The school motto"Seeking Truth and Being Pragmatic"of Inner Mongolia University is not only a condensation of the spirit of the faculty,students and alumni of Inner Mongolia University,but also a wise inheri...The school motto"Seeking Truth and Being Pragmatic"of Inner Mongolia University is not only a condensation of the spirit of the faculty,students and alumni of Inner Mongolia University,but also a wise inheritance of the spirit of"seeking truth"and"being pragmatic"from our ancestors of all generations.Furthermore,it represents a profound recognition of the Party's ideological line in the new era.In the new era,we should integrate the university spirit with modern political concepts,continue to promote the core concept of"Seeking Truth and Being Pragmatic"of Inner Mongolia University,and achieve the unity of knowledge and practice.It is expected that language,as a symphony,will play the beautiful melody of the international communication of the spirit of"Seeking Truth and Being Pragmatic".展开更多
Based on conversation analysis theory,this study explored how teachers and students used discourse markers in foreign language classrooms and how these markers affect classroom interaction.The results showed that teac...Based on conversation analysis theory,this study explored how teachers and students used discourse markers in foreign language classrooms and how these markers affect classroom interaction.The results showed that teachers use different discourse markers in different teaching stages such as lead-in,presentation,practice and summary to make their teaching more organized and clearer.However,students used these markers less often,and their expressions are often less coherent.Based on these findings,the study suggests teaching strategies for teachers and learning strategies for students to improve how they use discourse markers.This can help make foreign language teaching more effective and interactive.展开更多
The current study investigated how language context and word frequency influenced vowel perception of Chinese-Japanese cognates among Chinese learners of Japanese.Focusing on orthographic cognates,participants perform...The current study investigated how language context and word frequency influenced vowel perception of Chinese-Japanese cognates among Chinese learners of Japanese.Focusing on orthographic cognates,participants performed a vowel detection task on cognates,manipulating language context and target language(Chinese vs.Japanese),as well as word frequency(high vs.low).We measured reaction times,perceptual sensitivity,and response criterion.For high-frequency words,consistent language contexts facilitated faster vowel detection in both languages.However,in low-frequency conditions,participants showed higher perceptual sensitivity to Chinese targets and more conservative response criteria for Japanese targets,regardless of context.These findings revealed the complex interplay between word frequency,language dominance,and context in cross-language processing.Our study contributed to the understanding of vowel perception in languages with shared orthography but distinct phonological systems,offering insights for models of cross-language cognition and second language education.Furthermore,it highlighted the importance of considering both word frequency and language-specific features in cross-language studies.展开更多
Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students ...Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students attend to the Listening Course in universities or colleges.This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson's three-model of language comprehension[9]as well as the factors affecting listening comprehension in Foreign Language in general,aiming at the illustration of the necessity on one of the bottom-up processes-the Spoken Word Recognition(SWR).The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed,providing a general background on English listening teaching in Chinese context.Three possible foreign language listening problems and their causes are proposed,followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.展开更多
After perceiving a common phenomenon of English learning at college in China, this paper presents a case study of motivation. In this study, a questionnaire is conducted twice among 156 Chinese college students when t...After perceiving a common phenomenon of English learning at college in China, this paper presents a case study of motivation. In this study, a questionnaire is conducted twice among 156 Chinese college students when they are sophomores and seniors. It intends to identify some components of foreign language learning motivation and probes into the causes for the changing motivations of students throughout 4-year college education. The findings suggest that the instrumental motivation plays a crucial role in foreign language learning context.展开更多
This paper examines Hernán Díaz’s novel Trust (2022) through the lens of cultural deconstruction, analyzing how its four nested narratives systematically dismantle the American Dream ideology. The novel Bon...This paper examines Hernán Díaz’s novel Trust (2022) through the lens of cultural deconstruction, analyzing how its four nested narratives systematically dismantle the American Dream ideology. The novel Bonds and autobiography My Life collaboratively construct a financial myth portraying protagonist Andrew Bevel as an exemplar of self-made success. Subsequently, Ida’s Memoir exposes the subjective construction of history, declaring the American Dream’s bankruptcy at the epistemological level, while Mildred’s diary Futures deconstructs the myth from within by revealing that Bevel’s financial genius was built upon appropriation of his wife’s intellectual labor. This paper argues that Trust reveals the American Dream as an ideological illusion-narratively constructed, practically dependent on structural injustice, and essentially serving power reproduction.展开更多
The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offer...The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.展开更多
Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential facto...Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.展开更多
Background:The recently developed Depression,Anxiety,and Stress Scales–Youth Version(DASS-Y)shows promise as a tool for assessing youth mental health,but its consistency across timepoints and diverse ages remains und...Background:The recently developed Depression,Anxiety,and Stress Scales–Youth Version(DASS-Y)shows promise as a tool for assessing youth mental health,but its consistency across timepoints and diverse ages remains underexplored.The present study evaluated whether the DASS-Y reliably measured depression,anxiety,and stress among school-aged youth(aged 9–18 years)across distinct time periods and educational stages.Methods:Two studies were conducted.Study 1 examined consistency over three months using data from 736 Central Chinese high school students who completed surveys at both timepoints.Study 2 tested consistency across educational levels among 2321 primary and 1676 middle school students.Traditional confirmatory factor analysis(CFA),exploratory structural equation modeling(ESEM),and Rasch analysis were employed to assess the scale’s construct validity and measurement invariance.Results:Rasch analysis indicated acceptable DASS-Y item fit(infit/outfit statistics=0.50–1.50)and moderate test-retest reliability(ICCs=0.64–0.69).The ESEM approach demonstrated superior model fit compared to CFA,achieving a good RMSEA(0.056–0.062)and lower latent factor correlations(r=0.40–0.60),supporting longitudinal scalar invariance.Across educational levels,measurement invariance was supported,with only a small number of items exhibiting differential item functioning(DIF).Conclusion:The present study demonstrates that the DASS-Y is a reliable tool for assessing emotional health among non-clinical school-aged youth,offering educators a validated measure to monitor psychological well-being across developmental stages and time,thereby informing strategies to support youth mental health in community and educational settings.Future research among clinical populations is needed to extend its utility for diagnostic purposes.展开更多
One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown tha...One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.展开更多
Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the eff...Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.展开更多
The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in impr...The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in improving the quality of language teaching and learning.Furthermore,these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition.In view of the favorable impact of emotional factors on the mental health of language teachers and learners,many educational scholars around the world have studied these factors,their background,and their pedagogical consequences.Nonetheless,the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’and learners’mental health.Because of the complex and dynamic quality of emotional factors,traditional research approaches often fail to evaluate these factors and their dynamic,non-linear connections with teachers’and learners’mental health and well-being.Accordingly,some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings.To address this call,the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’and learners’mental states.This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables.Finally,the study outlines the potential implications of this review for educational researchers.展开更多
This paper first summarizes that traditional EFL teaching considers target language isolatedly beyond its culture. It, therefore, stresses the interdependence of language and culture. It analyzes the existing problems...This paper first summarizes that traditional EFL teaching considers target language isolatedly beyond its culture. It, therefore, stresses the interdependence of language and culture. It analyzes the existing problems and their predominant causes in basic EFL teaching, and discusses the possible solutions to be taken to solve such problems. It suggests that there is culture-based instruction for high achievement in classroom acquisition of the target culture. It deems undoubtedly that the systematic permeation of cross-cultural communication aiming at developing cross-cultural awareness is one of the most effective steps toward cultural appropriateness in authentic communication.展开更多
Written by J.K.Rowling,Harry Potterdepicts the protagonist,Harry Potter’s seven years’adventures during his life and studies at Hogwarts School.In Harry Potter and the Chamber of Secrets,Harry’s second year at Hogw...Written by J.K.Rowling,Harry Potterdepicts the protagonist,Harry Potter’s seven years’adventures during his life and studies at Hogwarts School.In Harry Potter and the Chamber of Secrets,Harry’s second year at Hogwarts School is described.By analyzing the figurative language and poetic devices in the book,this paper argues that similes,alliteration,rhyme and the symbolism are well used to make contribution to emphasize the theme of courage.Faced up with difficulties and hardships,Harry and his friends Ron Weasley and Hermione Granger have shown their great courage and finally figured out the clues.It illuminates that the properly used figurative language and poetic devices are essential to the emphasis of the theme.Key words:figurative language;poetic devices;展开更多
Since 1980s,with the deepening of the cultural communication between China and western countries,more and more works on China written by modern foreign scholars are translated into Chinese,and most of the versions are...Since 1980s,with the deepening of the cultural communication between China and western countries,more and more works on China written by modern foreign scholars are translated into Chinese,and most of the versions are of high quality. But there also exist some common deficiencies,the most representative of which lie in the versions reflecting the Chinese elements,that is,the versions are ( 1) less formal; ( 2) less idiomatical and ( 3) unable to correct the errors of the original. However,translation practice shows that back translation is an effective way to solve the problems above. Based on the discussion of the back translation theory and his experience from translating Chinese Characteristics,the author presents some corresponding strategies about back translation.展开更多
With the advancement of the new curriculum reform,many schools have put forward the idea of combing English reading with stratified teaching.Enhancing the effectiveness of reading English picture books is an important...With the advancement of the new curriculum reform,many schools have put forward the idea of combing English reading with stratified teaching.Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading.In order to achieve this goal,it is necessary to improve the teaching methods of reading.Reading picture books is an important way to improve students5 core competencies in English.However,at present,the method of teaching reading in primary school is simple;in addition,the teaching activities are not well organized.Therefore,in order to improve students5 core competencies in English,this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1,Grade 2 students from a primary school in Leshan as the research subjects.展开更多
This paper reviews the evolving foreign language education policies and their interaction with the development of the multimedia education and information technology in China since the 1920 s.Major national foreign la...This paper reviews the evolving foreign language education policies and their interaction with the development of the multimedia education and information technology in China since the 1920 s.Major national foreign language education policies have been cited to analyze their emergence in the multimedia context and their influences on foreign language education.Studies show that foreign language education in China has experienced several ups and downs throughout these years.The policy-making and the education practices maintain a dynamic balance between each other.展开更多
文摘The school motto"Seeking Truth and Being Pragmatic"of Inner Mongolia University is not only a condensation of the spirit of the faculty,students and alumni of Inner Mongolia University,but also a wise inheritance of the spirit of"seeking truth"and"being pragmatic"from our ancestors of all generations.Furthermore,it represents a profound recognition of the Party's ideological line in the new era.In the new era,we should integrate the university spirit with modern political concepts,continue to promote the core concept of"Seeking Truth and Being Pragmatic"of Inner Mongolia University,and achieve the unity of knowledge and practice.It is expected that language,as a symphony,will play the beautiful melody of the international communication of the spirit of"Seeking Truth and Being Pragmatic".
基金Survey on the Use of Discourse Markers by Teachers and Students in Foreign Language Classrooms:Taking Teaching Stages and Contexts as Examples(Project No.:20240847)Ideological and Political Teaching Practice of Linguistics Course Under New Liberal Arts(Project No.:JG2023074)。
文摘Based on conversation analysis theory,this study explored how teachers and students used discourse markers in foreign language classrooms and how these markers affect classroom interaction.The results showed that teachers use different discourse markers in different teaching stages such as lead-in,presentation,practice and summary to make their teaching more organized and clearer.However,students used these markers less often,and their expressions are often less coherent.Based on these findings,the study suggests teaching strategies for teachers and learning strategies for students to improve how they use discourse markers.This can help make foreign language teaching more effective and interactive.
文摘The current study investigated how language context and word frequency influenced vowel perception of Chinese-Japanese cognates among Chinese learners of Japanese.Focusing on orthographic cognates,participants performed a vowel detection task on cognates,manipulating language context and target language(Chinese vs.Japanese),as well as word frequency(high vs.low).We measured reaction times,perceptual sensitivity,and response criterion.For high-frequency words,consistent language contexts facilitated faster vowel detection in both languages.However,in low-frequency conditions,participants showed higher perceptual sensitivity to Chinese targets and more conservative response criteria for Japanese targets,regardless of context.These findings revealed the complex interplay between word frequency,language dominance,and context in cross-language processing.Our study contributed to the understanding of vowel perception in languages with shared orthography but distinct phonological systems,offering insights for models of cross-language cognition and second language education.Furthermore,it highlighted the importance of considering both word frequency and language-specific features in cross-language studies.
文摘Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years.The Foreign Language(FL)listening problems gradually reveal when students attend to the Listening Course in universities or colleges.This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson's three-model of language comprehension[9]as well as the factors affecting listening comprehension in Foreign Language in general,aiming at the illustration of the necessity on one of the bottom-up processes-the Spoken Word Recognition(SWR).The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed,providing a general background on English listening teaching in Chinese context.Three possible foreign language listening problems and their causes are proposed,followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.
文摘After perceiving a common phenomenon of English learning at college in China, this paper presents a case study of motivation. In this study, a questionnaire is conducted twice among 156 Chinese college students when they are sophomores and seniors. It intends to identify some components of foreign language learning motivation and probes into the causes for the changing motivations of students throughout 4-year college education. The findings suggest that the instrumental motivation plays a crucial role in foreign language learning context.
文摘This paper examines Hernán Díaz’s novel Trust (2022) through the lens of cultural deconstruction, analyzing how its four nested narratives systematically dismantle the American Dream ideology. The novel Bonds and autobiography My Life collaboratively construct a financial myth portraying protagonist Andrew Bevel as an exemplar of self-made success. Subsequently, Ida’s Memoir exposes the subjective construction of history, declaring the American Dream’s bankruptcy at the epistemological level, while Mildred’s diary Futures deconstructs the myth from within by revealing that Bevel’s financial genius was built upon appropriation of his wife’s intellectual labor. This paper argues that Trust reveals the American Dream as an ideological illusion-narratively constructed, practically dependent on structural injustice, and essentially serving power reproduction.
文摘The iterative continuation task(ICT)requires English as a foreign language(EFL)learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns,offering exposure to diverse grammatical structures and opportunities for contextualized usage.Given the importance of integrating technology into second language(L2)writing and the critical role that grammar plays in L2 writing development,automated written corrective feedback provided by Grammarly has gained significant attention.This study investigates the impact of Grammarly on grammar learning strategies,grammar grit,and grammar competence among EFL college students engaged in ICT.This study employed a mixed-methods sequential exploratory design;56 participants were divided into an experimental group(n=28),receiving Grammarly feedback for ICT,and a control group(n=28),completing ICT without Grammarly feedback.Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies,grit and competence.For the experimental group,significant differences were observed across all variables of L2 grammar learning strategies,grit,and competence between pre-and post-tests.For the control group,significant differences were only observed in the affective dimension of grammar learning strategies,Consistency of Interest(COI)of grammar grit,and grammar competence.However,the control group presented a significantly higher improvement in grammar competence.Qualitative analysis showed both positive and negative perceptions of Grammarly.The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.
基金supported by the 2024 Zhejiang Provincial Women’s Federation&Women’s Studies Association Research Project(202450).
文摘Objective:International students frequently face psychological adaptation difficulties while studying and living abroad.As an effective psychological resource,positive solitude has been identified as a potential factor for improving psychological well-being,but the underlying mechanism linking the two has not been fully explored.The current study aims to explore the relationship between positive solitude and psychological adaptation of international students,with particular emphasis on the intermediary roles of authenticity and loneliness.Methods:A total of 529 international tertiary students(Mage=23.76,SD=5.08;60.68%male)were surveyed using the Positive Solitude Scale(PSS),Authenticity Scale(AS),6-item UCLA Loneliness Scale(ULS-6),and Brief Psychological Adaptation Scale(BPAS).SPSS27.0 was used for descriptive statistical analysis and Pearson correlation analysis.PROCESS macro(Model 6)was employed to test a serial mediation model,in which authenticity and loneliness function as intermediary variables between positive solitude and psychological adaptation.Results:The correlation analysis indicated significant associations among positive solitude,authenticity,loneliness,and psychological adaptation(r=−0.544~0.511).Positive solitude was directly and positively related to psychological adaptation(β=0.132,t=3.609,p<0.001)and indirectly related to psychological adaptation through two pathways:a single mediation via authenticity(indirect effect=0.089)and a serial mediation through authenticity and loneliness(indirect effect=0.062).Loneliness did not serve as a significant mediator(indirect effect=–0.015,95%CI[–0.049,0.019]).The total indirect effect was 0.136.Conclusions:Interventions targeting international students’capacity for experiencing positive solitude and authenticity can help to reduce loneliness and increase psychological adaptation.The findings derived from this study are conducive to understanding the relationship between positive solitude and psychological adaptation,as well as its underlying mechanisms.In addition,the study offers a new perspective for educational management and psychological counseling services for international students.
基金supported by a special grant from the Taishan Scholars Project(Project No.tsqn202211130).
文摘Background:The recently developed Depression,Anxiety,and Stress Scales–Youth Version(DASS-Y)shows promise as a tool for assessing youth mental health,but its consistency across timepoints and diverse ages remains underexplored.The present study evaluated whether the DASS-Y reliably measured depression,anxiety,and stress among school-aged youth(aged 9–18 years)across distinct time periods and educational stages.Methods:Two studies were conducted.Study 1 examined consistency over three months using data from 736 Central Chinese high school students who completed surveys at both timepoints.Study 2 tested consistency across educational levels among 2321 primary and 1676 middle school students.Traditional confirmatory factor analysis(CFA),exploratory structural equation modeling(ESEM),and Rasch analysis were employed to assess the scale’s construct validity and measurement invariance.Results:Rasch analysis indicated acceptable DASS-Y item fit(infit/outfit statistics=0.50–1.50)and moderate test-retest reliability(ICCs=0.64–0.69).The ESEM approach demonstrated superior model fit compared to CFA,achieving a good RMSEA(0.056–0.062)and lower latent factor correlations(r=0.40–0.60),supporting longitudinal scalar invariance.Across educational levels,measurement invariance was supported,with only a small number of items exhibiting differential item functioning(DIF).Conclusion:The present study demonstrates that the DASS-Y is a reliable tool for assessing emotional health among non-clinical school-aged youth,offering educators a validated measure to monitor psychological well-being across developmental stages and time,thereby informing strategies to support youth mental health in community and educational settings.Future research among clinical populations is needed to extend its utility for diagnostic purposes.
文摘One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.
文摘Recent research has confirmed the predictive effect of general foreign language(FL) achievement on Foreign Language Enjoyment(FLE) and Foreign Language Classroom Anxiety(FLCA).However,few studies have examined the effect of domain-specific language achievement in shaping FL learning emotions.The present study thus aims to examine how FLE and FLCA are linked to overall FL achievement and self-perceived achievement in six different domains across listening,speaking,reading,writing,vocabulary,and grammar.A total of 1,415 Chinese senior secondary students participated in the questionnaire survey.Regression analyses showed that 1) both FLE and FLCA were predicted more by self-perceived general English proficiency,while less by actual English achievement;2) perceptions of speaking and grammar competence were significant predictors of both emotions;3) perceived reading competence predicted FLE significantly but not FLCA;and that 4) perceptions of listening,writing,and vocabulary competence predicted neither FLE nor FLCA.The implication is that domain-specificity should be taken into consideration in future explorations of FL emotions.
基金supported by Nanjing Normal University’s New Liberal Arts Research and Reform Project in 2021.
文摘The adequacy of language education largely depends on the favorable and unfavorable emotions that teachers and students experience throughout the education process.Simply said,emotional factors play a key role in improving the quality of language teaching and learning.Furthermore,these emotional factors also promote the well-being of language teachers and learners and place them in a suitable mental condition.In view of the favorable impact of emotional factors on the mental health of language teachers and learners,many educational scholars around the world have studied these factors,their background,and their pedagogical consequences.Nonetheless,the majority of previous studies have employed traditional research methods in assessing these variables and their influences on language teachers’and learners’mental health.Because of the complex and dynamic quality of emotional factors,traditional research approaches often fail to evaluate these factors and their dynamic,non-linear connections with teachers’and learners’mental health and well-being.Accordingly,some novel research approaches are required to measure the dynamicity and complexity of emotional factors in language education settings.To address this call,the current state-of-the-art conceptual article seeks to provide new insights for investigating emotional factors and their potential impact on language teachers’and learners’mental states.This study also intends to offer a comprehensive list of emerging methods that take into account the complex and dynamic nature of emotional variables.Finally,the study outlines the potential implications of this review for educational researchers.
文摘This paper first summarizes that traditional EFL teaching considers target language isolatedly beyond its culture. It, therefore, stresses the interdependence of language and culture. It analyzes the existing problems and their predominant causes in basic EFL teaching, and discusses the possible solutions to be taken to solve such problems. It suggests that there is culture-based instruction for high achievement in classroom acquisition of the target culture. It deems undoubtedly that the systematic permeation of cross-cultural communication aiming at developing cross-cultural awareness is one of the most effective steps toward cultural appropriateness in authentic communication.
基金Acknowledgements： This work was partially supported by China National Social Science Foundation （No. 08BYY046）, Social Science Foundation of Chinese Ministry of Education （No. 06JJD740007） and Project of Shandong Social Science Fund （No. 07CWXJ03）.
文摘Written by J.K.Rowling,Harry Potterdepicts the protagonist,Harry Potter’s seven years’adventures during his life and studies at Hogwarts School.In Harry Potter and the Chamber of Secrets,Harry’s second year at Hogwarts School is described.By analyzing the figurative language and poetic devices in the book,this paper argues that similes,alliteration,rhyme and the symbolism are well used to make contribution to emphasize the theme of courage.Faced up with difficulties and hardships,Harry and his friends Ron Weasley and Hermione Granger have shown their great courage and finally figured out the clues.It illuminates that the properly used figurative language and poetic devices are essential to the emphasis of the theme.Key words:figurative language;poetic devices;
文摘Since 1980s,with the deepening of the cultural communication between China and western countries,more and more works on China written by modern foreign scholars are translated into Chinese,and most of the versions are of high quality. But there also exist some common deficiencies,the most representative of which lie in the versions reflecting the Chinese elements,that is,the versions are ( 1) less formal; ( 2) less idiomatical and ( 3) unable to correct the errors of the original. However,translation practice shows that back translation is an effective way to solve the problems above. Based on the discussion of the back translation theory and his experience from translating Chinese Characteristics,the author presents some corresponding strategies about back translation.
文摘With the advancement of the new curriculum reform,many schools have put forward the idea of combing English reading with stratified teaching.Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading.In order to achieve this goal,it is necessary to improve the teaching methods of reading.Reading picture books is an important way to improve students5 core competencies in English.However,at present,the method of teaching reading in primary school is simple;in addition,the teaching activities are not well organized.Therefore,in order to improve students5 core competencies in English,this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1,Grade 2 students from a primary school in Leshan as the research subjects.
基金supported by National Social Science Foundation of China,Under Grant No.15BYY048,namely“Research on Foreign Language Planning in the Construction of the Belt and Road Strategies”supported by Research Center for Foreign Language Strategies of China,State Language Commission,Under Grant No.WYZL201433+1 种基金namely“Studies on the Ecology of Foreign Language Education of Chinese Universities in Multimedia Context.”supported by Research Center of Asian-Pacific Language Policies,Research Center of International Issues in Universities of Jiangsu Under Grant No.苏教社政(2013)6
文摘This paper reviews the evolving foreign language education policies and their interaction with the development of the multimedia education and information technology in China since the 1920 s.Major national foreign language education policies have been cited to analyze their emergence in the multimedia context and their influences on foreign language education.Studies show that foreign language education in China has experienced several ups and downs throughout these years.The policy-making and the education practices maintain a dynamic balance between each other.
