Based on the topic-oriented strategies in English-Chinese translation, this paper focuses on its application in Energy translation. Many energy terminology and complex sentenced are utilized in energy text. Therefore, the translation must take the Chinese structure into consideration. According to functional grammar, the difference between Chinese and English is explored to unveils the expression of English-Chinese translation. Chinese features in topic-prominent language, and English features in subject-prominent language. In translation process, shifting this two characters makes translation more appropriate and readable.
{"title":"Topic-Oriented Strategies in E-C Energy Translation","authors":"Zexuan Wang","doi":"10.22158/eltls.v6n1p28","DOIUrl":"https://doi.org/10.22158/eltls.v6n1p28","url":null,"abstract":"Based on the topic-oriented strategies in English-Chinese translation, this paper focuses on its application in Energy translation. Many energy terminology and complex sentenced are utilized in energy text. Therefore, the translation must take the Chinese structure into consideration. According to functional grammar, the difference between Chinese and English is explored to unveils the expression of English-Chinese translation. Chinese features in topic-prominent language, and English features in subject-prominent language. In translation process, shifting this two characters makes translation more appropriate and readable.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"39 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139533401","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 presents a Critical Discourse Analysis (CDA) of Chinese Kung Fu, utilizing a corpus-based approach to examine media portrayals along the southern line of the “Belt and Road” initiative. The research underscores the role of the “Belt and Road” Initiative in promoting Chinese martial arts culture and fostering cultural exchanges. By constructing a specialized corpus from mainstream media reports on Chinese Kung Fu, sourced from the LexisNexis database, this study employs corpus linguistics tools such as AntConc to analyze word frequency, collocation, keyword, and index line. The findings reveal a predominantly positive portrayal of Chinese Kung Fu in the media of countries along the southern route of the “Belt and Road.” This positive representation is instrumental in enhancing the understanding of these countries’ attitudes towards Chinese culture and paves the way for more effective foreign discourse construction for China. The study’s insights into media discourse provide valuable perspectives for cultural diplomacy, reflecting the positive impact of the Belt and Road Initiative on spreading Chinese culture.
{"title":"Corpus-Based Discourse Analysis of Chinese Kung Fu in the Media Along the Southern Line of the “Belt and Road”","authors":"Ya-Meng Sun","doi":"10.22158/eltls.v6n1p15","DOIUrl":"https://doi.org/10.22158/eltls.v6n1p15","url":null,"abstract":"This study presents a Critical Discourse Analysis (CDA) of Chinese Kung Fu, utilizing a corpus-based approach to examine media portrayals along the southern line of the “Belt and Road” initiative. The research underscores the role of the “Belt and Road” Initiative in promoting Chinese martial arts culture and fostering cultural exchanges. By constructing a specialized corpus from mainstream media reports on Chinese Kung Fu, sourced from the LexisNexis database, this study employs corpus linguistics tools such as AntConc to analyze word frequency, collocation, keyword, and index line. The findings reveal a predominantly positive portrayal of Chinese Kung Fu in the media of countries along the southern route of the “Belt and Road.” This positive representation is instrumental in enhancing the understanding of these countries’ attitudes towards Chinese culture and paves the way for more effective foreign discourse construction for China. The study’s insights into media discourse provide valuable perspectives for cultural diplomacy, reflecting the positive impact of the Belt and Road Initiative on spreading Chinese culture.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"28 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446308","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 compares the move structure of abstracts in six English varieties based on verb-governors to explore their similarities and differences. In this study, we use English abstracts in journals published in six official languages of the United Nations as material, and follow the five-move model which is put forward by Santos in 1996 for move analysis. We found that the six English varieties have a general move structure: 1) All of the six varieties are composed of five moves and there is no move omission. 2) Research method usually occupies the largest proportion. 3) Research purpose usually occupies the smallest proportion. But there are also differences in the proportion of moves among the varieties, which may be influenced by the cultural background of L1, the subjective choice of the author, or the requirements of the journal publisher.
{"title":"Verb-Governor Based Comparative Analysis on the Move Structure of Abstracts in Six English Varieties","authors":"Shuo Chen, Jingxiang Cao","doi":"10.22158/eltls.v6n1p1","DOIUrl":"https://doi.org/10.22158/eltls.v6n1p1","url":null,"abstract":"This study compares the move structure of abstracts in six English varieties based on verb-governors to explore their similarities and differences. In this study, we use English abstracts in journals published in six official languages of the United Nations as material, and follow the five-move model which is put forward by Santos in 1996 for move analysis. We found that the six English varieties have a general move structure: 1) All of the six varieties are composed of five moves and there is no move omission. 2) Research method usually occupies the largest proportion. 3) Research purpose usually occupies the smallest proportion. But there are also differences in the proportion of moves among the varieties, which may be influenced by the cultural background of L1, the subjective choice of the author, or the requirements of the journal publisher.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"59 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381685","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}
Deeper learning competencies, such as critical thinking, communication, collaboration, and self-management, are receiving increasing attention in education. In writing instruction, feedback-providing tasks have the potential for promoting deeper learning. This study develops and applies a self-report scale to explore the level of deeper learning among undergraduate students in China in providing peer feedback and self-feedback in an English as a Foreign Language (EFL) writing course. The scale includes three dimensions: involvement, use of deeper learning strategies, and deeper learning outcomes. The research found a generally moderate level of deeper learning in various feedback-giving tasks. Significant and positive correlations were found between the three dimensions of deeper learning as well as between deeper learning, anticipation toward feedback-giving tasks and overall course evaluation. At the same time, it was found that students may be more active in deeper learning from the perspectives of their use of deeper learning strategies and the perceived learning outcomes than from the perspectives of participation in discussion as well as time and effort spent on the tasks.
{"title":"A Quantitative Study on Undergraduate Students’ Deeper Learning in Peer-Feedback and Self-Feedback Tasks in an English as a Foreign Language Writing Course","authors":"Danping Wen","doi":"10.22158/eltls.v5n5p217","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p217","url":null,"abstract":"Deeper learning competencies, such as critical thinking, communication, collaboration, and self-management, are receiving increasing attention in education. In writing instruction, feedback-providing tasks have the potential for promoting deeper learning. This study develops and applies a self-report scale to explore the level of deeper learning among undergraduate students in China in providing peer feedback and self-feedback in an English as a Foreign Language (EFL) writing course. The scale includes three dimensions: involvement, use of deeper learning strategies, and deeper learning outcomes. The research found a generally moderate level of deeper learning in various feedback-giving tasks. Significant and positive correlations were found between the three dimensions of deeper learning as well as between deeper learning, anticipation toward feedback-giving tasks and overall course evaluation. At the same time, it was found that students may be more active in deeper learning from the perspectives of their use of deeper learning strategies and the perceived learning outcomes than from the perspectives of participation in discussion as well as time and effort spent on the tasks.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950238","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}
Wang (2012) proposed the “Continuation Task” method to second language learning, which is based on alignment effects that closely integrate language comprehension and output to promote foreign language learning. According to research results, the effect of second language learning is mainly due to alignment effects, and the alignment output is the key to effective language learning. Through searching the keyword “continuation task” of the Foreign Languages and Literatures from 2018 to 2022 in the CNKI, there are 155 journal papers at home and abroad. Based on these journals, this paper makes a review and evaluation of alignment effects in the continuation task from its theoretical research and present research status. It divides the research status into two categories: the continuation task research for Chinese learners of English and foreign learners of Chinese. Besides, this paper looks into the research prospect of alignment effects in the continuation task, especially its implications for second language teaching, which can provide new ideas and directions for foreign language teaching in China.
{"title":"The Present Research and Prospects on Alignment Effects in the Continuation Task","authors":"Meijing Li, Zhencong Liu","doi":"10.22158/eltls.v5n5p230","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p230","url":null,"abstract":"Wang (2012) proposed the “Continuation Task” method to second language learning, which is based on alignment effects that closely integrate language comprehension and output to promote foreign language learning. According to research results, the effect of second language learning is mainly due to alignment effects, and the alignment output is the key to effective language learning. Through searching the keyword “continuation task” of the Foreign Languages and Literatures from 2018 to 2022 in the CNKI, there are 155 journal papers at home and abroad. Based on these journals, this paper makes a review and evaluation of alignment effects in the continuation task from its theoretical research and present research status. It divides the research status into two categories: the continuation task research for Chinese learners of English and foreign learners of Chinese. Besides, this paper looks into the research prospect of alignment effects in the continuation task, especially its implications for second language teaching, which can provide new ideas and directions for foreign language teaching in China.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951434","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 a designed move analysis model, we manually annotated 83 English introductions of Chinese museums (EICMs) and 127 English introductions of British museums (EIBMs), and used SPSS to do the significance test on the distribution of moves. The result shows that the moves of Identification, Location, History, Evaluation, Additional Museum Attractions, and Summary in EICMs occur significantly more frequently, while the moves of Highlight, Action Soliciting, and Support occur significantly less frequently. Besides, the study also investigated the readability of the introductions of the two groups of museums. The result shows that EICMs’ overall readability is significantly lower, especially in Narrativity, Syntactic Simplicity, and Deep Cohesion.Those results show that EICMs are more of informational text, while EIBMs are more of promotional text. Choices of narrative person, substance and function words, and use of causal and intentional particles may lead to the difference in readability. Contemporary museums have long since moved on from the stage where objects were left to “speak for themselves”. Museum introductions’ content selection and language expression should be targeted at their readers. The findings are expected to provide a reference for the writing and translation of museum introductions, and attract more visitors to Chinese museums.
{"title":"A Contrastive Study of English Introductions of Chinese and British Museums in Move Distribution and Readability","authors":"Xueqian Zhao, Jingxiang Cao","doi":"10.22158/eltls.v5n5p196","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p196","url":null,"abstract":"Based on a designed move analysis model, we manually annotated 83 English introductions of Chinese museums (EICMs) and 127 English introductions of British museums (EIBMs), and used SPSS to do the significance test on the distribution of moves. The result shows that the moves of Identification, Location, History, Evaluation, Additional Museum Attractions, and Summary in EICMs occur significantly more frequently, while the moves of Highlight, Action Soliciting, and Support occur significantly less frequently. Besides, the study also investigated the readability of the introductions of the two groups of museums. The result shows that EICMs’ overall readability is significantly lower, especially in Narrativity, Syntactic Simplicity, and Deep Cohesion.Those results show that EICMs are more of informational text, while EIBMs are more of promotional text. Choices of narrative person, substance and function words, and use of causal and intentional particles may lead to the difference in readability. Contemporary museums have long since moved on from the stage where objects were left to “speak for themselves”. Museum introductions’ content selection and language expression should be targeted at their readers. The findings are expected to provide a reference for the writing and translation of museum introductions, and attract more visitors to Chinese museums.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"6 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966413","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 presents a comprehensive exploration of language teaching perspectives in the Philippines, utilizing the experiences of a Chinese practicum student. Immersed within the local educational landscape, this intern has gained unique insights into the dynamics of language education within a multicultural context. Employing interviews, observations, and reflective analysis, this research uncovers valuable information regarding the challenges and opportunities faced by language educators in the Philippines, along with the strategies employed to foster effective language learning.The findings of this study constitute a significant contribution to the field of language pedagogy and cross-cultural teaching. They not only deepen our understanding of language education in the Philippines but also offer valuable insights for educators and researchers seeking to enhance language instruction in multicultural settings. Ultimately, this research endeavors to promote more effective teaching practices and advance intercultural competence in language education.
{"title":"Perspectives on Language Teaching in the Philippines: Insights from a Chinese Practicum Student","authors":"Jiaolan Pan, Maria Sharron D. Ricamora","doi":"10.22158/eltls.v5n5p175","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p175","url":null,"abstract":"This study presents a comprehensive exploration of language teaching perspectives in the Philippines, utilizing the experiences of a Chinese practicum student. Immersed within the local educational landscape, this intern has gained unique insights into the dynamics of language education within a multicultural context. Employing interviews, observations, and reflective analysis, this research uncovers valuable information regarding the challenges and opportunities faced by language educators in the Philippines, along with the strategies employed to foster effective language learning.The findings of this study constitute a significant contribution to the field of language pedagogy and cross-cultural teaching. They not only deepen our understanding of language education in the Philippines but also offer valuable insights for educators and researchers seeking to enhance language instruction in multicultural settings. Ultimately, this research endeavors to promote more effective teaching practices and advance intercultural competence in language education.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001645","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}
Reference to previous studies is an indispensable component in the academic discourse. Based on a self-built corpus, this study aims to analyze the use of reporting verbs in doctoral dissertations written by Chinese EFL learners with both qualitative and quantitative approaches. The findings show that Chinese EFL learners show a preference for citing previous studies as Discourse Acts. The absence of certain subtypes of Research Act verbs and Cognitive Act verbs reveals the reluctance of Chinese EFL learners to convey a critical viewpoint or judge the cited materials as false or incorrect. In terms of tense, simple present tense is most frequently used in the corpus to refer to previous studies as accepted facts. As for voice, active voice plays a dominant role in the corpus with a high proportion of 92.14%. At the same time, a small percentage of passive voice is used by writers to emphasize the essential contribution of certain cited scholars.
{"title":"A Corpus-Based Study on Reporting Verbs Used in Doctoral Dissertations by Chinese EFL Learners","authors":"Yanhong Peng, Jing Dai","doi":"10.22158/eltls.v5n5p166","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p166","url":null,"abstract":"Reference to previous studies is an indispensable component in the academic discourse. Based on a self-built corpus, this study aims to analyze the use of reporting verbs in doctoral dissertations written by Chinese EFL learners with both qualitative and quantitative approaches. The findings show that Chinese EFL learners show a preference for citing previous studies as Discourse Acts. The absence of certain subtypes of Research Act verbs and Cognitive Act verbs reveals the reluctance of Chinese EFL learners to convey a critical viewpoint or judge the cited materials as false or incorrect. In terms of tense, simple present tense is most frequently used in the corpus to refer to previous studies as accepted facts. As for voice, active voice plays a dominant role in the corpus with a high proportion of 92.14%. At the same time, a small percentage of passive voice is used by writers to emphasize the essential contribution of certain cited scholars.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004996","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}
In the fast-paced era of globalization, it is essential for students to acquire cross-cultural communication skills to adapt to the diverse and dynamic international environment. Therefore, the integration of cultural content in English teaching plays a crucial role in enhancing students’ cross-cultural understanding and competence. This paper will discuss the positive effects of cultural content integration on students’ language proficiency, cultural awareness, and intercultural communication skills. Furthermore, the paper will introduce several effective strategies for integrating cultural content in English teaching, including the use of multimedia resources, interdisciplinary collaboration, and cross-cultural exchange activities. These strategies can help teachers to create a more engaging and meaningful learning environment for students, promoting their overall language development and cultural competence.
{"title":"The Integration of Cultural Content in Chinese Junior High School English Teaching: Effects and Strategies","authors":"Tingting Yan, Xuan Jing","doi":"10.22158/eltls.v5n5p157","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p157","url":null,"abstract":"In the fast-paced era of globalization, it is essential for students to acquire cross-cultural communication skills to adapt to the diverse and dynamic international environment. Therefore, the integration of cultural content in English teaching plays a crucial role in enhancing students’ cross-cultural understanding and competence. This paper will discuss the positive effects of cultural content integration on students’ language proficiency, cultural awareness, and intercultural communication skills. Furthermore, the paper will introduce several effective strategies for integrating cultural content in English teaching, including the use of multimedia resources, interdisciplinary collaboration, and cross-cultural exchange activities. These strategies can help teachers to create a more engaging and meaningful learning environment for students, promoting their overall language development and cultural competence.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"14 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008691","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}
In this research, guided by Wolfgang Tuebert’s theory of meaning as discourse self-reference, two small self-built climate change corpora are formed and the method of corpus analysis is used to make both quantitative and qualitative analyses of 376 transcripts of climate change in TED from 2006 to 2022 by using Word mith 6.0. The study found there are similarities and differences between TED Talks 2006-2019 and 2019-2022.
{"title":"Corpus-Based Discourse Analysis of Climate Change in TED","authors":"Beibei Li","doi":"10.22158/eltls.v5n5p139","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p139","url":null,"abstract":"In this research, guided by Wolfgang Tuebert’s theory of meaning as discourse self-reference, two small self-built climate change corpora are formed and the method of corpus analysis is used to make both quantitative and qualitative analyses of 376 transcripts of climate change in TED from 2006 to 2022 by using Word mith 6.0. The study found there are similarities and differences between TED Talks 2006-2019 and 2019-2022.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980729","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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