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A Quantitative and Qualitative Analysis of Strategy of Translation Based on TAPs
Issue:
Volume 7, Issue 5, September 2019
Pages:
182-187
Received:
11 April 2019
Accepted:
16 July 2019
Published:
5 August 2019
Abstract: The strategy of translation is understood as equivalent to the problem-solving strategy in this research. The article adopts a mixed approach to the contrastive analysis of Chinese-English (C-E) and English-Chinese (E-C) translation strategy based on think-aloud protocols. Research question is: What similarities and differences can be found between C-E and E-C translation strategy? It is hoped that research findings can shed some light on the translation strategy research and education of student translators’ translation competence.
Abstract: The strategy of translation is understood as equivalent to the problem-solving strategy in this research. The article adopts a mixed approach to the contrastive analysis of Chinese-English (C-E) and English-Chinese (E-C) translation strategy based on think-aloud protocols. Research question is: What similarities and differences can be found between...
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Mind-Map-Based POA Enabling Phase Design of an Advanced English Unit
Yin Zhuhui,
Ouyang Yating
Issue:
Volume 7, Issue 5, September 2019
Pages:
188-193
Received:
17 June 2019
Accepted:
12 July 2019
Published:
7 August 2019
Abstract: This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, enabling, and assessment” phases. In the enabling stage of this study, mind-mapping is used as a supporting device to help students get the structure for their “production” task. For instance, keywords can be written on the mind map branches as a reminder for an oral task, and complete sentences can be produced on the basis of the key words in the mind map. Then with plenty of enabling activities, students get the language and ideas for their tasks. Eventually the structure, the language and the ideas together assist students with their “productions”. Preliminary evaluation of the research design received positive feedback, evidence primarily in the form of task samples and learner interviews on the pros and cons of this particular teaching methodology. The meaning of this research rests with its attempt to contextualize a new theoretical framework, a classroom practice guided in a principled way, which, in turn, might generate a variety of insights and interpretations from various aspects.
Abstract: This paper presents the teaching practice of an Advanced English course for English majors within the framework of POA (Production-Oriented Approach), focusing on the various activities in the enabling stage involving mind mapping. The POA teaching procedure, as a holistic loop involving teaching, learning and evaluation, consists of “motivating, e...
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Understanding Misunderstandings from Socio-cognitive Approach to Pragmatics
Zhou Honghui,
Chen Dongchun
Issue:
Volume 7, Issue 5, September 2019
Pages:
194-201
Received:
20 June 2019
Accepted:
4 August 2019
Published:
19 August 2019
Abstract: Misunderstanding is an old and open question especially in the linguistic domain, but few concerns have put on this important topic recently. To reconsider this problem and offer instructive views, the new theoretical perspective and approaches are needed. A new theory “socio-cognitive approach to pragmatics” (SCA) dubbed by Istvan Kecskes offers a fresh angle for understanding misunderstandings. Other than traditional pragmatics and cognitive pragmatics, SCA standing in the middle point tries to integrate them and explain linguistic phenomenon with both social and cognitive factors. This study tries to examine misunderstandings under SCA, especially its view of Common Ground Co-construction. First, it is assumed that the root cause of misunderstanding lies in egocentrism, which are both an intrinsic property of verbal communication and a mechanism of individual thinking. Then, with a detailed analysis of CG co-construction deficiency and misunderstandings from the perspective of CG co-constructionism of SCA, it is illustrated how egocentrism causes different misunderstandings. In so doing, this study digs out the root cause of misunderstanding by taking speaker and hearer as a whole, and considering both the social factors and cognitive factors, which is a fresh practice on the “speaker-hearer pragmatic model” of SCA.
Abstract: Misunderstanding is an old and open question especially in the linguistic domain, but few concerns have put on this important topic recently. To reconsider this problem and offer instructive views, the new theoretical perspective and approaches are needed. A new theory “socio-cognitive approach to pragmatics” (SCA) dubbed by Istvan Kecskes offers a...
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Using Reading to Learn Pedagogy to Improve Chinese Writing among Ethnic Minority Students in Hong Kong: A Quasi-experimental Study
Xian Han Huang,
Mark Shiu Kee Shum,
Chung Pui Tai,
Dan Shi
Issue:
Volume 7, Issue 5, September 2019
Pages:
202-212
Received:
2 July 2019
Accepted:
3 August 2019
Published:
28 August 2019
Abstract: Reading to Learn (R2L) is a widely used pedagogy in numerous countries. However, most studies on R2L pedagogy focused on teaching English as a second language. Chinese is a Sino-Tibetan language that adopts a nonalphabetical orthography, and only a few studies have discussed the application of R2L pedagogy in teaching Chinese as a second language. To fill this gap, a quasi-experimental study was adopted to explore the effectiveness of R2L pedagogy in improving the performance of ethnic minority students in Hong Kong in terms of Chinese composition. Four teachers and 103 students from two middle schools were invited to participate in the study, which lasted for three months. The hypothesized positive effects on increased student writing performance in the explanatory genre were demonstrated via empirical data. Moreover, R2L pedagogy improved the students’ awareness of the importance of incorporating various stages and details when writing essays. Student participation considerably increased with additional support from peers and teachers. However, teachers encounter three challenges in implementing R2L pedagogy. First, they must possess a basic understanding of systemic functional linguistic theory and R2L pedagogy before designing the curriculum. Second, full participation might conflict with the limited teaching time during the implementation of R2L pedagogy. Third, teachers must deal with students’ various learning needs due to the latter’s diverse language levels and backgrounds. The practical implications of this study have also been discussed.
Abstract: Reading to Learn (R2L) is a widely used pedagogy in numerous countries. However, most studies on R2L pedagogy focused on teaching English as a second language. Chinese is a Sino-Tibetan language that adopts a nonalphabetical orthography, and only a few studies have discussed the application of R2L pedagogy in teaching Chinese as a second language. ...
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Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges
Issue:
Volume 7, Issue 5, September 2019
Pages:
213-217
Received:
22 July 2019
Accepted:
16 August 2019
Published:
4 September 2019
Abstract: Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.
Abstract: Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students ...
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An Empirical Study on the Impact of an Automated Writing Assessment on Chinese College Students’ English Writing Proficiency
Issue:
Volume 7, Issue 5, September 2019
Pages:
218-229
Received:
29 June 2019
Accepted:
27 August 2019
Published:
11 September 2019
Abstract: Automated writing evaluation (AWE) is an online essay scoring system which can provide feedback and revising advice to teachers and students. In this paper, an empirical study was carried out to explore the impact of Writing Roadmap2.0 (WRM2.0)-an automated writing assessment system on the English writing proficiency, which is reflected in three dimensions-the language form, the contextual structure and the writing quality of non-English major freshmen in China. In this study, 100 participants were divided into the experimental class (EC) and the controlled one (CC) at random, with 50 ones in each class. Both qualitative method and quantitative method were adopted for data collection and analysis, including the pre- and post-tests on WRM2.0, teacher-assessed writing task and interviews. The results revealed that while there was no significant difference in the writing proficiency in pre-test on WRM2.0 between EC and CC, the former outperformed the latter in both post-test on WRM2.0 and teacher-assessed writing task in the final exam in two dimensions: the language form and the writing quality. With regard to the aspect of contextual structure, EC benefited a little on WRM2.0. Generally speaking, this empirical study observed positive impact of WRM2.0 on writing proficiency of L2 students in China. It is expected that the findings will provide references for the further integration of AWE with writing teaching and learning in the EFL classroom.
Abstract: Automated writing evaluation (AWE) is an online essay scoring system which can provide feedback and revising advice to teachers and students. In this paper, an empirical study was carried out to explore the impact of Writing Roadmap2.0 (WRM2.0)-an automated writing assessment system on the English writing proficiency, which is reflected in three di...
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The Third-year Vet Med Students’ English Course Content and Learning Outcomes: Causes of Poor Performance
Issue:
Volume 7, Issue 5, September 2019
Pages:
230-234
Received:
17 August 2019
Accepted:
4 September 2019
Published:
20 September 2019
Abstract: The Third-Year Vet Med Students at the University of Kinshasa have been learning English for three years. Unfortunately, they are not able to speak, listen, read and write English. This fact needs and an investigation in order to find out the causes of this phenomenon. The investigation can involve many aspects such as the teaching methods, teaching materials, the course content, the students’ background, learning outcomes, etc., but this article tackles only the course content and learning outcomes. This paper aims at examining the course content and the learning outcomes in order to detect the causes of the Third-Year Vet Med students’ poor performance in English. To reach this aim, both the course content and learning outcomes are examined on the basis of Syllabus Review Method. The course content is examined in order to make sure if it has all important sections such as course title, course description, learning outcomes, course syllabus, learning activities, Assessment types, required and recommended readings, and feedback for evaluation since these sections have a considerable impact on the students’ performance. Moreover, the learning outcomes are examined in order to check whether they are clearly stated and measurable. When learning outcomes are clearly stated and measurable, both lecturer and students work together so as to achieve them at the completion of the course. The article starts by literature review of course content and learning outcomes; thereafter it presents the course content and learning outcomes mentioned in the Third-Year Vet Med Students’ course handout. Next, it discusses the course content and learning outcomes with respect to recommendations proposed by the Course Planning Service and literature review. This discussion has led to the conclusion that the Third-Year Vet Med Students’ poor performance is due to the poor course content and lack of clear and measurable learning outcomes. Therefore, it is suggested to conduct a scientific research about the Vet Med Students’ needs in order to design appropriate course content with clear and measurable learning outcomes on the basis of Communicative Learning Principles.
Abstract: The Third-Year Vet Med Students at the University of Kinshasa have been learning English for three years. Unfortunately, they are not able to speak, listen, read and write English. This fact needs and an investigation in order to find out the causes of this phenomenon. The investigation can involve many aspects such as the teaching methods, teachin...
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The What, Why and How of Conducting Focus-Group Research
Issue:
Volume 7, Issue 5, September 2019
Pages:
235-239
Received:
17 February 2019
Accepted:
6 September 2019
Published:
21 September 2019
Abstract: Qualitative research methodology is considered to be appropriate if a researcher plans to scrutinise a new area of study or research a topic when it is not suitable to use observational techniques such as attitudes and decision-making. The choice of any research methodology depends on the purpose of the research. In social science research, the three most common qualitative methods are observation, interviews, and focus groups. Each method is particularly suitable for obtaining a specific type of data. For example, the use of observation is suitable for collecting data on naturally occurring behaviour found in their usual contexts. Interviews are most appropriate for collecting data on people’s personal histories, perspectives, and experiences, particularly when exploring sensitive topics. Focus groups are effective in obtaining information on how groups of individuals think or feel about a specific issue and they also give greater insight into why certain beliefs are held. This paper aims to highlight different issues with regard to using focus groups as a qualitative method in the field of social sciences that can be integrated into an overall study design or can occur independently when a specific issue is being investigated. It starts off with an overview of focus groups and presents the values and limitations of using focus groups followed by some principles for composing them. The paper also discusses the role of the moderator. It concludes with the ethical considerations that should be taken into account when planning to use the focus group methodology.
Abstract: Qualitative research methodology is considered to be appropriate if a researcher plans to scrutinise a new area of study or research a topic when it is not suitable to use observational techniques such as attitudes and decision-making. The choice of any research methodology depends on the purpose of the research. In social science research, the thr...
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Characteristics of Conceptual Metaphor: A Case of Metaphorical Expressions Based on Human Senses in Vietnamese
Issue:
Volume 7, Issue 5, September 2019
Pages:
240-244
Received:
20 August 2019
Accepted:
12 September 2019
Published:
5 October 2019
Abstract: Conceptual Metaphor (CM) is the main factor in the thinking process of people as well as in the way people perceive the around world and at the same time. Although they are using conceptual metaphors, they do not find it is a metaphor. In the view of Cognitive Linguistics (CL) - a quite new approach in linguistics considering language as part of general cognition and thinking. Regarding language as an essential part of cognition, the field of metaphors has been focused on in the research of linguistics in the world. This may be explained that researchers have found the general characteristics of metaphors in languages. Vietnamese is not an exception, especially in expressing CM based on human senses (HSs). In other words, in Vietnamese, people use conceptual metaphors in a way that think or conceptualize the “target” domain through the “source” domain by experiencing their body parts and the nature systematically. This article refers to the characteristics of metaphors in the view of CL in detail along with special evidences in Vietnamese metaphorical expressions based on HSs. The related words and phrases were saved in order to serve examining their meanings if they were concrete or abstract in the view of CL in the online dictionaries so that the meanings of them were explained the most completely along with the descriptive, analytic and synthetic methods which are for describing the data collected to set up a foundation for analysis in clarifying the CM’s characteristics. The study brought a both general and particular view for learning a language with a hope to be applied in the research’s content for teaching, learning and translating for learners or researchers of Vietnamese more effectively.
Abstract: Conceptual Metaphor (CM) is the main factor in the thinking process of people as well as in the way people perceive the around world and at the same time. Although they are using conceptual metaphors, they do not find it is a metaphor. In the view of Cognitive Linguistics (CL) - a quite new approach in linguistics considering language as part of ge...
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