This study proposed and implemented corpus-based writing instruction via the use of a custom-made corpus learning platform for learners of cross-border e-commerce English in the context of vocational colleges. It attested the effects of the proposed DDL pedagogy versus conventional PPP teaching practice on 83 e-commerce majors at a vocational college randomly forming a control group and an experimental group respectively. The experimental group received a three-step inductive pedagogical approach enabled by a tailer-made corpus learning platform while the control group was taught by conventional PPP teaching practice. Results indicated that the experimental group outperformed the control group in writing product description which is a language skill essential to cross-border e-commerce operation. Findings of this research can be interpreted as suggestive that it’s worthwhile to apply custom-made specialized corpora and corpus-based teaching pedagogy to facilitate ESP learning for EFL learners at vocational colleges.
{"title":"Exploring the Effects of Corpus-Based Cross-Border E-Commerce Writing Instruction for Vocational College EFL Learners","authors":"Jing Liu","doi":"10.22158/eltls.v5n3p142","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p142","url":null,"abstract":"This study proposed and implemented corpus-based writing instruction via the use of a custom-made corpus learning platform for learners of cross-border e-commerce English in the context of vocational colleges. It attested the effects of the proposed DDL pedagogy versus conventional PPP teaching practice on 83 e-commerce majors at a vocational college randomly forming a control group and an experimental group respectively. The experimental group received a three-step inductive pedagogical approach enabled by a tailer-made corpus learning platform while the control group was taught by conventional PPP teaching practice. Results indicated that the experimental group outperformed the control group in writing product description which is a language skill essential to cross-border e-commerce operation. Findings of this research can be interpreted as suggestive that it’s worthwhile to apply custom-made specialized corpora and corpus-based teaching pedagogy to facilitate ESP learning for EFL learners at vocational colleges.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125149194","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 essay applies Bachman and Palmer’s (1996) Test Usefulness Framework to scrutinize the reliability, construct validity, and impact of the Computer-based English Speaking Test in Fujian (CEST-FJ). The CEST-FJ’s inclusion in the National College Entrance Examination (NCEE) represents a positive step towards promoting communicative ability in English language learning in China. The computerized administration and scoring processes enhance the test’s reliability and control over construct-irrelevant variance. However, limitations such as potential variations in difficulty, construct under-representation of communicative competence, challenges for pronunciation assessment in the context of English as an International Language (EIL), and the non-compulsory and low-value nature of the test have been identified. Additionally, the lack of transparency surrounding the CEST-FJ hampers assessment and accountability. This essay emphasizes the need for more theoretical and empirical research to justify or enhance the test in the future, particularly in light of its high-stakes nature and influence on test-takers’ university admissions. Test designers are urged to prioritize transparency and provide more information to facilitate further research and ensure the effectiveness of the CEST-FJ.
{"title":"A Critique of the Computer-Based English Speaking Test in Fujian (CEST-FJ)","authors":"W. Li","doi":"10.22158/eltls.v5n3p123","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p123","url":null,"abstract":"This essay applies Bachman and Palmer’s (1996) Test Usefulness Framework to scrutinize the reliability, construct validity, and impact of the Computer-based English Speaking Test in Fujian (CEST-FJ). The CEST-FJ’s inclusion in the National College Entrance Examination (NCEE) represents a positive step towards promoting communicative ability in English language learning in China. The computerized administration and scoring processes enhance the test’s reliability and control over construct-irrelevant variance. However, limitations such as potential variations in difficulty, construct under-representation of communicative competence, challenges for pronunciation assessment in the context of English as an International Language (EIL), and the non-compulsory and low-value nature of the test have been identified. Additionally, the lack of transparency surrounding the CEST-FJ hampers assessment and accountability. This essay emphasizes the need for more theoretical and empirical research to justify or enhance the test in the future, particularly in light of its high-stakes nature and influence on test-takers’ university admissions. Test designers are urged to prioritize transparency and provide more information to facilitate further research and ensure the effectiveness of the CEST-FJ.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125810955","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}
Since China’s commitment to reform, opening up, and modern socialist construction, it has made remarkable achievements in various aspects such as politics, economy, and culture that have impressed the world. Western countries are also more willing to listen to and understand China’s development achievements, and recognize and support China’s international standing. Chinese leaders’ dialogues or foreign policy documents related to political activities are the main source of information about China’s development for foreign countries. Among them, the report of the 20th CPC National Congress is the summary report of the CPC every five years, covering a wide range of political, economic, social and cultural fields, and has an extremely important political status. Therefore, the English translation method of words with Chinese characteristics in the report of the 20th National Congress of the Communist Party of China is a very important issue, as these words play an important role in international communication and cooperation. When translating these words, we need to consider their special cultural background, historical origins, and semantic connotations to ensure the accuracy and completeness of the translation.
{"title":"The English Translation Methods of Chinese Characteristic Vocabulary in the Report of the 20th National Congress of the Communist Party of China","authors":"Xuerong Wang","doi":"10.22158/eltls.v5n3p113","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p113","url":null,"abstract":"Since China’s commitment to reform, opening up, and modern socialist construction, it has made remarkable achievements in various aspects such as politics, economy, and culture that have impressed the world. Western countries are also more willing to listen to and understand China’s development achievements, and recognize and support China’s international standing. Chinese leaders’ dialogues or foreign policy documents related to political activities are the main source of information about China’s development for foreign countries. Among them, the report of the 20th CPC National Congress is the summary report of the CPC every five years, covering a wide range of political, economic, social and cultural fields, and has an extremely important political status. Therefore, the English translation method of words with Chinese characteristics in the report of the 20th National Congress of the Communist Party of China is a very important issue, as these words play an important role in international communication and cooperation. When translating these words, we need to consider their special cultural background, historical origins, and semantic connotations to ensure the accuracy and completeness of the translation.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132579175","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 present study aimed to investigate the effects of a flipped learning model on English as Foreign Language (EFL) learners’ L2 listening comprehension. E-portfolio writing was treated as the pre-class activity in the flipped classroom. To this end, 36 intermediate students from an English institute were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and a traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through WhatsApp. In contrast, the participants in the control group received the same listening materials inside the class. Socrative was selected as the online platform to assess the experimental group participants. After ten sessions, to elicit data, a post-test on listening comprehension was administered to the participants in both groups to measure their listening comprehension. The independent samples t-test revealed significant differences in learning listening comprehension between both groups in favor of the experimental group. In fact, participants in the flipped classroom group outperformed the control group. Additional research is needed to generalize the findings of this approach across different contexts.
{"title":"Integration of E-Portfolio into an Iranian Flipped Classroom: Does the Flip Type Make a Difference in Listening Comprehension?","authors":"Shahriar Jalili","doi":"10.22158/eltls.v5n3p102","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p102","url":null,"abstract":"The present study aimed to investigate the effects of a flipped learning model on English as Foreign Language (EFL) learners’ L2 listening comprehension. E-portfolio writing was treated as the pre-class activity in the flipped classroom. To this end, 36 intermediate students from an English institute were chosen based on an Oxford Quick Placement Test (OQPT) and they were assigned to a flipped classroom (experimental group) and a traditional classroom (control group). After running a pretest of listening comprehension, the listening materials were presented to the participants in the flipped classroom through WhatsApp. In contrast, the participants in the control group received the same listening materials inside the class. Socrative was selected as the online platform to assess the experimental group participants. After ten sessions, to elicit data, a post-test on listening comprehension was administered to the participants in both groups to measure their listening comprehension. The independent samples t-test revealed significant differences in learning listening comprehension between both groups in favor of the experimental group. In fact, participants in the flipped classroom group outperformed the control group. Additional research is needed to generalize the findings of this approach across different contexts.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132788740","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 aims to investigate pause characteristics and probe into the main reason for unnatural pauses in Chinese-English consecutive interpreting. The data were from the Parallel Corpus of Chinese EFL Learners-Spoken (PACCEL-S), which includes phonetic materials in the interpretation part of TEM-8. Forty interpreters were divided into four groups according to their scores and gender. Their recordings and transcribed texts were annotated and analyzed to provide a comprehensive overview of pausing. The findings are: (1) Pauses often occur in C-E CI. Interpreters use more UPs and unnatural pauses. (2) There is no interaction between proficiency and gender in pause duration and frequency, as well as the two indicators of unnatural pauses. (3) UP duration is affected by proficiency, and females tend to produce more FPs and unnatural pauses. (4) FP and UP invariably occur together but do not show linear correlation. (5) Interpreters tend to pause before content words, and unnatural pauses are mainly induced by notional word retrieval difficulty. By discussing pauses and explaining the leading motivation for unnatural pauses from the perspective of lexical retrieval, this study informs readers of the nature and features of pauses and provides suggestions for stakeholders.
{"title":"A Corpus-Based Analysis of Pauses in Chinese-English Consecutive Interpreting of Chinese English Majors","authors":"Wen Qin","doi":"10.22158/eltls.v5n3p77","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p77","url":null,"abstract":"This study aims to investigate pause characteristics and probe into the main reason for unnatural pauses in Chinese-English consecutive interpreting. The data were from the Parallel Corpus of Chinese EFL Learners-Spoken (PACCEL-S), which includes phonetic materials in the interpretation part of TEM-8. Forty interpreters were divided into four groups according to their scores and gender. Their recordings and transcribed texts were annotated and analyzed to provide a comprehensive overview of pausing. The findings are: (1) Pauses often occur in C-E CI. Interpreters use more UPs and unnatural pauses. (2) There is no interaction between proficiency and gender in pause duration and frequency, as well as the two indicators of unnatural pauses. (3) UP duration is affected by proficiency, and females tend to produce more FPs and unnatural pauses. (4) FP and UP invariably occur together but do not show linear correlation. (5) Interpreters tend to pause before content words, and unnatural pauses are mainly induced by notional word retrieval difficulty. By discussing pauses and explaining the leading motivation for unnatural pauses from the perspective of lexical retrieval, this study informs readers of the nature and features of pauses and provides suggestions for stakeholders.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130157411","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}
Ministries of Education increasingly emphasise the importance of communicative skills in their strategy reports and guidelines considering the functioning meaning of English. However, it is notable that in educational settings using grammar-translation methods, such as in some Chinese high schools, many students emerge after years of some types of English classes with minimal skills in speaking. It is urged to find a way out to focus on productive skills development and figure out effective approaches that can be combined effectively for developing students’ speaking while taking into account class size, teacher competence, assessment used, and official curriculum syllabus.
{"title":"Ways of Getting Students Practising English Speaking in Chinese High School","authors":"Lingge Ren","doi":"10.22158/eltls.v5n3p66","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p66","url":null,"abstract":"Ministries of Education increasingly emphasise the importance of communicative skills in their strategy reports and guidelines considering the functioning meaning of English. However, it is notable that in educational settings using grammar-translation methods, such as in some Chinese high schools, many students emerge after years of some types of English classes with minimal skills in speaking. It is urged to find a way out to focus on productive skills development and figure out effective approaches that can be combined effectively for developing students’ speaking while taking into account class size, teacher competence, assessment used, and official curriculum syllabus.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676707","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}
{"title":"The Application of Etymological Stories in College English Vocabulary Teaching","authors":"Liu Li","doi":"10.22158/eltls.v5n3p62","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p62","url":null,"abstract":"<jats:p>--</jats:p>","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129296037","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}
Teacher education is related to the future talent training of the country and has far-reaching significance. Teacher-training students majoring in English not only need to learn English well but also need to learn how to teach English. Therefore, teacher-training English majors should emphasize the cultivation of English subjects and teaching ability, which should not be limited to either language learning or teaching skills. At present, all levels and types of education attach great importance to the role of teaching materials, and education for future teachers is no exception. It can be said that the quality and level of teaching materials are directly related to teachers’ teaching and students’ learning, and directly related to the quality and specifications of talent training. The article takes the series of textbooks—“English for Teachers in the New Century”—published by Shanghai Foreign Language Education Press as an example. From the perspective of the characteristics of the selected topics and content innovation, it discusses the feathers of “teacher training” and “political thinking” of the core curriculum textbooks for English teacher training. Also, some scientific suggestions will be made to help teachers penetrate the concept of teacher education while cultivating students’ language abilities.
{"title":"The Characteristics of Selected Topics and Content Innovation of Core Textbooks for English Teacher Training—Taking the New Century Teacher Training English Textbook Series as an Example","authors":"Zhang Juan, Zhong Fangfang","doi":"10.22158/eltls.v5n3p51","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p51","url":null,"abstract":"Teacher education is related to the future talent training of the country and has far-reaching significance. Teacher-training students majoring in English not only need to learn English well but also need to learn how to teach English. Therefore, teacher-training English majors should emphasize the cultivation of English subjects and teaching ability, which should not be limited to either language learning or teaching skills. At present, all levels and types of education attach great importance to the role of teaching materials, and education for future teachers is no exception. It can be said that the quality and level of teaching materials are directly related to teachers’ teaching and students’ learning, and directly related to the quality and specifications of talent training. The article takes the series of textbooks—“English for Teachers in the New Century”—published by Shanghai Foreign Language Education Press as an example. From the perspective of the characteristics of the selected topics and content innovation, it discusses the feathers of “teacher training” and “political thinking” of the core curriculum textbooks for English teacher training. Also, some scientific suggestions will be made to help teachers penetrate the concept of teacher education while cultivating students’ language abilities.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121146430","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 response to the many problems encountered in the teaching of the “SSM Framework” course, a project-driven hybrid teaching model is proposed. The reform integrates “Competition, Training and Teaching” into one, utilizes online teaching platforms to arrange pre-class activities, carry out interactive teaching in class, and improve post-class practice. In teaching, the roles of teachers and students should be exchanged to fully mobilize students’ learning initiative and cultivate their ability to solve and analyze problems. In the assessment, a process evaluation mechanism is introduced to incorporate project construction into the assessment scope and improve practical application capabilities. The practical results indicate that the application of the new model in curriculum significantly enhances students’ learning interest and practical abilities, which is feasible for promotion.
{"title":"Exploration and Research on the Mixed Mode Curriculum of “Competition, Training and Teaching”","authors":"C. N. Zhang, Y. Yu, X. Guan, Y. Li","doi":"10.22158/eltls.v5n3p41","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p41","url":null,"abstract":"In response to the many problems encountered in the teaching of the “SSM Framework” course, a project-driven hybrid teaching model is proposed. The reform integrates “Competition, Training and Teaching” into one, utilizes online teaching platforms to arrange pre-class activities, carry out interactive teaching in class, and improve post-class practice. In teaching, the roles of teachers and students should be exchanged to fully mobilize students’ learning initiative and cultivate their ability to solve and analyze problems. In the assessment, a process evaluation mechanism is introduced to incorporate project construction into the assessment scope and improve practical application capabilities. The practical results indicate that the application of the new model in curriculum significantly enhances students’ learning interest and practical abilities, which is feasible for promotion.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132701978","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 film, The Gua Sha Treatment, is regarded as a global successful in spreading Chinese culture internationally. Its subtitles are normally loaded with culture-specific items which may directly or indirectly influence the acceptability of film audiences. By collecting and classifying the culture-specific items in the subtitle translation of the film, the paper analyzes its subtitle translation from the perspective of domestication and foreignization. It demonstrates that the subtitle translation of culture-specific items in the film prioritizes domestication, with foreignization as a secondary option. Free translation is frequently employed in translating those items loaded with Chinese culture, followed by literal translation and transliteration. This facilitates the international dissemination of Chinese culture by making subtitles easily comprehensible to target audiences. In addition, the translation model can provide references for the ongoing subtitle translation of the film characterized with Chinese culture.
{"title":"On the English Translation of Culture-Specific Items in the Gua Sha Treatment Based on Domestication and Foreignization","authors":"Ling-mu Xu, Sihong Huang","doi":"10.22158/eltls.v5n3p31","DOIUrl":"https://doi.org/10.22158/eltls.v5n3p31","url":null,"abstract":"The film, The Gua Sha Treatment, is regarded as a global successful in spreading Chinese culture internationally. Its subtitles are normally loaded with culture-specific items which may directly or indirectly influence the acceptability of film audiences. By collecting and classifying the culture-specific items in the subtitle translation of the film, the paper analyzes its subtitle translation from the perspective of domestication and foreignization. It demonstrates that the subtitle translation of culture-specific items in the film prioritizes domestication, with foreignization as a secondary option. Free translation is frequently employed in translating those items loaded with Chinese culture, followed by literal translation and transliteration. This facilitates the international dissemination of Chinese culture by making subtitles easily comprehensible to target audiences. In addition, the translation model can provide references for the ongoing subtitle translation of the film characterized with Chinese culture.","PeriodicalId":129739,"journal":{"name":"English Language Teaching and Linguistics Studies","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116936529","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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