects of learning drive(β=0.45),course structure,teaching competence,and interaction behavior(β=0.35)on learning outcomes,while online learning context moderates these relationships(β=0.25).Specifically,learning drive provides intrinsic/extrinsic motivation,whereas course structure,teaching competence,interaction behavior,and expected outcomes collectively enhance interaction quality and sustainability.These findings,derived through rigorous grounded theory methodology involving open,axial,and selective coding of large-scale interaction data,yield three key contributions:(1)a comprehensive theoretical model of EFL online learning dynamics,(2)empirical validation of mediation/moderation mechanisms,and(3)practical strategies for designing scaffolded interaction protocols and adaptive feedback systems.The study establishes that its theoretically saturated model(achieved after analyzing 7,366 posts with 1,841 verification cases)offers educators evidence-based approaches to optimize collaborative interaction in digital EFL environments.展开更多
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl...While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.展开更多
This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many F...This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.展开更多
This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback deliv...This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.展开更多
The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,t...The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.展开更多
Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the math...Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.展开更多
Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-tak...Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.展开更多
The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the dis...The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.展开更多
Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of...Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of attention in language learning education. For this purpose, different AI tools were used and implemented in pedagogy to narrow the divide in promoting learning/teaching approaches. This study aims to gauge the impact of using LLM-ChatGPT to teach EFL learners the present simple tense autonomously via providing automated feedback, and chances for regular drillings without over reliance on teacher. It also aims to investigate the EFL learners’ perception of using LLM-ChatGPT as a reinforcement approach to learner autonomy. A cohort comprising 50 EFL learners would participate in the study and a between subject design method using control and experimental groups would be implemented. The findings of the study indicated that learners who were taught present simple tense’s rule through using LLM-ChatGPT application, with less teacher’s dominance, scored grades similar to those who were taught the same tense’s rule by the teacher (sage on the stage approach). This substantiates the idea that LLM-Chat GPT acts a role akin to teachers in teaching grammatical rules. Moreover, the learners felt that LLM-ChatGPT application had a positive impact on fostering autonomous learning.展开更多
This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data a...This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.展开更多
Based on 1,003 articles about empirical research on interpreting teaching from 2002 to 2022 retrieved from China National Knowledge Internet,this paper extracts three main research methods,uncovering common problems i...Based on 1,003 articles about empirical research on interpreting teaching from 2002 to 2022 retrieved from China National Knowledge Internet,this paper extracts three main research methods,uncovering common problems in interpreting education and practical teaching suggestions:(1)Corpus-based researches collect numerous audios to study typical mistakes made by interpreting learners,particularly pause and self-repair,and suggest interpreting teaching improve learners’ability to use language chunks and encourage students to interpret smoothly;(2)Questionnaire surveys help understand requirements for professional interpreters and how interpreting teaching meets market demands;(3)Teaching experiments last for one to two semesters,addressing issues like outdated teaching materials and modes,and show how teaching materials and modes integrate modern technology.But empirical researches need to build new corpora,professional interpreters’corpora and address problems that haven’t been adequately discussed.This paper is helpful for improving interpreting education in China and other countries and for making clear tasks to be fulfilled in empirical research on interpreting education.展开更多
This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects...This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.展开更多
This review interrogates empirical and theoretical research on agentic engagement in foreign language(FL)learning.Through synthesizing peer-reviewed studies from Web of Science and CNKI databases,it maps the theoretic...This review interrogates empirical and theoretical research on agentic engagement in foreign language(FL)learning.Through synthesizing peer-reviewed studies from Web of Science and CNKI databases,it maps the theoretical evolution,methodological innovations,key influencing factors and proposed suggestion for further research on student agency.Future research should prioritize,longitudinal studies,culturally comparative designs,validity constructs and ethical evaluations of artificial intelligence’s impact on learner autonomy.This review calls for a holistic approach to FL education,where agentic engagement bridges individual initiative,pedagogical innovation,and sociocultural responsiveness to empower learners in multilingual global contexts.展开更多
This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was signif...This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.展开更多
It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while...It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.展开更多
The goal of teaching English speaking is to improve students' communicative efficiency, or make students speak the target language clearly, coherently, accurately and fluently (Xu, 2005). However, in China, a numb...The goal of teaching English speaking is to improve students' communicative efficiency, or make students speak the target language clearly, coherently, accurately and fluently (Xu, 2005). However, in China, a number of students in an English speaking class tend to be passive and reluctant to speak out or be singled out publicly mainly due to their high anxiety, which, of course, becomes a significant constraint on improving their English proficiency. Therefore, how to create a relaxed atmosphere with a sense of security in the English speaking class to alleviate Chinese learners' anxiety and to provide them with as many opportunities as possible to practice speaking English and improve their English proficiency is one of the central tasks for language teachers.his paper will firstly outline my teaching context in China in physical, pedagogical, institutional and personal aspects. This will be followed by the definition and classification of language learning anxiety, and the analysis of various factors contributing to foreign language learners' anxiety as well as some suggestions of how to reduce the learners' anxiety in the oral class according to the current literature. Finally, some applications will be presented in my teaching context in the hope of decreasing Chinese students' anxiety to enhance their English speaking proficiency.展开更多
文摘Online interactive learning plays a crucial role in improving online education quality.This grounded theory study examines:(1)what key factors shape EFL learners’online interactive learning,(2)how these factors form an empirically validated model,and(3)how they interact within this model,through systematic analysis of 9,207 discussion forum posts from a Chinese University MOOC platform.Results demonstrate that learning drive,course structure,teaching competence,interaction behavior,expected outcomes,and online learning context significantly influence EFL online interactive learning.The analysis reveals two key mechanisms:expected outcomes mediate the effects of learning drive(β=0.45),course structure,teaching competence,and interaction behavior(β=0.35)on learning outcomes,while online learning context moderates these relationships(β=0.25).Specifically,learning drive provides intrinsic/extrinsic motivation,whereas course structure,teaching competence,interaction behavior,and expected outcomes collectively enhance interaction quality and sustainability.These findings,derived through rigorous grounded theory methodology involving open,axial,and selective coding of large-scale interaction data,yield three key contributions:(1)a comprehensive theoretical model of EFL online learning dynamics,(2)empirical validation of mediation/moderation mechanisms,and(3)practical strategies for designing scaffolded interaction protocols and adaptive feedback systems.The study establishes that its theoretically saturated model(achieved after analyzing 7,366 posts with 1,841 verification cases)offers educators evidence-based approaches to optimize collaborative interaction in digital EFL environments.
基金the Humanities and Social Sciences Project,China’s Ministry of Education(Grant Number:22YJA740016)the Key Project of Hubei Provincial Department of Education Philosophy and Social Science Research Fund(No.21ZD051)the Teaching and Research Fund of Hubei University of Technology(No.Xiao2022018).
文摘While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.
文摘This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.
文摘This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.
文摘The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.
文摘Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.
文摘Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.
文摘The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.
文摘Learner autonomy stands on the top priorities of scholars due to its pivotal role in fostering student-centered learning methods. It empowers the learners to be in charge of their learning process and be the center of attention in language learning education. For this purpose, different AI tools were used and implemented in pedagogy to narrow the divide in promoting learning/teaching approaches. This study aims to gauge the impact of using LLM-ChatGPT to teach EFL learners the present simple tense autonomously via providing automated feedback, and chances for regular drillings without over reliance on teacher. It also aims to investigate the EFL learners’ perception of using LLM-ChatGPT as a reinforcement approach to learner autonomy. A cohort comprising 50 EFL learners would participate in the study and a between subject design method using control and experimental groups would be implemented. The findings of the study indicated that learners who were taught present simple tense’s rule through using LLM-ChatGPT application, with less teacher’s dominance, scored grades similar to those who were taught the same tense’s rule by the teacher (sage on the stage approach). This substantiates the idea that LLM-Chat GPT acts a role akin to teachers in teaching grammatical rules. Moreover, the learners felt that LLM-ChatGPT application had a positive impact on fostering autonomous learning.
基金This work is supported by the Ministry of Education of Humanities and Social Science projects in China(No.20YJCZH124)Guangdong Province Education and Teaching Reform Project No.640:Research on the Teaching Practice and Application of Online Peer Assessment Methods in the Context of Artificial Intelligence.
文摘This study proposes a learner profile framework based on multi-feature fusion,aiming to enhance the precision of personalized learning recommendations by integrating learners’static attributes(e.g.,demographic data and historical academic performance)with dynamic behavioral patterns(e.g.,real-time interactions and evolving interests over time).The research employs Term Frequency-Inverse Document Frequency(TF-IDF)for semantic feature extraction,integrates the Analytic Hierarchy Process(AHP)for feature weighting,and introduces a time decay function inspired by Newton’s law of cooling to dynamically model changes in learners’interests.Empirical results demonstrate that this framework effectively captures the dynamic evolution of learners’behaviors and provides context-aware learning resource recommendations.The study introduces a novel paradigm for learner modeling in educational technology,combining methodological innovation with a scalable technical architecture,thereby laying a foundation for the development of adaptive learning systems.
基金USST Construction Project of English-taught Courses for International Students in 2024Key Course Construction Project in Universities of Shanghai in 2024USST Teaching Achievement Award(postgraduate)Cultivation Project in 2024。
文摘Based on 1,003 articles about empirical research on interpreting teaching from 2002 to 2022 retrieved from China National Knowledge Internet,this paper extracts three main research methods,uncovering common problems in interpreting education and practical teaching suggestions:(1)Corpus-based researches collect numerous audios to study typical mistakes made by interpreting learners,particularly pause and self-repair,and suggest interpreting teaching improve learners’ability to use language chunks and encourage students to interpret smoothly;(2)Questionnaire surveys help understand requirements for professional interpreters and how interpreting teaching meets market demands;(3)Teaching experiments last for one to two semesters,addressing issues like outdated teaching materials and modes,and show how teaching materials and modes integrate modern technology.But empirical researches need to build new corpora,professional interpreters’corpora and address problems that haven’t been adequately discussed.This paper is helpful for improving interpreting education in China and other countries and for making clear tasks to be fulfilled in empirical research on interpreting education.
文摘This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.
文摘This review interrogates empirical and theoretical research on agentic engagement in foreign language(FL)learning.Through synthesizing peer-reviewed studies from Web of Science and CNKI databases,it maps the theoretical evolution,methodological innovations,key influencing factors and proposed suggestion for further research on student agency.Future research should prioritize,longitudinal studies,culturally comparative designs,validity constructs and ethical evaluations of artificial intelligence’s impact on learner autonomy.This review calls for a holistic approach to FL education,where agentic engagement bridges individual initiative,pedagogical innovation,and sociocultural responsiveness to empower learners in multilingual global contexts.
文摘This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.
文摘It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.
文摘The goal of teaching English speaking is to improve students' communicative efficiency, or make students speak the target language clearly, coherently, accurately and fluently (Xu, 2005). However, in China, a number of students in an English speaking class tend to be passive and reluctant to speak out or be singled out publicly mainly due to their high anxiety, which, of course, becomes a significant constraint on improving their English proficiency. Therefore, how to create a relaxed atmosphere with a sense of security in the English speaking class to alleviate Chinese learners' anxiety and to provide them with as many opportunities as possible to practice speaking English and improve their English proficiency is one of the central tasks for language teachers.his paper will firstly outline my teaching context in China in physical, pedagogical, institutional and personal aspects. This will be followed by the definition and classification of language learning anxiety, and the analysis of various factors contributing to foreign language learners' anxiety as well as some suggestions of how to reduce the learners' anxiety in the oral class according to the current literature. Finally, some applications will be presented in my teaching context in the hope of decreasing Chinese students' anxiety to enhance their English speaking proficiency.
