With the rapid development of economy and technology, China’s overall national strength, international status and influence have increased considerably. China has entered into the cultural output era, and it is important to tell China’s stories well, spread China’s voice and present a real and comprehensive China to the world. In the past several decades, China’s practical cooperation with other countries continues to develop, as well as the larger international games and conferences, attracting a quantity of people from overseas travelling in and out of China. Most public places have offered pubic signs in bilingual language, which effectively serve people at home and abroad. The public signs have become the most direct and common medium for people around the world to get to know China. Meanwhile, the quality of public signs’ translation directly reflects the social landscape and human civilization of a country and a city. This essay will focus on the Chengdu 2021 FISU World University Games to be held from July to August 2023, and jointly study the 5W mode of communication with the Chinese-English Dictionary of Chengdu 2021 FISU World University Games Public Signs, discuss and analyze the quality and communication effect of Chinese-English public signs in the five aspects of communication subject, content, media, audience and effect, hoping can provide some new insights to the public signs’ translation.
{"title":"On the C-E Translation of the Chengdu Public Signs from the Perspective of Communication Theory","authors":"Mei Tian","doi":"10.22158/elsr.v4n3p50","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p50","url":null,"abstract":"With the rapid development of economy and technology, China’s overall national strength, international status and influence have increased considerably. China has entered into the cultural output era, and it is important to tell China’s stories well, spread China’s voice and present a real and comprehensive China to the world. In the past several decades, China’s practical cooperation with other countries continues to develop, as well as the larger international games and conferences, attracting a quantity of people from overseas travelling in and out of China. Most public places have offered pubic signs in bilingual language, which effectively serve people at home and abroad. The public signs have become the most direct and common medium for people around the world to get to know China. Meanwhile, the quality of public signs’ translation directly reflects the social landscape and human civilization of a country and a city. This essay will focus on the Chengdu 2021 FISU World University Games to be held from July to August 2023, and jointly study the 5W mode of communication with the Chinese-English Dictionary of Chengdu 2021 FISU World University Games Public Signs, discuss and analyze the quality and communication effect of Chinese-English public signs in the five aspects of communication subject, content, media, audience and effect, hoping can provide some new insights to the public signs’ translation.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"12 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":"122481486","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 research aims to investigate the effects of two teaching sequences – interleaving and blocking – on the participants’ use of three types of cohesive devices (conjunctions, conjunctive adverbs and prepositions [thereafter CCPs]) in their argumentative essays. The participants included 50 native Cantonese-speaking university students taking an academic writing course. Interleaving refers to the teaching sequence in which learners practice several skills at one time whereas in blocking only one skill is practiced at one time.Prior to essay writing, participants were taught CCPs using sentence transformation. One class was taught using interleaving and the other blocking. The first and the second drafts of the argumentative essay served as pre-and post-tests. The total numbers of CCPs used correctly both syntactically and semantically in their argumentative essays were counted for the pre-tests and post-tests for both groups. Results of Paired Samples and Independent t-tests suggest that neither of the two teaching sequences was more effective than the other in raising the participants’ total instances of CCPs; however, blocking appears to be more effective in boosting the use of prepositions as linking words. Sentence transformation, whether administered in the interleaved or blocked sequence, was considered to have served the teaching purpose of providing an opportunity for the students to engage in serious thinking about the semantic relationship between two given sentences.
{"title":"Effect of Teaching Sequence on ESL Students’ Learning of Syntactic Cohesive Devices Using Sentence Transformation","authors":"F. Siu","doi":"10.22158/elsr.v4n3p31","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p31","url":null,"abstract":"This research aims to investigate the effects of two teaching sequences – interleaving and blocking – on the participants’ use of three types of cohesive devices (conjunctions, conjunctive adverbs and prepositions [thereafter CCPs]) in their argumentative essays. The participants included 50 native Cantonese-speaking university students taking an academic writing course. Interleaving refers to the teaching sequence in which learners practice several skills at one time whereas in blocking only one skill is practiced at one time.Prior to essay writing, participants were taught CCPs using sentence transformation. One class was taught using interleaving and the other blocking. The first and the second drafts of the argumentative essay served as pre-and post-tests. The total numbers of CCPs used correctly both syntactically and semantically in their argumentative essays were counted for the pre-tests and post-tests for both groups. Results of Paired Samples and Independent t-tests suggest that neither of the two teaching sequences was more effective than the other in raising the participants’ total instances of CCPs; however, blocking appears to be more effective in boosting the use of prepositions as linking words. Sentence transformation, whether administered in the interleaved or blocked sequence, was considered to have served the teaching purpose of providing an opportunity for the students to engage in serious thinking about the semantic relationship between two given sentences.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"6 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":"123700052","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 shows how, through a participative production of student’s community of the Metropolitan Polytechnic University of Hidalgo in Mexico, it is possible to improve the academic performance of new students in the propedeutic course of mathematics. The production consists of the design, development and application of an educational video game focused on mathematics, specifically algebra. As a result of the participation of students, there is a larger identification and a sense of belonging to their engineering. This is a benefit for students who aspire to be admitted in the Engineering of Animation and Visual Effects because, in addition to receiving feedback about the topics that are learnt in class, they can observe digital scenes and 3D animations that they will be able to create during their university studies.
{"title":"Participative Production of Students in the Development of Math Video Games at Higher Level Education","authors":"Yair Olvera, Mario Gea, Ivone Resendiz","doi":"10.22158/elsr.v4n3p14","DOIUrl":"https://doi.org/10.22158/elsr.v4n3p14","url":null,"abstract":"This paper shows how, through a participative production of student’s community of the Metropolitan Polytechnic University of Hidalgo in Mexico, it is possible to improve the academic performance of new students in the propedeutic course of mathematics. The production consists of the design, development and application of an educational video game focused on mathematics, specifically algebra. As a result of the participation of students, there is a larger identification and a sense of belonging to their engineering. This is a benefit for students who aspire to be admitted in the Engineering of Animation and Visual Effects because, in addition to receiving feedback about the topics that are learnt in class, they can observe digital scenes and 3D animations that they will be able to create during their university studies.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129010622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese Idiom Stories is concerning traditional Chinese literature, which consists of plenty of cultural-loaded words. Regarding the relevant classification, the culture-loaded words in source text are grouped into six types. By exploring the annotation of cultural-loaded words in translation, this paper presents three types of methods and three principles of annotation. To begin with, the author provides an overview of domestic and foreign research on annotation. In addition, the author analyses various definitions of cultural-loaded words and classification standards, and outlines his own classification standard. Last but not least, the author cites some examples for analysis and draws out the methods and principles of annotation.
{"title":"An Study on the Annotation of the Translation of Cultural-Loaded Words in Chinese Idiom Stories","authors":"Han-liang Chang, Ma Yongliang","doi":"10.22158/elsr.v4n2p191","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p191","url":null,"abstract":"Chinese Idiom Stories is concerning traditional Chinese literature, which consists of plenty of cultural-loaded words. Regarding the relevant classification, the culture-loaded words in source text are grouped into six types. By exploring the annotation of cultural-loaded words in translation, this paper presents three types of methods and three principles of annotation. To begin with, the author provides an overview of domestic and foreign research on annotation. In addition, the author analyses various definitions of cultural-loaded words and classification standards, and outlines his own classification standard. Last but not least, the author cites some examples for analysis and draws out the methods and principles of annotation.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121289040","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 analyses the three expressions of English metaphors: nominal metaphors; verbal metaphors; adjective metaphors from the perspective of cognitive linguistics. For nominal metaphors, the author starts from metaphorical mapping mechanism, interpreting the different syntactic features of them: as a subject, an object, a predicate, an appositive and a possessive, figuring out the reasons for producing nominal metaphors and its cognitive approach. For verbal metaphors, this paper has, in detail, analyzed three different categories of them: the verbal metaphors with a logical subject predicate collocation; the ones with a logical verb, object collocation; and with a logical subject, predicate, object collocation with the above three kinds of linguistic theories, obtaining the forming mechanism of the verbal metaphors and its working ways in languages. For the adjective metaphors, this paper mainly applies the mapping theory between a source domain and a target domain in Conceptual Integration Theory. A comprehensive, detailed and systematical analysis of adjective meanings in basic adjective metaphors and metaphorical combinations of basic adjectives leads to the following conclusion: the combination of basic adjective metaphors is the result of the “Least Effort Principle” with characteristics of simplicity and popularity. In addition, it also possesses the capability to produce richer metaphorical expressions.
{"title":"A Cognitive Approach to Expressions of English Metaphors","authors":"Li Xue","doi":"10.22158/elsr.v4n2p178","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p178","url":null,"abstract":"This paper analyses the three expressions of English metaphors: nominal metaphors; verbal metaphors; adjective metaphors from the perspective of cognitive linguistics. For nominal metaphors, the author starts from metaphorical mapping mechanism, interpreting the different syntactic features of them: as a subject, an object, a predicate, an appositive and a possessive, figuring out the reasons for producing nominal metaphors and its cognitive approach. For verbal metaphors, this paper has, in detail, analyzed three different categories of them: the verbal metaphors with a logical subject predicate collocation; the ones with a logical verb, object collocation; and with a logical subject, predicate, object collocation with the above three kinds of linguistic theories, obtaining the forming mechanism of the verbal metaphors and its working ways in languages. For the adjective metaphors, this paper mainly applies the mapping theory between a source domain and a target domain in Conceptual Integration Theory. A comprehensive, detailed and systematical analysis of adjective meanings in basic adjective metaphors and metaphorical combinations of basic adjectives leads to the following conclusion: the combination of basic adjective metaphors is the result of the “Least Effort Principle” with characteristics of simplicity and popularity. In addition, it also possesses the capability to produce richer metaphorical expressions.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133737357","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}
“Great Ideological and Political Courses” conforms to the goal of talent training in the new era, which is the practical innovation of reforming ideological and political education in universities. At present, the problems of foreign language courses with ideological-political elements in universities are (1) loose cooperation between professional teachers and ideological and political workers, and (2) disconnected goals between teaching and educating students. In this study, the model of education community can help solve these problems, and is constructed from the perspectives of the coordination between professional teachers and ideological and political workers, the formulation of macro-cultivation scheme, and the complementary between professional and extracurricular classes, which will be applied to all aspects of foreign language education at university level, so as to promote the construction of ideological and political theories teaching in all courses (IPTTIAC).
{"title":"Model Construction of Education Community for Foreign Language Major: A “Great Ideological and Political Courses” Perspective","authors":"W. Xi, Zuo Jiaxin","doi":"10.22158/elsr.v4n2p171","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p171","url":null,"abstract":"“Great Ideological and Political Courses” conforms to the goal of talent training in the new era, which is the practical innovation of reforming ideological and political education in universities. At present, the problems of foreign language courses with ideological-political elements in universities are (1) loose cooperation between professional teachers and ideological and political workers, and (2) disconnected goals between teaching and educating students. In this study, the model of education community can help solve these problems, and is constructed from the perspectives of the coordination between professional teachers and ideological and political workers, the formulation of macro-cultivation scheme, and the complementary between professional and extracurricular classes, which will be applied to all aspects of foreign language education at university level, so as to promote the construction of ideological and political theories teaching in all courses (IPTTIAC).","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133962029","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}
Though there are not unified research findings in the effectiveness of role-play and simulation as experiential learning tools, they have been widely applied in negotiation pedagogical practices. This article aims to reexamine role-play and simulation in negotiation pedagogy. It discusses the current challenges with role-play and simulation in achieving the desired learning outcomes, authenticity, and dynamics. It also outlines the approaches and experiments with role-play and simulation for a better pedagogical model to address these challenges.
{"title":"Rethinking Role-play and Simulation in Negotiation Pedagogy","authors":"Jing Yu","doi":"10.22158/elsr.v4n2p149","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p149","url":null,"abstract":"Though there are not unified research findings in the effectiveness of role-play and simulation as experiential learning tools, they have been widely applied in negotiation pedagogical practices. This article aims to reexamine role-play and simulation in negotiation pedagogy. It discusses the current challenges with role-play and simulation in achieving the desired learning outcomes, authenticity, and dynamics. It also outlines the approaches and experiments with role-play and simulation for a better pedagogical model to address these challenges.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115061635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The novel Everything I Never Told You by contemporary Chinese-American author Celeste Ng portrays the challenges faced by a cross-cultural family consisting of James Lee, a Chinese-American university professor, and his white wife Marilyn, in 1970s America. She explores the intergenerational trauma caused by cultural conflicts. Centered around the death of their daughter Lydia, the novel delves into the intergenerational trauma experienced by the members of this cross-cultural family due to familial and societal conflicts. It also depicts how the family members rebuild trust, reconcile with each other, and heal from their trauma. Through this portrayal, the novel highlights the pressing need, amidst cultural clashes and social transformations, to embrace an inclusive and forward-looking perspective to embrace and adapt to the transformative changes.
{"title":"Combating Trauma Through a Family Approach in Celeste Ng’s Everything I Never Told You","authors":"H. Siqi","doi":"10.22158/elsr.v4n2p161","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p161","url":null,"abstract":"The novel Everything I Never Told You by contemporary Chinese-American author Celeste Ng portrays the challenges faced by a cross-cultural family consisting of James Lee, a Chinese-American university professor, and his white wife Marilyn, in 1970s America. She explores the intergenerational trauma caused by cultural conflicts. Centered around the death of their daughter Lydia, the novel delves into the intergenerational trauma experienced by the members of this cross-cultural family due to familial and societal conflicts. It also depicts how the family members rebuild trust, reconcile with each other, and heal from their trauma. Through this portrayal, the novel highlights the pressing need, amidst cultural clashes and social transformations, to embrace an inclusive and forward-looking perspective to embrace and adapt to the transformative changes.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"97 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113960709","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}
With the development of the discourse analysis theory, researchers have begun to pay attention to the meaning of discourse itself, and the meta-discourse has become a hot spot in discourse research. The definitions of meta-discourse in different schools are different and have their own biases, but the meta-discourse role has been widely accepted of organizing the discourse, expressing the author’s views, and considering the reader’s reflection, which is a way for the author to carry out the structure of the paper and organize ideas. From the perspective of Halliday’s system and function, this paper analyzes the three major functions of metadiscourse: ideational, interpersonal and textual metafunctions. The ideational metadiscourse can affect the propositional content and semantic interpretation of discourse to a certain extent. The interpersonal metadiscourse helps understand and evaluate propositional information, establish the relationship between the author and the reader and emphasize the interaction between them. The textual meta-discourse helps the writer express how they connect conceptual materials and how the text produces meaning in the context. In addition, the author believes that the use of the meta-discourse also reflects the interactive, inter-subjective, and dialogic features of the discourse.
{"title":"A Functional Study of Meta-discourse","authors":"Fanyu Mao","doi":"10.22158/elsr.v4n2p139","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p139","url":null,"abstract":"With the development of the discourse analysis theory, researchers have begun to pay attention to the meaning of discourse itself, and the meta-discourse has become a hot spot in discourse research. The definitions of meta-discourse in different schools are different and have their own biases, but the meta-discourse role has been widely accepted of organizing the discourse, expressing the author’s views, and considering the reader’s reflection, which is a way for the author to carry out the structure of the paper and organize ideas. From the perspective of Halliday’s system and function, this paper analyzes the three major functions of metadiscourse: ideational, interpersonal and textual metafunctions. The ideational metadiscourse can affect the propositional content and semantic interpretation of discourse to a certain extent. The interpersonal metadiscourse helps understand and evaluate propositional information, establish the relationship between the author and the reader and emphasize the interaction between them. The textual meta-discourse helps the writer express how they connect conceptual materials and how the text produces meaning in the context. In addition, the author believes that the use of the meta-discourse also reflects the interactive, inter-subjective, and dialogic features of the discourse.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132112865","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 examines how modern educational theory informs laboratory management practices and the importance of doing so. Theoretical analysis reinforced that laboratory management significantly impacts students’ learning and development. Furthermore, strategies that apply modern educational theories to laboratory management were proposed. We aim to provide practical guidance based on modern educational theory to improve laboratory management practices, ultimately creating conducive conditions for student learning and development.
{"title":"Research on Laboratory Management from the Perspective of Modern Education Theory","authors":"Ke Liu","doi":"10.22158/elsr.v4n2p133","DOIUrl":"https://doi.org/10.22158/elsr.v4n2p133","url":null,"abstract":"This paper examines how modern educational theory informs laboratory management practices and the importance of doing so. Theoretical analysis reinforced that laboratory management significantly impacts students’ learning and development. Furthermore, strategies that apply modern educational theories to laboratory management were proposed. We aim to provide practical guidance based on modern educational theory to improve laboratory management practices, ultimately creating conducive conditions for student learning and development.","PeriodicalId":440676,"journal":{"name":"Education, Language and Sociology Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134562581","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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