Chinese Journal of Applied Linguistics最新文献_第5页

Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach 通过预测学习者的理解来比较不同英语变体的可理解性：一种语音实验方法

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0102

Chao Wu, Fang Gao

{"title":"Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach","authors":"Chao Wu, Fang Gao","doi":"10.1515/CJAL-2023-0102","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0102","url":null,"abstract":"Abstract In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson’s correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach’s alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"46 1","pages":"19 - 30"},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134336","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}

引用次数: 0

Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of From an ELF Perspective 功能负荷原理是否预测了语音对比对ELF用户的可理解性有多重要？ELF视角下的部分复制

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0101

G. O’Neal, Lance Latham

{"title":"Does the Functional Load Principle Predict How Important Phonemic Contrasts Are to Intelligibility Among ELF Users? A Partial Replication of From an ELF Perspective","authors":"G. O’Neal, Lance Latham","doi":"10.1515/CJAL-2023-0101","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0101","url":null,"abstract":"Abstract The Functional Load (FL) principle predicts that high FL phonemic contrasts, such as /i:/ and /ɪ/, contribute more to the mutual intelligibility of pronunciation than low FL phonemic contrasts, such as /u:/ and /ʊ/. In order to assess whether the FL principle accurately predicts intelligibility under English as a Lingua Franca (ELF) conditions, this study partially replicated the first study to empirically support the FL principle: Munro and Derwing (2006). Chinese speakers of English recorded 24 sentences containing target words with high and low FL phoneme substitutions, and 171 Japanese university students listened to the sentences and transcribed the target words into standard orthography. The hypothesis of this study is that the target words with high FL phoneme substitutions will be less intelligible than the target words with low FL phoneme substitutions. The results showed that the target words with high FL phoneme substitutions were indeed lower in intelligibility than the target words with low FL phoneme substitutions, and furthermore cumulative high FL phoneme substitutions lower intelligibility even more. The results are consistent with Munro and Derwing’s (2006) finding that high FL phoneme substitutions lower comprehensibility more than low FL phoneme substitutions, and thus this study claims to have replicated one aspect of their study even under ELF conditions.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"46 1","pages":"3 - 18"},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48965161","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}

引用次数: 0

Chinese Abstracts 中文摘要

4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/cjal-2023-0110

引用次数: 0

An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period 新冠肺炎疫情期间英语综合阅读课同步在线教学模式的学习满意度及问题探讨

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0107

Guihua Ma

引用次数: 0

Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English 是去钓鱼还是去钓鱼？英语学习者对形容分词的困惑

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0104

Hye K. Pae, Jing Sun, Haiyang Ai, Elizabeth Lowrance Falhaber

引用次数: 0

An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education 中学英语教学中学生和教师对语言文学整合的认知探索

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0106

Lina Sun

{"title":"An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education","authors":"Lina Sun","doi":"10.1515/CJAL-2023-0106","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0106","url":null,"abstract":"Abstract The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well as possible pedagogical strategies. Graphic novels were used in the program, facilitated by such literacy activities as reader’s theatre, keeping a reflection journal, literature circles, and explicit vocabulary teaching. This exploratory case study lasted for four months, collecting data from student and teacher participants, classroom observations, semi-structured interviews, reflection journals, artifacts, and relevant documents. Using the framework of a critical literacy approach to second/foreign language teaching, this study finds that with explicit teacher guidance and critical pedagogies, students developed high-order reading/thinking skills, multiple perspectives, historical empathy, and agency by engaging in multiliteracies practices through language-literature integration. Additionally, by highlighting some of the challenges and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future research and practice.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"46 1","pages":"88 - 105"},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43028513","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}

引用次数: 0

Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback 中国高水平英语学习者策略在建构性反馈中的应用研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2023-02-01 DOI: 10.1515/CJAL-2023-0105

Beibei Song

{"title":"Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback","authors":"Beibei Song","doi":"10.1515/CJAL-2023-0105","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0105","url":null,"abstract":"Abstract In cross-cultural and interlanguage pragmatics, constructive feedback (CF), defined as “the identification of a problematic action and advice on how to change or correct the problem” (Nguyen & Basturkmen, 2010, p. 125), has received little attention. To fill this gap, similarities and differences between native Chinese speakers, native American speakers, and high-proficiency Chinese EFL learners’ CF are explored in this study. In particular, how these learners’ strategy applications in CF differ from those of American and Chinese speakers is examined. Data were collected through discourse completion tests (DCTs) owing to their advantages in controlling social variables and their efficiency in eliciting rich data within a limited time (Leech, 2014). In total, 42 participants were randomly selected from three groups: 14 native Chinese speakers, 14 native American speakers, and 14 high-proficiency Chinese EFL learners. The results revealed significant differences in strategy employment in CF among the three groups, with the highest disparity elicited in hedge strategies. Here, EFL learners resembled American speakers in six of the eight hedge strategies. However, they had the same percentage in terms of compliments as the Chinese speakers. With regard to supportive moves, there were no significant differences among the three groups. As a pioneering investigation, the aim of this study is to call for further research on CF.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"46 1","pages":"71 - 87"},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481365","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}

引用次数: 0

Source Work in China-Based and Western SSCI Journal Articles: Preferences of Reporting Structures of English Academic Articles Published in China and in English-Speaking Countries 来源于中国和西方SSCI期刊文章：中国和英语国家发表的英语学术文章的报道结构偏好

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0407

Min Zhou, Zhixiang Sun

{"title":"Source Work in China-Based and Western SSCI Journal Articles: Preferences of Reporting Structures of English Academic Articles Published in China and in English-Speaking Countries","authors":"Min Zhou, Zhixiang Sun","doi":"10.1515/CJAL-2022-0407","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0407","url":null,"abstract":"Abstract The purpose of this study is to examine the use of reporting verbs (RVs) in China-based and Western SSCI indexed English journal articles. Writing samples (N=168) are compared in terms of the frequencies of RVs, selection of high-frequency RVs and the evaluative orientations of RVs. The results suggest that whereas both English academic articles published in China and English academic articles published in English-speaking countries use similar varieties of RVs. Using the resources of appraisal theory, we found that English academic articles published in Chinas use fewer discourse RVs; they tend to use more neutral RVs, providing no overt intersubjective stance on the cited evidence, whereas English academic articles published in English-speaking countries favor more positive RVs to endorse the evidence during the argument. In particular, English academic articles published in China rarely employ negative and critical RVs. Academic writers’ preferences of RVs are not only due to their language proficiency, but also due to their discursive tradition and underlying cultural values. They also have to do with the journals’ coverage of topics and attitude toward academic debates and original thinking. The comparative findings have implications for English academic articles published in China, especially those based in non-English-speaking countries, when they try to use RVs to develop authorial stance in English: that is, to distinguish the semantic stance of RVs and cultivate cross-language and -culture awareness.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"596 - 611"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47402898","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}

引用次数: 0

Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development 我们是谁，我们能做什么，我们在想什么?EAP教师发展述评

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0403

Jianying Du, Weiping Li, Qiong Li

引用次数: 1

A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank 基于依赖树库的中国英语学习者时间状语从句排序分布的发展研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2022-11-01 DOI: 10.1515/CJAL-2022-0404

Wenwen Li, Yijun Long

{"title":"A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank","authors":"Wenwen Li, Yijun Long","doi":"10.1515/CJAL-2022-0404","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0404","url":null,"abstract":"Abstract Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese, which brings about difficulties for Chinese EFL learners. Based on the theory of Dependency Grammar, the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning, intermediate and advanced levels. The results show that: 1) Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause. With the increase of proficiency, the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language. 2) The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English, showing a tendency of 100% preposition, which ascribes to the high frequency and salience of subordinators in English. 3) MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners. As a kind of natural language, interlanguage has a unique cognitive mechanism which distinguishes from both native and target language. This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses, as well as data support from empirical research for language teaching.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"551 - 565"},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552664","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}

引用次数: 0