Abstract To investigate the impact of dynamic assessment (DA) on the development of speaking skills, a case study was conducted, recruiting a non-English major undergraduate. DA was constructed following the design combining sandwich and cake format with an interactionist approach. To collect data, a profile was designed in accordance with the China’s Standards of English Language Ability (CSE) to record the learner’s changes. A semi-structured interview was conducted to reveal his perspectives on DA. The generated profile with specific mediator-learner’s moves revealed the learner’s microgenetic development in both organizational knowledge and oral expression strategy ability. The thematic analysis of the interview demonstrated the learner’s positive experience with DA, while also unveiling the weak points of DA. Finally, the operational framework for applying interactionist DA in the oral classroom was discussed, and the complementary relationship between DA and traditional teaching and testing practices was highlighted.
{"title":"Dynamic Assessment of College EFL Learners’ Speaking Proficiency: A Case Study","authors":"X. Qu, Yuanyuan Liu","doi":"10.1515/CJAL-2022-0402","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0402","url":null,"abstract":"Abstract To investigate the impact of dynamic assessment (DA) on the development of speaking skills, a case study was conducted, recruiting a non-English major undergraduate. DA was constructed following the design combining sandwich and cake format with an interactionist approach. To collect data, a profile was designed in accordance with the China’s Standards of English Language Ability (CSE) to record the learner’s changes. A semi-structured interview was conducted to reveal his perspectives on DA. The generated profile with specific mediator-learner’s moves revealed the learner’s microgenetic development in both organizational knowledge and oral expression strategy ability. The thematic analysis of the interview demonstrated the learner’s positive experience with DA, while also unveiling the weak points of DA. Finally, the operational framework for applying interactionist DA in the oral classroom was discussed, and the complementary relationship between DA and traditional teaching and testing practices was highlighted.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"510 - 531"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements. This empirical study employs tests as the instruments. 126 non-English majors from a key university of Shandong Province participate in the study. The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects (95%) have inadequate or limited critical thinking ability, which leads to digression, repetitive and lengthy description, and unconvincing arguments, as well as illogical or incoherent structures in writing. After a ten-week teaching instruction from the perspective of pragmatic presupposition, students in experimental group improve their writing achievements, indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance. The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.
{"title":"The Application of Pragmatic Presupposition in Developing Critical Thinking of Writing","authors":"Yan Song, Shuai Wang","doi":"10.1515/CJAL-2022-0406","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0406","url":null,"abstract":"Abstract This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements. This empirical study employs tests as the instruments. 126 non-English majors from a key university of Shandong Province participate in the study. The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects (95%) have inadequate or limited critical thinking ability, which leads to digression, repetitive and lengthy description, and unconvincing arguments, as well as illogical or incoherent structures in writing. After a ten-week teaching instruction from the perspective of pragmatic presupposition, students in experimental group improve their writing achievements, indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance. The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"583 - 595"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.
{"title":"Changes in Argumentation Performance: Effects of Teacher-Student Collaborative Assessment","authors":"Xiaoyan Xu, Yuexin Zhong, Zimeng Shao","doi":"10.1515/CJAL-2022-0401","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0401","url":null,"abstract":"Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"491 - 509"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Concept-based instruction (C-BI) has proven to be effective in improving students’ command of grammar items used out of context by offering the students revision lessons, but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear. To probe C-BI’s effect on students’ use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization, that is, the Schemas of a Complete Orienting Basis of an Action (SCOBAs), we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment. The qualitative and quantitative analysis of the results shows that i) in both out-of-context use and in-context use, accuracy of using the target tenses is higher after C-BI intervention; ii) by improving their conceptual knowledge through C-BI, the students are helped to pin down reference time and are hence more certain in using the target tenses. Moreover, they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre; iii) both in simple contexts or complex contexts, the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.
{"title":"Narrating the Past in Different Contexts: C-BI Approach to the Present Perfect and Past Simple","authors":"Xin Xu, Hongwei Zhan","doi":"10.1515/CJAL-2022-0405","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0405","url":null,"abstract":"Abstract Concept-based instruction (C-BI) has proven to be effective in improving students’ command of grammar items used out of context by offering the students revision lessons, but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear. To probe C-BI’s effect on students’ use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization, that is, the Schemas of a Complete Orienting Basis of an Action (SCOBAs), we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment. The qualitative and quantitative analysis of the results shows that i) in both out-of-context use and in-context use, accuracy of using the target tenses is higher after C-BI intervention; ii) by improving their conceptual knowledge through C-BI, the students are helped to pin down reference time and are hence more certain in using the target tenses. Moreover, they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre; iii) both in simple contexts or complex contexts, the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"566 - 582"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48068886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Vocabulary knowledge is one of the most important aspects of language development. For bilingual students, early vocabulary development often predicts their future bilingual success. This paper examines early bilingual receptive vocabulary knowledge of ethnic minority children (N=135) from two large ethnic language communities (Uyghur and Kazak) in three national-level poverty-stricken counties in Xinjiang, China. The children’s bilingual vocabulary knowledge was assessed using translated versions of the Peabody Picture Vocabulary Test-IV (PPTV-IV) in Putonghua (PTH) and their mother tongue (MT) Uyghur or Kazak. Data were analyzed through four General Linear Models (GLM). The analyses showed that both groups scored higher in MT vocabulary knowledge than that in their PTH, although the Kazak students’ MT vocabulary scores were lower than those of the Uyghurs. While gender, age, L1, or residence location were not significant factors in differences across the two groups in PTH, among the Kazak children, the main effect of age was significant in MT; and among Uyghur children, residence location had a significant effect. The two groups also differed in patterns of acquisition in different parts of speech (nouns, verbs, and attributes) with Uyghur children performing strongest in MT and PTH verbs. The findings have important implications for ensuring the quality of early bilingual education among impoverished Chinese minority communities.
{"title":"Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China: The Case of Uyghur and Kazak Children","authors":"Guofang Li, Xiao-Jian Yin, Xuejun Ryan Ji","doi":"10.1515/CJAL-2022-0301","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0301","url":null,"abstract":"Abstract Vocabulary knowledge is one of the most important aspects of language development. For bilingual students, early vocabulary development often predicts their future bilingual success. This paper examines early bilingual receptive vocabulary knowledge of ethnic minority children (N=135) from two large ethnic language communities (Uyghur and Kazak) in three national-level poverty-stricken counties in Xinjiang, China. The children’s bilingual vocabulary knowledge was assessed using translated versions of the Peabody Picture Vocabulary Test-IV (PPTV-IV) in Putonghua (PTH) and their mother tongue (MT) Uyghur or Kazak. Data were analyzed through four General Linear Models (GLM). The analyses showed that both groups scored higher in MT vocabulary knowledge than that in their PTH, although the Kazak students’ MT vocabulary scores were lower than those of the Uyghurs. While gender, age, L1, or residence location were not significant factors in differences across the two groups in PTH, among the Kazak children, the main effect of age was significant in MT; and among Uyghur children, residence location had a significant effect. The two groups also differed in patterns of acquisition in different parts of speech (nouns, verbs, and attributes) with Uyghur children performing strongest in MT and PTH verbs. The findings have important implications for ensuring the quality of early bilingual education among impoverished Chinese minority communities.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"323 - 339"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Recent research has emphasized that attitude is key to language learners’ learning outcomes. More specifically, language learners’ feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language. Few studies on language attitudes have been conducted with ethnic minority groups in China. As such, influencing factors (e.g., gender, language proficiency) have not gained sufficient attention. The present study aims to explore language attitudes, especially towards multilingualism, among members of the Li minority group in Hainan, China. First, we conceptualized and validated a questionnaire on attitudes towards multilingualism. Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity. Then, we examined how selected sociodemographic variables (e. g., gender and language proficiency) influenced students’ attitudes towards multilingualism. Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’ attitudes towards multilingualism. Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’ language proficiency level on their attitudes towards multilingualism. Implications for minority students’ multilingual learning were discussed based on the findings.
{"title":"Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan","authors":"Mei Yue, Xujie Fan","doi":"10.1515/CJAL-2022-0303","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0303","url":null,"abstract":"Abstract Recent research has emphasized that attitude is key to language learners’ learning outcomes. More specifically, language learners’ feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language. Few studies on language attitudes have been conducted with ethnic minority groups in China. As such, influencing factors (e.g., gender, language proficiency) have not gained sufficient attention. The present study aims to explore language attitudes, especially towards multilingualism, among members of the Li minority group in Hainan, China. First, we conceptualized and validated a questionnaire on attitudes towards multilingualism. Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity. Then, we examined how selected sociodemographic variables (e. g., gender and language proficiency) influenced students’ attitudes towards multilingualism. Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’ attitudes towards multilingualism. Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’ language proficiency level on their attitudes towards multilingualism. Implications for minority students’ multilingual learning were discussed based on the findings.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"360 - 374"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46838513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On Identity, Motivation, and Multilingual Education in Asian Contexts","authors":"Yu-jen Liu, J. Wu","doi":"10.1515/CJAL-2022-0306","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0306","url":null,"abstract":"","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"398 - 400"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46076100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Language Education for Ethnolinguistic Minority Students in China: A Review","authors":"Wen Ma","doi":"10.1515/CJAL-2022-0305","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0305","url":null,"abstract":"","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"394 - 397"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45331935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract China-Africa corporate advertising is emerging as an example of the corporate advertising genre in response to the specific rhetorical context of China-Africa win-win cooperation. Drawing on Bhatia’s Critical Genre Analysis (2017), this study explores the text-internal and text-external generic features of China-Africa corporate advertising by analyzing 50 collected samples. The analysis of text-internal prominence shows that China-Africa corporate advertising is unique in its frequent use of win-win-oriented and sector-dependent technical lexicons to indicate the promotional intent. It is also found that move structures vary across different sub-types of China-Africa corporate advertising. Text-externally, the findings reveal a mixture of different discourses within the discursive space of China-Africa corporate advertising. In addition, the results suggest that Chinese companies invest more rhetorical efforts in enhancing the China-Africa community than African counterparts who tend to perceive China-Africa cooperation as the main avenue to attract worldwide partnerships. The findings have some practical implications for discourse construction in the Belt and Road Initiative context and shed light on the evolving nature of advertising discourse, particularly in the China-Africa win-win business context.
{"title":"Exploring Generic Features in China-Africa Corporate Advertising: A Critical Genre Analysis","authors":"Meiling Wang, Liming Deng","doi":"10.1515/CJAL-2022-0311","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0311","url":null,"abstract":"Abstract China-Africa corporate advertising is emerging as an example of the corporate advertising genre in response to the specific rhetorical context of China-Africa win-win cooperation. Drawing on Bhatia’s Critical Genre Analysis (2017), this study explores the text-internal and text-external generic features of China-Africa corporate advertising by analyzing 50 collected samples. The analysis of text-internal prominence shows that China-Africa corporate advertising is unique in its frequent use of win-win-oriented and sector-dependent technical lexicons to indicate the promotional intent. It is also found that move structures vary across different sub-types of China-Africa corporate advertising. Text-externally, the findings reveal a mixture of different discourses within the discursive space of China-Africa corporate advertising. In addition, the results suggest that Chinese companies invest more rhetorical efforts in enhancing the China-Africa community than African counterparts who tend to perceive China-Africa cooperation as the main avenue to attract worldwide partnerships. The findings have some practical implications for discourse construction in the Belt and Road Initiative context and shed light on the evolving nature of advertising discourse, particularly in the China-Africa win-win business context.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"462 - 483"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41416991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data (drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts, which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.
{"title":"“Even I Can Do It”: Chinese Ethnolinguistic Minority Learners’ Investment in Creative Writing and Its Impact","authors":"Shizhou Yang, B. Reynolds","doi":"10.1515/CJAL-2022-0302","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0302","url":null,"abstract":"Abstract Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data (drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts, which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"340 - 359"},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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