Studies in English Language Teaching最新文献

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Chinese MTI Students’ Multiple Identities Construction: A Qualitative Study 中国理工学院学生多重身份建构的质性研究
Studies in English Language Teaching Pub Date : 2023-05-25 DOI: 10.22158/selt.v11n2p165
Junmin Cai, L. Wu
{"title":"Chinese MTI Students’ Multiple Identities Construction: A Qualitative Study","authors":"Junmin Cai, L. Wu","doi":"10.22158/selt.v11n2p165","DOIUrl":"https://doi.org/10.22158/selt.v11n2p165","url":null,"abstract":"This article aims at unraveling Chinese MTI (Master of Translation and Interpreting) students’ multiple identities. The cultural shift of translation studies gives impetus to carry out research on identity and translation. However, the identity research of translators remains a nascent field, with insufficient attention given to the aspects of dynamicity and multiplicity. Regarding MTI students as translators, L2 users, and graduate students, this article delves into the interrelationship of their multiple identities. These three identities are gradually constructed and might interact with each other during MTI students’ graduate learning and translation practice, further affecting their self-cognition, professional emotions, and behaviors in translation practice. Finally, the article investigates the factors contributing to the construction of MTI students’ multiple identities. Considering the emergence of the field of MTI, it is necessary to systematically evaluate the external and internal factors that affect the development of MTI students’ multi-identities, so as to better adjust the construction of MTI major.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126690418","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
Salience and Learned Attention: A Study on the Perception of Uninflected Verbs by Brazilian Portuguese-English Bilinguals 显著性与习得性注意:巴西葡英双语者对未屈折动词感知的研究
Studies in English Language Teaching Pub Date : 2023-05-25 DOI: 10.22158/selt.v11n2p188
Kelly Cesário de Oliveira, Cândido Oliveira
{"title":"Salience and Learned Attention: A Study on the Perception of Uninflected Verbs by Brazilian Portuguese-English Bilinguals","authors":"Kelly Cesário de Oliveira, Cândido Oliveira","doi":"10.22158/selt.v11n2p188","DOIUrl":"https://doi.org/10.22158/selt.v11n2p188","url":null,"abstract":"The present study explores the potential reasons for L2 users’ difficulty with inflectional morphology. We investigated the effects of salience and learned attention on the processing of second language inflectional morphology by Brazilian Portuguese(BP)-English bilinguals. To analyze the effects of salience, we tested L2 users’ perception of past regular verbs and past irregular verbs ending with /?t/, which involves a more salient change in the verb root. To probe the influence of learned attention, we compared their behavior concerning regular past tense makers (–ed) and regular present tense markers (–s), as the latter occurs in a grammatical context in which Portuguese uses null morphemes. We conducted an Acceptability Judgment Task to observe L2 users’ behavior in relation to sentences that were ungrammatical due to the use of uninflected verbs. The results indicate that the participants were more sensitive to the absence of regular past tense than to the absence of regular present tense marking, but the absences of regular and irregular past tense markings were perceived similarly. The study's results corroborate models that account for the effects of cross-linguistic influence on learned attention to linguistic cues and also reverberate through second language teaching practices.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121331448","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: 1
A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University 英语专业学生批判性思维倾向研究——以S大学本科英语专业学生为例
Studies in English Language Teaching Pub Date : 2023-05-24 DOI: 10.22158/selt.v11n2p156
Wan Yiming, Zhang Wenzhuo, Bian Saisai
{"title":"A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University","authors":"Wan Yiming, Zhang Wenzhuo, Bian Saisai","doi":"10.22158/selt.v11n2p156","DOIUrl":"https://doi.org/10.22158/selt.v11n2p156","url":null,"abstract":"This article focuses on undergraduate English majors at S University as research subjects, using the Chinese revised version of the California Critical Thinking Disposition Inventory (CTDI-CV) by Peng Meici. Using SPSS 26.0, the study analyzed the current status of critical thinking disposition among S University students and the differences in scores among different groups. The following conclusions were drawn: Overall, the critical thinking disposition of S University undergraduate English majors is at a moderate to high level, and there are varying degrees of differences among different student groups in terms of gender, parents’ education level, grade, high school type, and whether they have taken the “English Speech and Debate” course. Based on these survey results, corresponding suggestions are provided.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123011292","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
The Use of Dynamic Assessment for Group Learners in the Language Classroom: A Literature Review 动态评价在语言课堂上对小组学习者的应用:文献综述
Studies in English Language Teaching Pub Date : 2023-05-24 DOI: 10.22158/selt.v11n2p148
Xiaotian Liu
{"title":"The Use of Dynamic Assessment for Group Learners in the Language Classroom: A Literature Review","authors":"Xiaotian Liu","doi":"10.22158/selt.v11n2p148","DOIUrl":"https://doi.org/10.22158/selt.v11n2p148","url":null,"abstract":"The paper reviews the research on the use of Dynamic Assessment (DA) in the language classroom instruction for group learners. DA assesses learners’ abilities in a comprehensive scope of Zone of Proximal Development (ZPD) from one continuum of actual independent performance to the other continuum of potential performance with external support, and DA also sees the external support offered as a driving force of advancing learners’ development within ZPD. With its unique view, DA sheds the new light to the ESL and EFL language teaching and learning, and most DA studies focus on its effectiveness in promoting the development of EFL and ESL learners’ language skills. However, most studies adopt DA in a one-on-one teacher-student model and address DA’s interplay with individuals’ ZPD, which discourages the implementation of DA in the language classrooms with group learners. This paper reviews the existing research on how DA mediates group learners in the language classroom. The review indicates that among the limited research, most studies follow from Group Dynamic Assessment (GDA) and few studies propose alternative DA approaches. All the studies reviewed confirm DA’s effectiveness of promoting group learners’ learning. However, given the dearth of research, it is insufficient to conclude on DA’s mediation of group learners in the language classroom, and more studies are needed.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130806391","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
Levels of English and Identity in Some Selected Texts from African Commonwealth Literary Discourse 从非洲英联邦文学话语中选择的一些文本中的英语水平和身份
Studies in English Language Teaching Pub Date : 2023-05-23 DOI: 10.22158/selt.v11n2p121
Eric Dzeayele Maiwong
{"title":"Levels of English and Identity in Some Selected Texts from African Commonwealth Literary Discourse","authors":"Eric Dzeayele Maiwong","doi":"10.22158/selt.v11n2p121","DOIUrl":"https://doi.org/10.22158/selt.v11n2p121","url":null,"abstract":"This work shows that African Commonwealth writers in their use of the English language have the possibility of deploying the three levels of English language identifiable in the African Commonwealth, in order to convey a veritable African experience with the needed authenticity. These levels include Acrolectal English, Mesolectal English, and Basilectal English. By using data from African Commonwealth Literary Discourse, selected from the writings of Achebe (1982), Asong (1995), and Tah (2015), and basing the analysis on structural linguistics, semiology, and Critical Discourse Analysis strands, the work proves that African Commonwealth writers succeed in this endeavor to varying degrees. It also establishes with empirical evidence that by using strategies like grafting, code-switching, code-mixing, punning, transliteration, intertextuality, and interdiscursivity, African Commonwealth writers through language competence can always meet their objectives. The work ascertains that the effective use of Acrolectal English helps in characterization, social criticism and creation of humour rather than a usurpation of the speech of characters, and that various forms of both Mesolectal English and Basilectal English often lead to a redefinition of identity. Thus, modern African Commonwealth writers who operate only at a single level of English language do so to their detriment, and risks degenerating into a startling anachronism.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125611013","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
"Just Teach Them Some English" “只要教他们一些英语就行了”
Studies in English Language Teaching Pub Date : 2023-05-23 DOI: 10.22158/selt.v11n2p139
K. J. Axton
{"title":"\"Just Teach Them Some English\"","authors":"K. J. Axton","doi":"10.22158/selt.v11n2p139","DOIUrl":"https://doi.org/10.22158/selt.v11n2p139","url":null,"abstract":"This paper chronicles the experiences of a native English-speaking teacher in an EFL situation at a Japanese kindergarten. The paper discusses how the author coped with certain problems that arose over a twenty-year period, and then explains what measures were taken in order to remedy some of those issues. Also, suggestions for others that may be in the same type of situation are made based on steps that were taken over the years to enhance the students’ learning and motivation during the lessons.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131623647","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
An Analysis on Chinese EFL Learners’ Understanding of “Direct Object/Subject” Garden Path Sentences 中国英语学习者对“直接宾/主”园径句的理解分析
Studies in English Language Teaching Pub Date : 2023-05-17 DOI: 10.22158/selt.v11n2p80
Yu Bao, Yi Zhang
{"title":"An Analysis on Chinese EFL Learners’ Understanding of “Direct Object/Subject” Garden Path Sentences","authors":"Yu Bao, Yi Zhang","doi":"10.22158/selt.v11n2p80","DOIUrl":"https://doi.org/10.22158/selt.v11n2p80","url":null,"abstract":"The current study probes into the comprehension of “DO/S” GP sentences by Chinese EFL learners with different language proficiencies. 70 questionnaires are obtained. The results show that 60% triggering condition is not reached in high language proficiency group and no GP ambiguity is found, whereas the GP ambiguity is found and eliminated by low-proficiency group. And the level of language proficiency influences the emergence of GD phenomenon (x2=12.570, p=.000<.05). The Q&A test reveals the residual of the initial misunderstanding among learners. Although the 60% triggering condition is not reached, we find that the comprehension ability differs significantly between the two groups based on the scores of their answers (p=.004<.05). It can be safely concluded that the L2 proficiency will affect learners’ comprehension of “DO/S” GP sentences. The higher L2 proficiency learners gain, the more likely they may eliminate the ambiguation of GP sentences and there will be less residual of misunderstanding.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125721931","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
Emotions of L2 Learners in Different Contexts and Modes 二语学习者在不同语境和模式下的情绪
Studies in English Language Teaching Pub Date : 2023-05-17 DOI: 10.22158/selt.v11n2p91
J. Waterman, E. D. D. Figueiredo, K. Finardi
{"title":"Emotions of L2 Learners in Different Contexts and Modes","authors":"J. Waterman, E. D. D. Figueiredo, K. Finardi","doi":"10.22158/selt.v11n2p91","DOIUrl":"https://doi.org/10.22158/selt.v11n2p91","url":null,"abstract":"Considering the role of emotions in L2 use/learning and in different contexts and modes (online, hybrid, in-person), the present study aims to analyze and discuss the role of different emotions that emerged in those three contexts and modes. With that aim, we draw on two different sets of data produced as part of larger studies to discuss the role of emotions in online, in-person and hybrid settings in Brazil, Spain, the UK and the USA. Overall, results point to the need to address native-speakerism in L2 education as well as unpleasant feelings related to online learning and/or to abrupt transitions in learning modes.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123039338","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 Study on the English Translation of the Penal Code Section of Ta Tsing Leu Lee from the Perspective of Eco-Translatology: A Case Study of the English Translation by Sir George Thomas Staunton 生态翻译学视角下的《打青律》刑法典部分英译研究——以斯汤顿先生英译为例
Studies in English Language Teaching Pub Date : 2023-05-17 DOI: 10.22158/selt.v11n2p114
Zihan Lang, Jiakun Xue
{"title":"A Study on the English Translation of the Penal Code Section of Ta Tsing Leu Lee from the Perspective of Eco-Translatology: A Case Study of the English Translation by Sir George Thomas Staunton","authors":"Zihan Lang, Jiakun Xue","doi":"10.22158/selt.v11n2p114","DOIUrl":"https://doi.org/10.22158/selt.v11n2p114","url":null,"abstract":"Ta Tsing Leu Lee is an important milestone in China’s legal history. The well-established law code has rich content, including provisions on the basic principles of criminal law, the identification and punishment of various crimes, and judicial procedures. The promulgation and implementation of Ta Tsing Leu Lee promoted the transformation of China’s traditional legal system to a modern one and had a profound impact on later research on criminal law in China. The English version of this legal book translated by Sir George Thomas Staunton was the first attempt by Europeans to translate a whole Chinese legal book, which is of great significance for enriching the research on English translation of criminal law works. In this paper, an in-depth analysis of excerpts from the English translation of the penal code section of the book was conducted using the “three-dimensional transformation” theory of eco-translatology, including the linguistic, cultural adaptation, and communicative dimensions, in order to provide some insights for the English translation of contemporary legal books and their overseas spread.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"454 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114057715","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
Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication 运用体裁教学法提高大学生语篇标记语的意识和使用,提高口语交际中的语篇能力
Studies in English Language Teaching Pub Date : 2023-05-05 DOI: 10.22158/selt.v11n2p62
Vicky Wei-Chi, Pan
{"title":"Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication","authors":"Vicky Wei-Chi, Pan","doi":"10.22158/selt.v11n2p62","DOIUrl":"https://doi.org/10.22158/selt.v11n2p62","url":null,"abstract":"This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the Common European Framework of Reference for Languages (CEFR hereinafter) B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the students’ frequencies and varieties of DMs in the post-test. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that applying GBA to teach DMs helps students transfer receptive skills into productive skills used to express their thoughts orally.","PeriodicalId":198566,"journal":{"name":"Studies in English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122578368","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
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