The “Community of a Shared Future for Mankind” has emerged as a pivotal notion in contemporary international relations and global governance. Drawing from President Xi Jinping’s public speeches concerning the topic, this article explores the rhetorical strategies by using Kenneth Burke’s Identification Theory. With the help of word cloud API and the Doccano text annotation tool, the research conducts a systematic analysis to delve into the application and tangible impacts of the identification mechanism in the external dissemination of the discourse. It is founded that the strategies of identification by sympathy and inaccuracy are predominant in the discourse, with identification by antithesis as a supplementary method.
{"title":"The Mechanism of Identification in the External Dissemination of the Discourse of “Community of a Shared Future for Mankind”","authors":"Huimin Tao","doi":"10.22158/eltls.v5n5p101","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p101","url":null,"abstract":"The “Community of a Shared Future for Mankind” has emerged as a pivotal notion in contemporary international relations and global governance. Drawing from President Xi Jinping’s public speeches concerning the topic, this article explores the rhetorical strategies by using Kenneth Burke’s Identification Theory. With the help of word cloud API and the Doccano text annotation tool, the research conducts a systematic analysis to delve into the application and tangible impacts of the identification mechanism in the external dissemination of the discourse. It is founded that the strategies of identification by sympathy and inaccuracy are predominant in the discourse, with identification by antithesis as a supplementary method.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"33 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591961","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 paper explores the reflexive relationship between pedagogy and interaction in second language (L2) classrooms, employing Seedhouse’s (2004) model and Conversation Analysis (CA) methodology. The analysis covers three contextual dimensions: form-and-accuracy, meaning-and-fluency, and task-oriented contexts. The study reveals the dynamic interplay between pedagogical focus and interactional organization, showcasing how participants negotiate linguistic forms, repair sequences, and engage in turn-taking to accomplish pedagogical goals. Despite critiques emphasizing the emic perspective’s limitations, the paper underscores CA’s contribution to understanding language use in teaching, offering pedagogical insights for language educators.
{"title":"Analyzing L2 Classroom Dynamics: A Conversation Analysis Perspective","authors":"Shuangchang Wen","doi":"10.22158/eltls.v5n5p117","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p117","url":null,"abstract":"This paper explores the reflexive relationship between pedagogy and interaction in second language (L2) classrooms, employing Seedhouse’s (2004) model and Conversation Analysis (CA) methodology. The analysis covers three contextual dimensions: form-and-accuracy, meaning-and-fluency, and task-oriented contexts. The study reveals the dynamic interplay between pedagogical focus and interactional organization, showcasing how participants negotiate linguistic forms, repair sequences, and engage in turn-taking to accomplish pedagogical goals. Despite critiques emphasizing the emic perspective’s limitations, the paper underscores CA’s contribution to understanding language use in teaching, offering pedagogical insights for language educators.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"45 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593594","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 First Memorial to the King Before Setting off for War reads sincerely. It manifests emotions of loyalty and chastity. It is highly approved of and considered as a representative work of its kind. This paper, taking functional equivalence theory as a basis and contrasting two English-translated texts respectively by Luo Jingguo and Xie Baikui from perspectives of word-level and syntactic-level equivalence, attempts to locate a translated version that can make the reading experience of the target-text receptors more similar to that of the original receptors. According to the analysis, it has been found that Luo Jingguo’s version can elicit a more ideal response from the target-text receptors and that it realizes functional equivalence in a better way.
{"title":"A Contrastive Study on Two English-Translated Texts of the First Memorial to the King Before Setting off for War Under Functional Equivalence Theory","authors":"Ziya Li","doi":"10.22158/eltls.v5n5p128","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p128","url":null,"abstract":"The First Memorial to the King Before Setting off for War reads sincerely. It manifests emotions of loyalty and chastity. It is highly approved of and considered as a representative work of its kind. This paper, taking functional equivalence theory as a basis and contrasting two English-translated texts respectively by Luo Jingguo and Xie Baikui from perspectives of word-level and syntactic-level equivalence, attempts to locate a translated version that can make the reading experience of the target-text receptors more similar to that of the original receptors. According to the analysis, it has been found that Luo Jingguo’s version can elicit a more ideal response from the target-text receptors and that it realizes functional equivalence in a better way.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"93 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590611","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}
Feedback holds significant importance in second language writing instruction, as evidenced by numerous studies indicating its direct or indirect impact on the quality of learners’ written work. Despite this recognition, there has been a dearth of comprehensive research concerning the distinct influences of teacher feedback and Automated Essay Scoring (AES) feedback on the writing quality of learners. Addressing this gap, the present study employs a mixed-method approach, integrating both qualitative and quantitative methodologies. By meticulously examining AES feedback, teacher feedback, writing revision logs, and conducting interviews, this investigation identifies noteworthy differentials in the multidimensional aspects of writing quality attributed to these two distinct feedback modalities. Primarily, within the realm of syntactic complexity, lexical richness, fluency, and accuracy, the cohort exposed to teacher feedback demonstrated notably superior performance relative to their AES feedback counterparts. Secondarily, an assessment of revised text quality revealed compelling insights. The ultimate version of the text, stemming from the AES feedback group’s iterative revisions, exhibited marked enhancements in terms of accuracy, total word count, and average word length. In contrast, the initial and final drafts of the teacher feedback group unveiled discernible disparities in vocabulary intricacy, accuracy, total word count, and average word length. Evidently, while the ultimate version did not witness a significant surge in average word length or total word count, it showcased heightened vocabulary sophistication and enhanced accuracy in relation to the initial draft. This study underscores the value of judiciously deploying these two categories of feedback within the landscape of writing instruction. The nuanced benefits of each feedback type can be strategically harnessed to suit distinct writing contexts, thereby augmenting the caliber of learners’ written compositions.
{"title":"A Study on Teacher Feedback and AES Feedback in Chinese College students’ English Writings","authors":"Tong Guo","doi":"10.22158/eltls.v5n5p81","DOIUrl":"https://doi.org/10.22158/eltls.v5n5p81","url":null,"abstract":"Feedback holds significant importance in second language writing instruction, as evidenced by numerous studies indicating its direct or indirect impact on the quality of learners’ written work. Despite this recognition, there has been a dearth of comprehensive research concerning the distinct influences of teacher feedback and Automated Essay Scoring (AES) feedback on the writing quality of learners. Addressing this gap, the present study employs a mixed-method approach, integrating both qualitative and quantitative methodologies. By meticulously examining AES feedback, teacher feedback, writing revision logs, and conducting interviews, this investigation identifies noteworthy differentials in the multidimensional aspects of writing quality attributed to these two distinct feedback modalities. Primarily, within the realm of syntactic complexity, lexical richness, fluency, and accuracy, the cohort exposed to teacher feedback demonstrated notably superior performance relative to their AES feedback counterparts. Secondarily, an assessment of revised text quality revealed compelling insights. The ultimate version of the text, stemming from the AES feedback group’s iterative revisions, exhibited marked enhancements in terms of accuracy, total word count, and average word length. In contrast, the initial and final drafts of the teacher feedback group unveiled discernible disparities in vocabulary intricacy, accuracy, total word count, and average word length. Evidently, while the ultimate version did not witness a significant surge in average word length or total word count, it showcased heightened vocabulary sophistication and enhanced accuracy in relation to the initial draft. This study underscores the value of judiciously deploying these two categories of feedback within the landscape of writing instruction. The nuanced benefits of each feedback type can be strategically harnessed to suit distinct writing contexts, thereby augmenting the caliber of learners’ written compositions.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"122 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599601","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}
From the perspective of English learning activities, based on the three dimensions of the classification framework: learning and understanding activities, application and practice activities, transfer and innovation activities, this paper compares and analyzes the design of teaching activities in reading class between a novice teacher and an experienced teacher. Based on research results, this paper puts forward the following suggestions: 1. Teachers should pay attention to different types of activities and balance the proportion of different activities. 2. Teachers should focus on the use of transfer and innovation activities, and pay attention to the cultivation of students’ thinking quality. 3. Novice teachers should learn more from experienced teachers and attach importance to the connection and progression of activities.
{"title":"A Comparative Study on the Design of Reading Teaching Activities for Novice and Experienced Primary School English Teachers: Based on the “View of English Learning Activities”","authors":"Hanxi Fang","doi":"10.22158/eltls.v5n4p53","DOIUrl":"https://doi.org/10.22158/eltls.v5n4p53","url":null,"abstract":"From the perspective of English learning activities, based on the three dimensions of the classification framework: learning and understanding activities, application and practice activities, transfer and innovation activities, this paper compares and analyzes the design of teaching activities in reading class between a novice teacher and an experienced teacher. Based on research results, this paper puts forward the following suggestions: 1. Teachers should pay attention to different types of activities and balance the proportion of different activities. 2. Teachers should focus on the use of transfer and innovation activities, and pay attention to the cultivation of students’ thinking quality. 3. Novice teachers should learn more from experienced teachers and attach importance to the connection and progression of activities.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125691949","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 process of second language learning involves both objective and affective factors. Based on Krashen’s theory on affective filter, the present paper sets Chinese young English learners as a specific object and argues how to use affective factors in second language teaching to improve young learners’ engagement. By analyzing this topic, some useful results and implications have been found and can be used for future teaching by specific groups of teachers.
{"title":"Affective Factors and Pedagogical Implications in Young Learners’ English Learning","authors":"Beixuan Guo","doi":"10.22158/eltls.v5n4p45","DOIUrl":"https://doi.org/10.22158/eltls.v5n4p45","url":null,"abstract":"The process of second language learning involves both objective and affective factors. Based on Krashen’s theory on affective filter, the present paper sets Chinese young English learners as a specific object and argues how to use affective factors in second language teaching to improve young learners’ engagement. By analyzing this topic, some useful results and implications have been found and can be used for future teaching by specific groups of teachers.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"354 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115983273","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 investigated the challenges encountered by teachers in the implementation of quality assurance measures. The research designed for the study was a survey method. The sample for this study was fifty-two people who are faculty members of the School of General Studies in Xianning Vocational and Technical College. A semi-structured interview and a structured questionnaire were used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed: inadequate understanding of learning conditions, insufficient participation in the formulation of quality assurance policies, inadequate educational quality assurance training, imperfect teacher performance appraisal system, inadequate funding support for online teaching activities (during the pandemic) and a shortage of having the qualification certificate of the related profession are the challenges encountered by teachers in the implementation of quality assurance measures in Xianning Vocational and Technical College.
{"title":"Challenges Encountered by Teachers in the Implementation of Quality Assurance Measures","authors":"Luo Rui","doi":"10.22158/eltls.v5n4p32","DOIUrl":"https://doi.org/10.22158/eltls.v5n4p32","url":null,"abstract":"The study investigated the challenges encountered by teachers in the implementation of quality assurance measures. The research designed for the study was a survey method. The sample for this study was fifty-two people who are faculty members of the School of General Studies in Xianning Vocational and Technical College. A semi-structured interview and a structured questionnaire were used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed: inadequate understanding of learning conditions, insufficient participation in the formulation of quality assurance policies, inadequate educational quality assurance training, imperfect teacher performance appraisal system, inadequate funding support for online teaching activities (during the pandemic) and a shortage of having the qualification certificate of the related profession are the challenges encountered by teachers in the implementation of quality assurance measures in Xianning Vocational and Technical College.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117104351","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}
Production-oriented Approach (POA) proposed by Chinese scholar Wen Qiufang has been widely used in English teaching in recent years, but there are few studies on its application in junior middle school English teaching. This study analyzed the impact of the application of Production-oriented Approach on junior middle school students’ English learning attitude and English writing performance. In the experimental design, both quantitative and qualitative methods were adopted. Writing tests, questionnaire, interview were used as instruments. A total of 116 Chinese students from Year 8 of Yangzhou Shiyan Junior Middle School, Jiangsu Province in China were invited to participate in an 8-week pre- and post-test experiment. By comparing the writing scores before and after the test, it is found that the English writing scores of the students in the experimental class are higher than those of the students in the control class. Through the analysis of the results of questionnaires and interview, it is found that the students’ attitude towards English writing teaching in the experimental class has improved significantly. The implications and suggestions for dissemination and implementation of POA for junior middle school students are discussed.
{"title":"The Effectiveness of English Writing Teaching in Junior Middle School Based on Production-Oriented Approach","authors":"Xiujuan Zhang, Fang Fan","doi":"10.22158/eltls.v5n4p20","DOIUrl":"https://doi.org/10.22158/eltls.v5n4p20","url":null,"abstract":"Production-oriented Approach (POA) proposed by Chinese scholar Wen Qiufang has been widely used in English teaching in recent years, but there are few studies on its application in junior middle school English teaching. This study analyzed the impact of the application of Production-oriented Approach on junior middle school students’ English learning attitude and English writing performance. In the experimental design, both quantitative and qualitative methods were adopted. Writing tests, questionnaire, interview were used as instruments. A total of 116 Chinese students from Year 8 of Yangzhou Shiyan Junior Middle School, Jiangsu Province in China were invited to participate in an 8-week pre- and post-test experiment. By comparing the writing scores before and after the test, it is found that the English writing scores of the students in the experimental class are higher than those of the students in the control class. Through the analysis of the results of questionnaires and interview, it is found that the students’ attitude towards English writing teaching in the experimental class has improved significantly. The implications and suggestions for dissemination and implementation of POA for junior middle school students are discussed.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"286 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131959670","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}
English vocabulary learning is a difficult task for second language students. Therefore, it is very essential for second language students to master the methods of vocabulary memorization and how to prolong the time of vocabulary memorization. This paper will divide into three sections, namely describing a context with the problem of the accelerated lexical decay in a specific context in a Chinese after-school language class with details; analyzing possible causes and general solutions mentioned in vocabulary learning literature; as well summarizing what solutions to work in the specific after-school class in China.
{"title":"Research on Possible Causes and Solutions about the Problem of Second Language Vocabulary Acquisition Decay","authors":"Gongke Luo","doi":"10.22158/eltls.v5n3p393","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p393","url":null,"abstract":"English vocabulary learning is a difficult task for second language students. Therefore, it is very essential for second language students to master the methods of vocabulary memorization and how to prolong the time of vocabulary memorization. This paper will divide into three sections, namely describing a context with the problem of the accelerated lexical decay in a specific context in a Chinese after-school language class with details; analyzing possible causes and general solutions mentioned in vocabulary learning literature; as well summarizing what solutions to work in the specific after-school class in China.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130256445","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}
By constructing a bilingual parallel corpus from scratch and taking History of the Yellow River as an illustrative bilingual text, this study delves into the translation techniques applied to Culture-Specific Items (CSIs) within the framework of the Yellow River Basin civilization. The findings reveal a diverse range of approaches employed by translators, including literal translation, free translation, intracultural adaptation, omission, retention and annotation, especially in handling CSIs related to ecology, material culture, social life, religion, and language within the context of Yellow River culture. These techniques effectively preserve the intrinsic traits of the source language, thereby facilitating the propagation of Yellow River culture. The utilization of corpus-based research methodologies to analyze the English translation of CSIs in the Yellow River culture not only aligns with the essential imperatives of promoting Chinese culture on the global stage but also addresses the intricate nuances demanded by international communication.
{"title":"The Translation of Culture-Specific Items (CSIs) in Yellow River Cultural Corpus: A Case Study of History of the Yellow River","authors":"Chaonan Tian","doi":"10.22158/eltls.v5n3p381","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p381","url":null,"abstract":"By constructing a bilingual parallel corpus from scratch and taking History of the Yellow River as an illustrative bilingual text, this study delves into the translation techniques applied to Culture-Specific Items (CSIs) within the framework of the Yellow River Basin civilization. The findings reveal a diverse range of approaches employed by translators, including literal translation, free translation, intracultural adaptation, omission, retention and annotation, especially in handling CSIs related to ecology, material culture, social life, religion, and language within the context of Yellow River culture. These techniques effectively preserve the intrinsic traits of the source language, thereby facilitating the propagation of Yellow River culture. The utilization of corpus-based research methodologies to analyze the English translation of CSIs in the Yellow River culture not only aligns with the essential imperatives of promoting Chinese culture on the global stage but also addresses the intricate nuances demanded by international communication.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131355532","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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