English Language Teaching and Linguistics Studies最新文献_第3页

The Mechanism of Identification in the External Dissemination of the Discourse of “Community of a Shared Future for Mankind” 人类共同未来社区 "话语对外传播中的认同机制

English Language Teaching and Linguistics Studies Pub Date : 2023-12-07 DOI: 10.22158/eltls.v5n5p101

Huimin Tao

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Analyzing L2 Classroom Dynamics: A Conversation Analysis Perspective 分析第二语言课堂动态：会话分析视角

English Language Teaching and Linguistics Studies Pub Date : 2023-12-07 DOI: 10.22158/eltls.v5n5p117

Shuangchang Wen

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A Contrastive Study on Two English-Translated Texts of the First Memorial to the King Before Setting off for War Under Functional Equivalence Theory 功能等价理论下《出征前献给国王的第一份纪念》两份英译文本的对比研究

English Language Teaching and Linguistics Studies Pub Date : 2023-12-07 DOI: 10.22158/eltls.v5n5p128

Ziya Li

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A Study on Teacher Feedback and AES Feedback in Chinese College students’ English Writings 中国大学生英语写作中的教师反馈和 AES 反馈研究

English Language Teaching and Linguistics Studies Pub Date : 2023-12-05 DOI: 10.22158/eltls.v5n5p81

Tong Guo

{"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}

引用次数: 0

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” 小学英语初级教师与资深教师阅读教学活动设计的比较研究——基于“英语学习活动观”

English Language Teaching and Linguistics Studies Pub Date : 2023-09-08 DOI: 10.22158/eltls.v5n4p53

Hanxi Fang

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Affective Factors and Pedagogical Implications in Young Learners’ English Learning 青少年英语学习的情感因素及其教学意义

English Language Teaching and Linguistics Studies Pub Date : 2023-09-08 DOI: 10.22158/eltls.v5n4p45

Beixuan Guo

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Challenges Encountered by Teachers in the Implementation of Quality Assurance Measures 教师在实施质量保证措施中遇到的挑战

English Language Teaching and Linguistics Studies Pub Date : 2023-09-07 DOI: 10.22158/eltls.v5n4p32

Luo Rui

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The Effectiveness of English Writing Teaching in Junior Middle School Based on Production-Oriented Approach 基于生产型教学法的初中英语写作教学的有效性

English Language Teaching and Linguistics Studies Pub Date : 2023-08-31 DOI: 10.22158/eltls.v5n4p20

Xiujuan Zhang, Fang Fan

{"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}

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Research on Possible Causes and Solutions about the Problem of Second Language Vocabulary Acquisition Decay 二语词汇习得衰退的可能原因及对策研究

English Language Teaching and Linguistics Studies Pub Date : 2023-08-30 DOI: 10.22158/eltls.v5n3p393

Gongke Luo

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The Translation of Culture-Specific Items (CSIs) in Yellow River Cultural Corpus: A Case Study of History of the Yellow River 黄河文化语料库中特定文化条目的翻译——以《黄河史》为例

English Language Teaching and Linguistics Studies Pub Date : 2023-08-30 DOI: 10.22158/eltls.v5n3p381

Chaonan Tian

引用次数: 0