The English writing is a fundamental and critical skill for English learners who they perform disatisfactorily in both classrooms and national writing tests. Culture Mode is hereby proposed The mode proposed is consis...The English writing is a fundamental and critical skill for English learners who they perform disatisfactorily in both classrooms and national writing tests. Culture Mode is hereby proposed The mode proposed is consisted of two parts: the compilation of reading materials and the reform of teaching process. An action research is conducted and interview is held to explore the efficacy of it to stimulate the students' interests in writing by reading crossculturally, to develop their writing skills by recording their daily life or their observation of the society, to cultivate their critical thinking by writing responses after each session of practice.展开更多
Given that speaking plays a fundamental role in writing, this paper reports on a one-year program of the training of student writers. This training program consists of three parts： a pre-training investigation over l...Given that speaking plays a fundamental role in writing, this paper reports on a one-year program of the training of student writers. This training program consists of three parts： a pre-training investigation over learners＇ needs and expectations, various forms of the pre-writing discussions over different stages of the program, and a post-training investigation to get the feedback from the learners.展开更多
Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,...Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,the construction of writer identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.展开更多
二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提...二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。展开更多
Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of Engli...Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.展开更多
Writer/reader(W/R) visibility is regarded as an important indicator of personal involvement. Previous studies concluded that EFL learners tend to contains more personal involvement than native speakers in their writin...Writer/reader(W/R) visibility is regarded as an important indicator of personal involvement. Previous studies concluded that EFL learners tend to contains more personal involvement than native speakers in their writing, making it resemble spoken language as a result. Therefore, this paper examines the degree of W/R visibility in English writing by university-level Chinese learners to verify the applicability of the previous findings on Chinese learners. Based on the data collected in the corpora CLEC,WECCL and LOCNESS, the results show that Chinese EFL learners have the tendency to employ more features of W/R visibility than native speakers, for example the high use of first or second person reference and words that represent mental process. Besides, the paper also reveals little distinction on W/R visibility between English and non-English majors, suggesting the inefficiency of the writing ability of today's English majors.展开更多
Revision is a complex,yet important phase in writing to improve the quality of a text.Some revision models are created to explain its components and the ways these components work.However,analysis of available models ...Revision is a complex,yet important phase in writing to improve the quality of a text.Some revision models are created to explain its components and the ways these components work.However,analysis of available models shows that they are proposed mainly for expert writers,who can complete the complex revision process individually,without the need of support or feedback.Most of the available revision models also do not include audience as a component.Therefore,the purpose of this paper is to introduce an alternative revision model for novice writers at or higher than highschool level with a focus on audience and feedback.First,the definition of revision is made,which is followed by summaries of the importance of audience and feedback in writing.Second,available revision models in literature that serves as the basis of the alternative model are reviewed.Finally,the alternative revision model is introduced with its components and the way these components work is explained.The revision model presented in this paper will contribute to literature on writing by filling the gap in revision models by proposing a model for novice writers and highlighting the importance of audience and feedback.展开更多
This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveragi...This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."展开更多
Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in lin...Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.展开更多
The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based wri...The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.展开更多
Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout t...Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.展开更多
Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studi...Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.展开更多
In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriate...In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.展开更多
The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,wr...The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.展开更多
This paper examines the disease writing in Jesmyn Ward’s Sing,Unburied,Sing,focusing on its metaphorical implications at three levels.Through an analysis of three central diseases-Mam’s cancer,Leonie’s drug addicti...This paper examines the disease writing in Jesmyn Ward’s Sing,Unburied,Sing,focusing on its metaphorical implications at three levels.Through an analysis of three central diseases-Mam’s cancer,Leonie’s drug addiction,and Kayla’s fever and vomiting,this study reveals how Ward employs illness as a lens to critique systemic racism,social injustice,and intergenerational trauma in the American South.Mam’s cancer symbolizes emotional repression and historical wounds inflicted upon Black Americans,while Leonie’s addiction reflects both personal escapism and the destructive consequences of racial and social marginalization.Kayla’s symptoms,along with other people’s symtom of vomiting,serve as visceral expressions of psychological rejection and resistance to oppression.Drawing on Sontag’s theories of illness as metaphor,the paper argues that Ward’s disease narratives transcend individual suffering,exposing the pervasive“diseases”of racism and inequality in society.The novel’s portrayal of illness underscores the resilience of Black communities and the urgent need for collective healing from cultural trauma.展开更多
Referring to the questionnaire survey and semi-structured interview,this paper explores the negative transfer of mother tongue in junior high school English writing and analyzes the existing problems.The results show ...Referring to the questionnaire survey and semi-structured interview,this paper explores the negative transfer of mother tongue in junior high school English writing and analyzes the existing problems.The results show that the negative transfer of mother tongue has a significant impact on junior high school students’English writing.The main errors are found at four levels:morphological level,lexical level,syntactic level and textual level.In order to deal with the errors caused by the negative transfer of mother tongue in students’English writing,it is suggested that teachers create an English language environment for students as far as possible and help students form English thinking,use contrastive analysis teaching strategies,making a comparison between English and Chinese expressions and cultural differences and pay attention to the training of students’basic knowledge of English to help students improve their English writing ability.展开更多
In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theore...In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theoretical framework of the production-oriented approach(POA)proposed by Professor Wen Qiufang,designed and implemented a set of IELTS writing teaching plan.This plan takes“motivating,enabling,and assessing”as the core teaching process,and selects typical IELTS argumentative essay topics(such as food diversity)to create real communication scenarios.In the motivating stage,diverse inputs are used to stimulate students’interest and expose their language weaknesses;in the enabling stage,language knowledge,viewpoint generation,and text structure are focused on for targeted input and training;in the assessing stage,a combination of teacher-student cooperation and peer evaluation is adopted to guide students to identify and correct deficiencies in language use.The research results show that the POA model can effectively enhance students’writing interest,active learning awareness,and writing ability,particularly in overcoming vocabulary poverty and material shortages,as well as improving language accuracy and expression richness.This provides an operational theoretical basis and practical path for improving the teaching effect of IELTS writing.展开更多
Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirec...Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.展开更多
文摘The English writing is a fundamental and critical skill for English learners who they perform disatisfactorily in both classrooms and national writing tests. Culture Mode is hereby proposed The mode proposed is consisted of two parts: the compilation of reading materials and the reform of teaching process. An action research is conducted and interview is held to explore the efficacy of it to stimulate the students' interests in writing by reading crossculturally, to develop their writing skills by recording their daily life or their observation of the society, to cultivate their critical thinking by writing responses after each session of practice.
文摘Given that speaking plays a fundamental role in writing, this paper reports on a one-year program of the training of student writers. This training program consists of three parts： a pre-training investigation over learners＇ needs and expectations, various forms of the pre-writing discussions over different stages of the program, and a post-training investigation to get the feedback from the learners.
文摘Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,the construction of writer identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.
文摘二语写作是二语习得研究领域的重要组成部分。运用CiteSpace软件对近十年发表在Journal of Second Language Writing的231篇实证研究论文进行可视化分析,研究发现:二语写作研究整体呈波动性上升趋势,研究规模较为稳定,研究关注度逐渐提升;二语写作研究领域暂未形成明显的核心作者和机构的合作网络;研究主题主要聚焦二语写作教学方法的多元化、二语写作反馈的多焦点、二语写作评估与测试的科学化,以及学习者个体差异的多维影响等方面。基于此,提出未来该领域发展需加强学者、机构之间的相互合作;关注个体学习者写作过程的认知特征与情感因素,尤其重视青少年二语学习过程的研究;扩大二语写作纵向研究规模,推动研究的深入发展。
文摘Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.
文摘Writer/reader(W/R) visibility is regarded as an important indicator of personal involvement. Previous studies concluded that EFL learners tend to contains more personal involvement than native speakers in their writing, making it resemble spoken language as a result. Therefore, this paper examines the degree of W/R visibility in English writing by university-level Chinese learners to verify the applicability of the previous findings on Chinese learners. Based on the data collected in the corpora CLEC,WECCL and LOCNESS, the results show that Chinese EFL learners have the tendency to employ more features of W/R visibility than native speakers, for example the high use of first or second person reference and words that represent mental process. Besides, the paper also reveals little distinction on W/R visibility between English and non-English majors, suggesting the inefficiency of the writing ability of today's English majors.
文摘Revision is a complex,yet important phase in writing to improve the quality of a text.Some revision models are created to explain its components and the ways these components work.However,analysis of available models shows that they are proposed mainly for expert writers,who can complete the complex revision process individually,without the need of support or feedback.Most of the available revision models also do not include audience as a component.Therefore,the purpose of this paper is to introduce an alternative revision model for novice writers at or higher than highschool level with a focus on audience and feedback.First,the definition of revision is made,which is followed by summaries of the importance of audience and feedback in writing.Second,available revision models in literature that serves as the basis of the alternative model are reviewed.Finally,the alternative revision model is introduced with its components and the way these components work is explained.The revision model presented in this paper will contribute to literature on writing by filling the gap in revision models by proposing a model for novice writers and highlighting the importance of audience and feedback.
文摘This study contests the prevalent perception of graffiti writing,especially tagging and bombing,as meaningless vandalism.It contends that graffiti is a form of expression with intrinsic political implications.Leveraging the notion of spatial justice and Jacques Ranciere's philosophy,I demonstrate how graffiti reclaims urban visibility against the commercial monopoly of visibility in public spaces and challenges the inequitable allocation of opportunities for self-expression in modern cities.Despite writers'common denial of political motives,their actions may be interpreted as manifestations of resistance within wider sociospatial conflicts.This study situates grffti within discussions of political art,spatial commodification,and everyday resistance,proposing a normative framework for viewing the art of the urban signature as an activity that redefines"the community that speaks."
文摘Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage.Therefore,it is possible to design teaching activities that are in line with their cognitive levels based on students’needs;promote writing through debate,attach importance to the high integration of reading,speaking,and writing;and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.
文摘The rapid development of artificial intelligence(AI)has brought significant changes to academic writing,raising important questions about authorship,originality,and how writing is taught and learned.While AI-based writing tools are now widely available,academic writing instruction has not kept pace and continues to rely on conventional pedagogical approaches.This paper introduces a conceptual framework called the Academic Writing and AI Integration(AWAI)Framework,which seeks to address this gap in a structured and pedagogically informed manner.Grounded in interdisciplinary scholarship,the AWAI Framework emphasizes the integration of three key elements:scholarly content knowledge,academic writing conventions,and AI literacy.Rather than reporting empirical findings,this study presents a theoretical model aimed at supporting educators and students as they navigate the opportunities and challenges posed by AI in academic contexts.The framework outlines a balanced approach to incorporating AI tools into writing instruction,while upholding the standards of academic rigor and ethical responsibility.Through this work,academic writing is reconsidered in light of emerging technological influences.The framework contributes to broader discussions about educational innovation and provides a foundation for future inquiry into the evolving relationship between human authors and intelligent systems in scholarly communication.
文摘Giant panda writing is a classic form of thematic nature writing.Since the scientific discovery and the popularization of the giant panda by naturalists,this writing tradition has spanned nearly a century.Throughout this process,Chinese giant panda writing has developed its own distinct characteristics.Western giant panda writing encompasses genres such as scientific essays,fieldwork notes,and documentary works.Within Chinese giant panda writing,reportage,popular science works,and comprehensive,systematic documentary works all have representative authors and texts.In recent years,IP-oriented giant panda books have shown notable performance.While Chinese giant panda writing exhibits diverse types and perspectives,its scientific rigor,informative value,and innovative expression still require enhancement.As a form of thematic nature writing,giant panda writing provides valuable insights for writings on other subjects.
文摘Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.
基金supported by the Macao Science and Technology Development Fund(FDCT)(No.0071/2023/RIB3)Joint Research Funding Program between the Macao Science and Technology Development Fund(FDCT)and the Department of Science and Technology of Guangdong Province(FDCTGDST)(No.0003-2024-AGJ).
文摘In this study,it aims at examining the differences between humangenerated and AI-generated texts in IELTS Writing Task 2.It especially focuses on lexical resourcefulness,grammatical accuracy,and contextual appropriateness.We analyzed 20 essays,including 10 human written ones by Chinese university students who have achieved an IELTS writing score ranging from 5.5 to 6.0,and 10 ChatGPT-4 Turbo-generated ones,using a mixed-methods approach,through corpus-based tools(NLTK,SpaCy,AntConc)and qualitative content analysis.Results showed that AI texts exhibited superior grammatical accuracy(0.4%–3%error rates for AI vs.20–26%for university students)but higher lexical repetition(17.2%to 23.25%for AI vs.17.68%for university students)and weaker contextual adaptability(3.33/10–3.69/10 for AI vs.3.23/10 to 4.14/10 for university students).While AI’s grammatical precision supports its utility as a corrective tool,human writers outperformed AI in lexical diversity and task-specific nuance.The findings advocate for a hybrid pedagogical model that leverages AI’s strengths in error detection while retaining human instruction for advanced lexical and contextual skills.Limitations include the small corpus and single-AI-model focus,suggesting future research with diverse datasets and longitudinal designs.
文摘The digital transformation of international Chinese language education is an important direction for enhancing the global dissemination effectiveness of the Chinese language.In teaching Chinese as a second language,writing,as a form of higher-order language output,has long faced challenges such as insufficient teacher resources,lagging feedback,and a lack of personalized support.Generative artificial intelligence(GAI)offers a new path for teaching Chinese writing.This study,with intermediate Chinese learners as the subjects,systematically explores the effectiveness of GAI-assisted Chinese writing instruction through a combination of controlled experiments and interviews based on a Chinese learning platform embedded with GAI.The study found that the GAI class was significantly superior to the traditional class in terms of the adequacy dimension of content quality and the grammatical and lexical dimensions of language quality;teachers and GAI play complementary roles in this process;most Chinese learners have a positive attitude towards this model.Based on the above findings,this study presents three suggestions:using GAI to empower Chinese writing instruction,giving full play to the complementary advantages of human and machine,and enhancing the AI literacy of teachers and students to achieve two-way empowerment of human and machine,with the aim of promoting the intelligent development of international Chinese education.
文摘This paper examines the disease writing in Jesmyn Ward’s Sing,Unburied,Sing,focusing on its metaphorical implications at three levels.Through an analysis of three central diseases-Mam’s cancer,Leonie’s drug addiction,and Kayla’s fever and vomiting,this study reveals how Ward employs illness as a lens to critique systemic racism,social injustice,and intergenerational trauma in the American South.Mam’s cancer symbolizes emotional repression and historical wounds inflicted upon Black Americans,while Leonie’s addiction reflects both personal escapism and the destructive consequences of racial and social marginalization.Kayla’s symptoms,along with other people’s symtom of vomiting,serve as visceral expressions of psychological rejection and resistance to oppression.Drawing on Sontag’s theories of illness as metaphor,the paper argues that Ward’s disease narratives transcend individual suffering,exposing the pervasive“diseases”of racism and inequality in society.The novel’s portrayal of illness underscores the resilience of Black communities and the urgent need for collective healing from cultural trauma.
文摘Referring to the questionnaire survey and semi-structured interview,this paper explores the negative transfer of mother tongue in junior high school English writing and analyzes the existing problems.The results show that the negative transfer of mother tongue has a significant impact on junior high school students’English writing.The main errors are found at four levels:morphological level,lexical level,syntactic level and textual level.In order to deal with the errors caused by the negative transfer of mother tongue in students’English writing,it is suggested that teachers create an English language environment for students as far as possible and help students form English thinking,use contrastive analysis teaching strategies,making a comparison between English and Chinese expressions and cultural differences and pay attention to the training of students’basic knowledge of English to help students improve their English writing ability.
文摘In response to the common problems in college English writing teaching,such as the separation of learning and application,students’low interest in writing,and difficulties in expression,this paper,based on the theoretical framework of the production-oriented approach(POA)proposed by Professor Wen Qiufang,designed and implemented a set of IELTS writing teaching plan.This plan takes“motivating,enabling,and assessing”as the core teaching process,and selects typical IELTS argumentative essay topics(such as food diversity)to create real communication scenarios.In the motivating stage,diverse inputs are used to stimulate students’interest and expose their language weaknesses;in the enabling stage,language knowledge,viewpoint generation,and text structure are focused on for targeted input and training;in the assessing stage,a combination of teacher-student cooperation and peer evaluation is adopted to guide students to identify and correct deficiencies in language use.The research results show that the POA model can effectively enhance students’writing interest,active learning awareness,and writing ability,particularly in overcoming vocabulary poverty and material shortages,as well as improving language accuracy and expression richness.This provides an operational theoretical basis and practical path for improving the teaching effect of IELTS writing.
文摘Written feedback in English writing classes serves as the primary mode of feedback.By comparing direct corrective feedback and indirect corrective feedback in addressing content and form,this paper argues that indirect corrective feedback better aligns with the needs of English majors.Multiple factors influence the choice of written feedback methods,and teachers should carefully select the most appropriate approach based on student characteristics to maximize the effectiveness of feedback.
