The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the inva...The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.展开更多
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl...While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.展开更多
By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomou...By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.展开更多
This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted i...This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.展开更多
Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have ...Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have achieved and identifies the three weaknesses to be addressed in the future.Firstly,there are divergences among scholars on the concept and subskills of critical thinking.Secondly,the teaching modes and methods explored by the experimental researches are more personalized than systematic,which reduces their application and guidance value.Thirdly,the reliability and validity of the experiments need to be improved,and the cultivation practices tend to improve the critical thinking skills of some students,without considering the differences among students,especially the students with relatively poor language proficiency.展开更多
EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies a...EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies are effective or not are questions to be explored.So,the author examined the relationship between Chinese EFL learners’test results and the use of motivated strategies for learning in English learning.Participants are students who have taken a high-stake standardized English proficiency test:IELTS(International English Language Testing System)with band score obtained.The results show that students’performance on high-stakes assessment is significantly associated with the use of motivated learning strategies like internal value in sharp contrast to test anxiety,which bears no relevance.Interviews are then implemented to candidates with different levels of English proficiency to figure out other related factors contributing to the test results.展开更多
Idiom acquisition plays an important role in the process of second language learning and acquisition.Proper understanding of linguistic transfer in terms of English idiom acquisition is helpful for EFL learners to imp...Idiom acquisition plays an important role in the process of second language learning and acquisition.Proper understanding of linguistic transfer in terms of English idiom acquisition is helpful for EFL learners to improve the efficiency of learning English and also facilitates the process of English teaching.This study examines the Chinese learner’s language transfer features manifested in their understanding of English idioms which are classified into five different types according to their linguistic forms and conceptual bases.The results suggest that equivalent linguistic forms and equivalent conceptual bases of idioms are helpful to cause positive transfer while different conceptual bases of idioms may result in negative cross-linguistic transfer.This article may contribute to the development of language transfer theory and provide pedagogical implications of how English idioms should be learned by students and taught by English teachers.展开更多
This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,G...This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,Gui&Yang,1999)consist of the compositions written freely by Chinese senior high school students(ST2)and the 3rd-and 4th-year English majors of Chinese universities(ST6).The study results show that four types of verb-noun collocation errors are frequently made due to incorrect L1 translation,misuse of relative synonyms,misuse of delexical verbs,and misuse of part of speech;the number of errors decreases with the development of language proficiency,especially errors by incorrect L1 translation and relative synonyms.And for both ST2 and ST6 EFL learners,errors resulted from incorrect L1 translation account for nearly a half with the same high-frequency words.It is also found that ST6 learners’competence in collocation and synonym identification doesn’t grow with the increase of their vocabulary,as is shown in the case of overusing delexical verbs in collocation,the same error made by ST2 learners,who have a significantly weaker command of delexical verbs.Implications of the findings are also discussed with the purpose of raising the awareness of collocation pedagogy and enhancing EFL learners’collocation competence.展开更多
我国的英语教育属于EFL(English as a Foreign Language)环境下的教育,在此背景下,学生的文化价值形成受到自身文化素养和教师文化观念的影响。我国高等教育“中国文化失语症”现象仍然存在,主要表现为关注语言教学超过文化教学,以及本...我国的英语教育属于EFL(English as a Foreign Language)环境下的教育,在此背景下,学生的文化价值形成受到自身文化素养和教师文化观念的影响。我国高等教育“中国文化失语症”现象仍然存在,主要表现为关注语言教学超过文化教学,以及本土文化渗透不足的现象。教师作为课程的主要实施者,要有较强的文化意识才能在教学实践中处理好本国文化和英语国家文化的关系,从思想上和行动上引领学生走出难以用英语表达中国文化知识的困境,培养时代所需的英语人才。展开更多
This paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFL college-level classrooms.Considering the limitations of traditional teacher-centered approaches an...This paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFL college-level classrooms.Considering the limitations of traditional teacher-centered approaches and the need for innovative methods,the study examines the integration of online collaborative tools,using Tencent Docs as an example.The discussion highlights the importance of critical thinking in the academic and professional spheres and introduces the concept of online collaborative documents for enhancing this cognitive skill.Through a detailed exploration,the paper presents a model of employing collaborative documents within a college English class,demonstrating how students collaboratively learning an article.Then,the paper discusses the pros and cons of employing this technology in classroom.The conclusion emphasizes the transformative potential of integrating technology into pedagogy and its role in creating a dynamic learning environment.The paper underscores the importance of striking a balance between technology and traditional methods,foreseeing avenues for further research and development.展开更多
DST(Dynamic system theory,动态理论系统)作为一个被广泛应用到各领域的理论,其无秩性、非线性的自组织特点与语言学领域具有异曲同工之妙。语言的学习往往是动态的,随着语境等的变化,用词、语法等都会有所不同,所以语言的学习是一个...DST(Dynamic system theory,动态理论系统)作为一个被广泛应用到各领域的理论,其无秩性、非线性的自组织特点与语言学领域具有异曲同工之妙。语言的学习往往是动态的,随着语境等的变化,用词、语法等都会有所不同,所以语言的学习是一个复杂的过程。如果把语言的学习也看作一个系统,那么语法,词汇等这些要素就是语言的子系统,各个子系统都处于动态的变化过程,与动态理论系统不谋而合。高校作为EFL教育的主战场,阅读、写作、听力、翻译四大板块中无疑写作板块是最考验综合能力的一部分。文章旨在从DST的视角分析高校EFL学习者的写作水平,分析目前高校EFL教学现状,提出对应的解决措施。展开更多
This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The res...This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys,a public school,Directorate of Education in Irbid(AL Kora Directorate of Education).First,the experimental group of 25 students selected and second the control group of 25 students was selected.To achieve the purpose of the study,a pre-/post reading comprehension test was designed.In addition,self-questioning strategywas used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the Teacher’s Book.Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group.Considering the research results,the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.展开更多
随着全球范围内英语教育的快速发展,EFL(English as a Foreign Language)教育在世界英语的发展中也取得了显著进展。为了提高自身在全球就业市场和全球化背景下的竞争力,学习者们需要通过EFL教育更深入地掌握第二语言习得的理论和实践...随着全球范围内英语教育的快速发展,EFL(English as a Foreign Language)教育在世界英语的发展中也取得了显著进展。为了提高自身在全球就业市场和全球化背景下的竞争力,学习者们需要通过EFL教育更深入地掌握第二语言习得的理论和实践。因此,作为语言研究者对EFL教育的历史背景和增长过程进行详细分析和讨论,对于理解这一领域的发展至关重要。中国及其他地区EFL教育的迅速发展伴随着大范围的英语语言教育可能会影响中国二语学习者的社会文化认同。根据社会文化理论,个体认知的形成和变化是由各种社会文化活动决定的。因此,对语言学习者的语言认知发展分析应与社会、文化和历史背景相结合,并以提高英语语言学习效率为最终目标。文章将探讨以下问题:现阶段EFL教育在中国和世界的发展现状、学习者们在EFL教育中社会文化身份认同的作用以及EFL教育的发展对中国学习者社会文化身份认同的影响。通过深入探讨这些问题,我们可以更好地理解EFL教育的历史和发展背景,以及它对中国和其他地区二语学习者社会文化认同的影响。这有助于我们制定更有效的语言教育政策和学习策略,以促进学习者们在全球化背景下更好地融入社会并实现个人价值。展开更多
基金sponsored by the Research Project of Jiangsu Social Science Fund Project,entitled“Research on Irrational Expression of Crisis Discourse”(Grant No.21YYD001)Basic Foreign Language Education Research Project of Changshu Institute of Technology,entitled“A Study on the Regulation Mechanism of Professional Happiness of Foreign Language Teachers in Primary and Secondary Schools from the Perspective of Positive Psychology”(Grant No.2022cslgwgy008).
文摘The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.
基金the Humanities and Social Sciences Project,China’s Ministry of Education(Grant Number:22YJA740016)the Key Project of Hubei Provincial Department of Education Philosophy and Social Science Research Fund(No.21ZD051)the Teaching and Research Fund of Hubei University of Technology(No.Xiao2022018).
文摘While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.
文摘By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.
文摘This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.
基金USST International Professional Certification and English Course ConstructionUSST Postgraduate Curriculum Construction ProjectThe Eleventh China Foreign Language Education Fund Project“On the Blended Teaching Model of Interpretation Course With the Synergistic Development of Interpretation Ability and Critical Thinking Ability”(ZGWYJYJJ11A071).
文摘Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have achieved and identifies the three weaknesses to be addressed in the future.Firstly,there are divergences among scholars on the concept and subskills of critical thinking.Secondly,the teaching modes and methods explored by the experimental researches are more personalized than systematic,which reduces their application and guidance value.Thirdly,the reliability and validity of the experiments need to be improved,and the cultivation practices tend to improve the critical thinking skills of some students,without considering the differences among students,especially the students with relatively poor language proficiency.
文摘EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies are effective or not are questions to be explored.So,the author examined the relationship between Chinese EFL learners’test results and the use of motivated strategies for learning in English learning.Participants are students who have taken a high-stake standardized English proficiency test:IELTS(International English Language Testing System)with band score obtained.The results show that students’performance on high-stakes assessment is significantly associated with the use of motivated learning strategies like internal value in sharp contrast to test anxiety,which bears no relevance.Interviews are then implemented to candidates with different levels of English proficiency to figure out other related factors contributing to the test results.
文摘Idiom acquisition plays an important role in the process of second language learning and acquisition.Proper understanding of linguistic transfer in terms of English idiom acquisition is helpful for EFL learners to improve the efficiency of learning English and also facilitates the process of English teaching.This study examines the Chinese learner’s language transfer features manifested in their understanding of English idioms which are classified into five different types according to their linguistic forms and conceptual bases.The results suggest that equivalent linguistic forms and equivalent conceptual bases of idioms are helpful to cause positive transfer while different conceptual bases of idioms may result in negative cross-linguistic transfer.This article may contribute to the development of language transfer theory and provide pedagogical implications of how English idioms should be learned by students and taught by English teachers.
文摘This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,Gui&Yang,1999)consist of the compositions written freely by Chinese senior high school students(ST2)and the 3rd-and 4th-year English majors of Chinese universities(ST6).The study results show that four types of verb-noun collocation errors are frequently made due to incorrect L1 translation,misuse of relative synonyms,misuse of delexical verbs,and misuse of part of speech;the number of errors decreases with the development of language proficiency,especially errors by incorrect L1 translation and relative synonyms.And for both ST2 and ST6 EFL learners,errors resulted from incorrect L1 translation account for nearly a half with the same high-frequency words.It is also found that ST6 learners’competence in collocation and synonym identification doesn’t grow with the increase of their vocabulary,as is shown in the case of overusing delexical verbs in collocation,the same error made by ST2 learners,who have a significantly weaker command of delexical verbs.Implications of the findings are also discussed with the purpose of raising the awareness of collocation pedagogy and enhancing EFL learners’collocation competence.
文摘我国的英语教育属于EFL(English as a Foreign Language)环境下的教育,在此背景下,学生的文化价值形成受到自身文化素养和教师文化观念的影响。我国高等教育“中国文化失语症”现象仍然存在,主要表现为关注语言教学超过文化教学,以及本土文化渗透不足的现象。教师作为课程的主要实施者,要有较强的文化意识才能在教学实践中处理好本国文化和英语国家文化的关系,从思想上和行动上引领学生走出难以用英语表达中国文化知识的困境,培养时代所需的英语人才。
文摘This paper explores the potential of applying online collaborative documents to foster critical thinking skills in EFL college-level classrooms.Considering the limitations of traditional teacher-centered approaches and the need for innovative methods,the study examines the integration of online collaborative tools,using Tencent Docs as an example.The discussion highlights the importance of critical thinking in the academic and professional spheres and introduces the concept of online collaborative documents for enhancing this cognitive skill.Through a detailed exploration,the paper presents a model of employing collaborative documents within a college English class,demonstrating how students collaboratively learning an article.Then,the paper discusses the pros and cons of employing this technology in classroom.The conclusion emphasizes the transformative potential of integrating technology into pedagogy and its role in creating a dynamic learning environment.The paper underscores the importance of striking a balance between technology and traditional methods,foreseeing avenues for further research and development.
文摘DST(Dynamic system theory,动态理论系统)作为一个被广泛应用到各领域的理论,其无秩性、非线性的自组织特点与语言学领域具有异曲同工之妙。语言的学习往往是动态的,随着语境等的变化,用词、语法等都会有所不同,所以语言的学习是一个复杂的过程。如果把语言的学习也看作一个系统,那么语法,词汇等这些要素就是语言的子系统,各个子系统都处于动态的变化过程,与动态理论系统不谋而合。高校作为EFL教育的主战场,阅读、写作、听力、翻译四大板块中无疑写作板块是最考验综合能力的一部分。文章旨在从DST的视角分析高校EFL学习者的写作水平,分析目前高校EFL教学现状,提出对应的解决措施。
文摘This study investigated the effect of the self-questioning strategy on English as a Foreign Language(EFL)for tenth-grade students’reading comprehension.A quasi-experimental design with two groups was employed.The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys,a public school,Directorate of Education in Irbid(AL Kora Directorate of Education).First,the experimental group of 25 students selected and second the control group of 25 students was selected.To achieve the purpose of the study,a pre-/post reading comprehension test was designed.In addition,self-questioning strategywas used to teach the experimental group,whereas a control group was taught by the conventional teaching strategies,as suggested in the Teacher’s Book.Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group.Considering the research results,the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.
文摘随着全球范围内英语教育的快速发展,EFL(English as a Foreign Language)教育在世界英语的发展中也取得了显著进展。为了提高自身在全球就业市场和全球化背景下的竞争力,学习者们需要通过EFL教育更深入地掌握第二语言习得的理论和实践。因此,作为语言研究者对EFL教育的历史背景和增长过程进行详细分析和讨论,对于理解这一领域的发展至关重要。中国及其他地区EFL教育的迅速发展伴随着大范围的英语语言教育可能会影响中国二语学习者的社会文化认同。根据社会文化理论,个体认知的形成和变化是由各种社会文化活动决定的。因此,对语言学习者的语言认知发展分析应与社会、文化和历史背景相结合,并以提高英语语言学习效率为最终目标。文章将探讨以下问题:现阶段EFL教育在中国和世界的发展现状、学习者们在EFL教育中社会文化身份认同的作用以及EFL教育的发展对中国学习者社会文化身份认同的影响。通过深入探讨这些问题,我们可以更好地理解EFL教育的历史和发展背景,以及它对中国和其他地区二语学习者社会文化认同的影响。这有助于我们制定更有效的语言教育政策和学习策略,以促进学习者们在全球化背景下更好地融入社会并实现个人价值。
