This paper aims to investigate the development of English syntax based on Pienemann’s (1998) Processability Theory (PT). While PT has been tested in various second language (L2) contexts, most previous PT studies have been done with L2 spoken data. The present study examines the English sentence formation in the spoken and written tasks performed by 80 Japanese native speakers using the Lexical Mapping Hypothesis in PT. The results of the analyses indicated similar developmental patterns in the learners’ spoken and written performances in terms of English syntax demonstrating support for PT. This study also showed that there was a statistically significant correlation between L2 speaking and L2 writing.
{"title":"A Processability Approach to the Development of English Syntax in L2 Speaking and Writing","authors":"Y. Yamaguchi","doi":"10.22158/SELT.V8N4P112","DOIUrl":"https://doi.org/10.22158/SELT.V8N4P112","url":null,"abstract":"This paper aims to investigate the development of English syntax based on Pienemann’s (1998) Processability Theory (PT). While PT has been tested in various second language (L2) contexts, most previous PT studies have been done with L2 spoken data. The present study examines the English sentence formation in the spoken and written tasks performed by 80 Japanese native speakers using the Lexical Mapping Hypothesis in PT. The results of the analyses indicated similar developmental patterns in the learners’ spoken and written performances in terms of English syntax demonstrating support for PT. This study also showed that there was a statistically significant correlation between L2 speaking and L2 writing.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"7 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113944446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese college students’ lack of oral English proficiency has aroused many attentions during the College English Reform in recent years. The purpose of this article is to (a) summarize findings from the literature of challenges existed in oral English teaching in Chinese higher education and (b) find reasons for Chinese college students’ lack of oral English proficiency. The overarching question of this article is what are reasons for Chinese college students’ lack of oral English proficiency. Several reasons for Chinese college students’ lack of oral English proficiency including teacher knowledge, students’ willingness to communicate, assessment factors, and contextual constraints have been identified from the literature. This study hopes to provide references to the development of Chinese College English Reform in respect to oral English teaching.
{"title":"Analysis of Reasons for Chinese College Students’ Lack of Oral English Proficiency","authors":"Yang Fan","doi":"10.22158/selt.v8n4p63","DOIUrl":"https://doi.org/10.22158/selt.v8n4p63","url":null,"abstract":"Chinese college students’ lack of oral English proficiency has aroused many attentions during the College English Reform in recent years. The purpose of this article is to (a) summarize findings from the literature of challenges existed in oral English teaching in Chinese higher education and (b) find reasons for Chinese college students’ lack of oral English proficiency. The overarching question of this article is what are reasons for Chinese college students’ lack of oral English proficiency. Several reasons for Chinese college students’ lack of oral English proficiency including teacher knowledge, students’ willingness to communicate, assessment factors, and contextual constraints have been identified from the literature. This study hopes to provide references to the development of Chinese College English Reform in respect to oral English teaching.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129929954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PLS is a newly developed language teaching method which predominantly applies imaginative and random usage of pictures. The present paper explains and reports the application of a PLS technique in teaching English vocabulary with Greek or Latin roots to Iranian EFL learners. A pretest-posttest control-group design was used to investigate the effects of this sequential structures technique. Participants were intermediate level EFL students in two branches of the same language institute in Tehran (N = 94, p ? 0.05). The subjects were randomly assigned into two groups of treatment and control. The experiment lasted for seven one-hour lessons held in successive sessions in three weeks during which 35 Greek and Latin roots were taught with at least three English word examples. For the research instrument, the students were administered a 35-item multiple-choice vocabulary exam for the pre and post tests prior to and immediately after the teaching phase. Consequently, a n independent sample T-test was used to examine the outcome of the experiment. At p = .009, the statistical test revealed a significant difference in the gain scores between the two groups. Also, the mean vocabulary gain score of 7.23 for the treatment group as opposed to the mean of 5.35 for the control group illustrated the relative more L2 vocabulary intake for the treatment group.
PLS是一种新兴的语言教学方法，它主要运用想象和随机使用图片。本文解释并报告了PLS技术在向伊朗英语学习者教授希腊或拉丁词根英语词汇中的应用。采用前测后测控制组设计来研究这种顺序结构技术的效果。参与者为德黑兰同一语言学院两个分校的中级英语学生(N = 94, p ?0.05)。受试者被随机分为两组，实验组和对照组。实验持续了七节课，每节课一小时，在三周内连续进行，其中教授了35个希腊语和拉丁语词根，并至少有三个英语单词示例。对于研究工具，学生在教学阶段之前和之后的前后测试中进行了35项多项选择词汇考试。因此，采用独立样本t检验来检验实验结果。在p = 0.009时，统计检验显示两组之间的增益分数有显著差异。此外，治疗组的平均词汇增加得分为7.23，而对照组的平均词汇增加得分为5.35，这说明治疗组的第二语言词汇摄入量相对更多。
{"title":"Teaching English Vocabulary with Greek or Latin Roots to Iranian EFL Students by PLS Sequential Structures","authors":"Abolfazl Shirban Sasi","doi":"10.22158/selt.v8n4p73","DOIUrl":"https://doi.org/10.22158/selt.v8n4p73","url":null,"abstract":"PLS is a newly developed language teaching method which predominantly applies imaginative and random usage of pictures. The present paper explains and reports the application of a PLS technique in teaching English vocabulary with Greek or Latin roots to Iranian EFL learners. A pretest-posttest control-group design was used to investigate the effects of this sequential structures technique. Participants were intermediate level EFL students in two branches of the same language institute in Tehran (N = 94, p ? 0.05). The subjects were randomly assigned into two groups of treatment and control. The experiment lasted for seven one-hour lessons held in successive sessions in three weeks during which 35 Greek and Latin roots were taught with at least three English word examples. For the research instrument, the students were administered a 35-item multiple-choice vocabulary exam for the pre and post tests prior to and immediately after the teaching phase. Consequently, a n independent sample T-test was used to examine the outcome of the experiment. At p = .009, the statistical test revealed a significant difference in the gain scores between the two groups. Also, the mean vocabulary gain score of 7.23 for the treatment group as opposed to the mean of 5.35 for the control group illustrated the relative more L2 vocabulary intake for the treatment group.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124970110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study explores Saudi EFL learners’ perceptions of the effect of applying corpus-based approach as a pedagogical approach on academic writing instruction. The purpose of the study is to evaluate students’ perspectives towards using corpus-based activities on their academic writing learning, more precisely, their lexico-grammatical abilities. In the study, seven female preparatory year students at an intermediate language proficiency level participated. Learners were asked to compose written tasks during three weeks using corpus tools. To explore learners’ attitudes, semi-structured interviews were conducted. The results of the interviews suggest that learners have positive attitudes towards the corpus-based approach to their academic writing performance. Based on the results of the interviews, four themes were found to be recurrent in learners’ responses, which are: Increasing Learners’ Confidence as EFL Writers, Fostering learners’ Language Awareness, Providing Availability of Input, and Promoting Learners’ Autonomy .
{"title":"Saudi EFL learners’ Perceptions of The Use of Corpora in Academic Writing Teaching","authors":"Turki Alsolami, Assrar Alharbi","doi":"10.22158/selt.v8n4p94","DOIUrl":"https://doi.org/10.22158/selt.v8n4p94","url":null,"abstract":"The study explores Saudi EFL learners’ perceptions of the effect of applying corpus-based approach as a pedagogical approach on academic writing instruction. The purpose of the study is to evaluate students’ perspectives towards using corpus-based activities on their academic writing learning, more precisely, their lexico-grammatical abilities. In the study, seven female preparatory year students at an intermediate language proficiency level participated. Learners were asked to compose written tasks during three weeks using corpus tools. To explore learners’ attitudes, semi-structured interviews were conducted. The results of the interviews suggest that learners have positive attitudes towards the corpus-based approach to their academic writing performance. Based on the results of the interviews, four themes were found to be recurrent in learners’ responses, which are: Increasing Learners’ Confidence as EFL Writers, Fostering learners’ Language Awareness, Providing Availability of Input, and Promoting Learners’ Autonomy .","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127526942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main goal of this paper is to provide a detailed frequency analysis of the five types it is imperative that, it is vital that, it is essential that, it is important that, and it is necessary that within the British National Corpus (100 million, British, 1980s-1993), the Corpus of Contemporary American English (1.0 billion, US, 1990-2019), the Corpus of Historical American English (400 million, US, 1810s-2000s), and the Hansard Corpus (1.6 billion, British Parliament). In this paper, we have examined the frequency of the five types and collected the data. A major point to note is that it is important that was the most preferred by British people, followed by it is essential that, it is vital that, it is imperative that, and it is necessary that, in that order. The BNC clearly shows, on the other hand, that it is important that was the most commonly used one in the spoken genre, magazine genre, newspaper genre, and academic genre. A further point to note is that it is important that was the most preferred by Americans, followed by it is imperative that, it is essential that, it is vital that, and it is necessary that, in that order. The COCA clearly indicates that it is important that was the most widely used one in the blog genre, web genre, spoken genre, fiction genre, magazine genre, newspaper genre, and academic genre. The reason why it is important that was the most preferred by Americans and British people in the academic genre may be that a moderate obligation is suitable for conveying factual information. With respect to the COHA, it is worth noting that it is necessary that was the most preferred by Americans from 1810 to 2000, followed by it is important that, it is essential that, it is imperative that, and it is vital that. As for the HC, it is important that was the most preferred by British politicians, followed by it is essential that, it is vital that, it is necessary that, and it is imperative that. It is worth noting that Americans and British politicians show the similar pattern in the ranking of the five types in that Americans did not prefer a strong statement or the strongest statement, whereas British politicians did not prefer the strongest statement.
本文的主要目标是提供五种类型的详细频率分析，这是必要的，至关重要的，至关重要的，重要的是，它是必要的，它是必要的，在英国国家语料库(1亿，英国，1980年至1993年)，当代美国英语语料库(10亿，美国，1990年至2019年)，美国历史英语语料库(4亿，美国，1810年至2000年)，和汉萨德语料库(16亿，英国议会)。在本文中，我们检验了这五种类型的频率并收集了数据。要注意的重点是，英国人最喜欢的词是“重要的”，其次是“至关重要的”、“至关重要的”、“势在必行的”、“必要的”。另一方面，BNC清楚地表明，在口语体裁、杂志体裁、报纸体裁和学术体裁中最常用的是什么，这一点很重要。还要指出的一点是，美国人最喜欢的是“重要的”，其次是“迫切的”，“必不可少的”，“至关重要的”，“必要的”。COCA清楚地表明，在博客类型、网络类型、口语类型、小说类型、杂志类型、报纸类型和学术类型中使用最广泛的一种很重要。美国人和英国人在学术类型中最喜欢这一点很重要的原因可能是适度的义务适合于传达事实信息。关于COHA，值得注意的是，从1810年到2000年，它是美国人最喜欢的，其次是it is important that, it is essential that, it is imperative that, it is vital that。至于HC，重要的是英国政治家最喜欢的是that，其次是that是必不可少的，that是至关重要的，that是必要的，that是势在必行的。值得注意的是，美国政治家和英国政治家在五种类型的排名中表现出相似的模式，美国人不喜欢强烈的陈述或最强烈的陈述，而英国政治家不喜欢最强烈的陈述。
{"title":"Five Types Involving the Subjunctive: A Corpora-based Analysis","authors":"Namkil Kang","doi":"10.22158/selt.v8n4p48","DOIUrl":"https://doi.org/10.22158/selt.v8n4p48","url":null,"abstract":"The main goal of this paper is to provide a detailed frequency analysis of the five types it is imperative that, it is vital that, it is essential that, it is important that, and it is necessary that within the British National Corpus (100 million, British, 1980s-1993), the Corpus of Contemporary American English (1.0 billion, US, 1990-2019), the Corpus of Historical American English (400 million, US, 1810s-2000s), and the Hansard Corpus (1.6 billion, British Parliament). In this paper, we have examined the frequency of the five types and collected the data. A major point to note is that it is important that was the most preferred by British people, followed by it is essential that, it is vital that, it is imperative that, and it is necessary that, in that order. The BNC clearly shows, on the other hand, that it is important that was the most commonly used one in the spoken genre, magazine genre, newspaper genre, and academic genre. A further point to note is that it is important that was the most preferred by Americans, followed by it is imperative that, it is essential that, it is vital that, and it is necessary that, in that order. The COCA clearly indicates that it is important that was the most widely used one in the blog genre, web genre, spoken genre, fiction genre, magazine genre, newspaper genre, and academic genre. The reason why it is important that was the most preferred by Americans and British people in the academic genre may be that a moderate obligation is suitable for conveying factual information. With respect to the COHA, it is worth noting that it is necessary that was the most preferred by Americans from 1810 to 2000, followed by it is important that, it is essential that, it is imperative that, and it is vital that. As for the HC, it is important that was the most preferred by British politicians, followed by it is essential that, it is vital that, it is necessary that, and it is imperative that. It is worth noting that Americans and British politicians show the similar pattern in the ranking of the five types in that Americans did not prefer a strong statement or the strongest statement, whereas British politicians did not prefer the strongest statement.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127524743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reports the results of the assessment of 84 EFL pre-service teachers’ teaching performance who completed a year-long practicum. The participants were videotaped during teaching for a total of ten times. All teaching videos were rated with the Danielson framework for teaching evaluation instrument, 2013 edition which consists of four domains and 22 components with four levels of performance for each component which includes unsatisfactory, basic, proficient, and distinguished. Three domains (planning and preparation, classroom environment, and instruction) including 16 components were used in this study. Analyzing data through a quantitative method found that the highest percentage of all teachers were rated basic, the lowest percentage of all teachers were rated distinguished. Interpretations of findings focus on unsatisfactory level are discussed in order to enhance the quality of teacher preparation programs.
{"title":"Assessment of EFL Pre-service Teachers’ Teaching Performance: Analysis of Classroom Videos Using the Danielson Framework for Teaching Evaluation Instrument","authors":"Thooptong Kwangsawad","doi":"10.22158/selt.v8n4p39","DOIUrl":"https://doi.org/10.22158/selt.v8n4p39","url":null,"abstract":"This study reports the results of the assessment of 84 EFL pre-service teachers’ teaching performance who completed a year-long practicum. The participants were videotaped during teaching for a total of ten times. All teaching videos were rated with the Danielson framework for teaching evaluation instrument, 2013 edition which consists of four domains and 22 components with four levels of performance for each component which includes unsatisfactory, basic, proficient, and distinguished. Three domains (planning and preparation, classroom environment, and instruction) including 16 components were used in this study. Analyzing data through a quantitative method found that the highest percentage of all teachers were rated basic, the lowest percentage of all teachers were rated distinguished. Interpretations of findings focus on unsatisfactory level are discussed in order to enhance the quality of teacher preparation programs.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"433 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132829436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on the theory of prefabricated language chunks, this article will mainly discuss the role of prefabricated language chunks in improving the quality of second language output. The explicit input of English chunks requires certain teaching strategies, so the teaching of prefabricated chunks should first distinguish the corresponding chunk features, combine instructive input with autonomous input, and design reasonable chunk output training, which promotes the prefabricated language chunks transformed into internal knowledge from input, thereby improving the level of second language output.
{"title":"Prefabricated Chunks and Second Language Output","authors":"Xiya Ouyang, Yuewu Lin","doi":"10.22158/selt.v8n4p29","DOIUrl":"https://doi.org/10.22158/selt.v8n4p29","url":null,"abstract":"Based on the theory of prefabricated language chunks, this article will mainly discuss the role of prefabricated language chunks in improving the quality of second language output. The explicit input of English chunks requires certain teaching strategies, so the teaching of prefabricated chunks should first distinguish the corresponding chunk features, combine instructive input with autonomous input, and design reasonable chunk output training, which promotes the prefabricated language chunks transformed into internal knowledge from input, thereby improving the level of second language output.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131009736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The classroom feedback of English teachers plays an important role in classroom teaching. It is part of the comprehensible input of students and also effectively promotes the language output of students. With the continuous promotion of mixed teaching mode, college English classroom feedback has different characteristics from the original teaching feedback. How to make good use of the feedback of college English class under the mixed teaching mode and improve its effectiveness is a subject that needs to be studied seriously.
{"title":"A Study on Classroom Feedback and Effectiveness in College English Teaching","authors":"N. Lyu","doi":"10.22158/selt.v8n4p25","DOIUrl":"https://doi.org/10.22158/selt.v8n4p25","url":null,"abstract":"The classroom feedback of English teachers plays an important role in classroom teaching. It is part of the comprehensible input of students and also effectively promotes the language output of students. With the continuous promotion of mixed teaching mode, college English classroom feedback has different characteristics from the original teaching feedback. How to make good use of the feedback of college English class under the mixed teaching mode and improve its effectiveness is a subject that needs to be studied seriously.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132067452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The novel coronavirus is one of the most tragic epidemic diseases the world has ever faced thus far. Therefore, the governments of all countries have taken a range of measures against it. This article preforms a critical analysis on a political discourse, notably president Trump’s March 11, 2020 speech about the global pandemic. Using a multidisciplinary approach as suggested by representatives of critical discourse analysis, it attempts to unpack or decipher the ideologies behind the discourse on the one hand, and to reveal how the discourse contributes to manipulating the public opinion through structural and contextual features of power and control, on the other hand.
{"title":"Decoding Manipulative Strategies and Ideological Features in Trump’s Speech on the Coronavirus Pandemic: A Critical Political Discourse Analysis","authors":"Franck Amoussou, N. Aguessy","doi":"10.22158/selt.v8n4p14","DOIUrl":"https://doi.org/10.22158/selt.v8n4p14","url":null,"abstract":"The novel coronavirus is one of the most tragic epidemic diseases the world has ever faced thus far. Therefore, the governments of all countries have taken a range of measures against it. This article preforms a critical analysis on a political discourse, notably president Trump’s March 11, 2020 speech about the global pandemic. Using a multidisciplinary approach as suggested by representatives of critical discourse analysis, it attempts to unpack or decipher the ideologies behind the discourse on the one hand, and to reveal how the discourse contributes to manipulating the public opinion through structural and contextual features of power and control, on the other hand.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114338133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tennessee Williams’ A Streetcar Named Desire reveals Blanche’s tragic fate in the period of social change from the perspective of sexual conflict, and reveals the contest between the declining traditional civilization of the South and the emerging industrial civilization in American history. The play renders symbolism to show incisively and vividly the collision between the industrial civilization of the north and the planting civilization of the south, as well as the collision between personal fantasy and the reality of that time. In order to highlight the theme better, the writer skillfully uses various symbolic techniques to make the tragic fate of the heroine full of strong appeal, thus successfully deducing the tragedy of the fall of modern society.
{"title":"Stella’s Choice - Re-read A Streetcar Named Desire","authors":"Gao Pei","doi":"10.22158/selt.v8n4p10","DOIUrl":"https://doi.org/10.22158/selt.v8n4p10","url":null,"abstract":"Tennessee Williams’ A Streetcar Named Desire reveals Blanche’s tragic fate in the period of social change from the perspective of sexual conflict, and reveals the contest between the declining traditional civilization of the South and the emerging industrial civilization in American history. The play renders symbolism to show incisively and vividly the collision between the industrial civilization of the north and the planting civilization of the south, as well as the collision between personal fantasy and the reality of that time. In order to highlight the theme better, the writer skillfully uses various symbolic techniques to make the tragic fate of the heroine full of strong appeal, thus successfully deducing the tragedy of the fall of modern society.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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