On the Teaching Design of Graduates’EAP Course:Enhancing Language Proficiency and Critical Thinking Skills

This paper explores the integration of the bridge-in,objectives,pre-assessment,participatory activities,post-assessment and summary(BOPPPS)teaching model within the context of the post-graduates Academic English course.It discusses how this structured approach can effectively enhance students’language proficiency,foster critical thinking skills,and align with the multifaceted objectives of advanced English language education.The study provides a detailed examination of each BOPPPS component as applied to the post-graduates Academic English curriculum,supported by theoretical underpinnings and practical implications.

Foresights, Expectations and Implications of China＇s Foreign Language Proficiency Scaling and Rating Framework

Referring to the well established foreign language proficiency evaluation scale frameworks such as the CEFR （Common European Framework of Reference for Languages） in Europe and ILR （The Interagency Language Roundtable） scale in the United States, Chinese language education authority is dedicating great efforts to the contruction of the Chinese targeted and tailored national proficiency evaluation system. This initiative will tremendously subvert the traditional language learning and testing mechanism, bring phenomenal transformations and innovations to the future language learning and teaching approaches and methodologies, and meanwhile impose great influence on the language concerning administration and profession.

Language Proficiency, Classroom Attitudes and Linguistic Identity in Taiwan Residents Students： A Report from the National Taipei College of Business

This paper examines Taiwan Residents students＇ attitudes, beliefs, and behaviors in learning English, their language proficiency, cultural factors impacting communicative praxis, and responses toward the use of Chinese and English in daily life. In association with these aims, the author seeks to understand more about how student attitudes, convictions, and performance in foreign language learning and usage are impacted by the culture in which they live and their cultural self-identification. Questions asked in terms of this research include： ＂What are the principal challenges students face in learning English？＂; ＂How do students＇ personalities and cultures of learning transact with these challenges？＂; ＂How do students view their own cultural and linguistic identities in terms of English （and Chinese）？＂; and ＂Overall, what do students need and want from teachers to strengthen their own language skills and learning behaviors？＂. This study began by submitting three questionnaires to students in two ＂Language and Culture＂ classes at National Taipei College of Business in Taipei, Taiwan. There were a total of 76 students, and note that these are not English majors--they are majoring in the Department of Applied Foreign Languages. Although the sample is admittedly small, it is sufficient, and we can reach adequate conclusions about language usage, learning attitudes, and identity expectations in Taiwan Residents students

Exploration of the Impact of Language Proficiency on Vocabulary Association Patterns in English Language Education

This paper explores the lexical association patterns of English as a second language and their relationship with language proficiency.Through the vocabulary association test,the study analyzes the differences in vocabulary association between learners with different language levels.The participants were 100 non-native English-speaking un-dergraduate students from a top 200 university,such as the University of Nottingham,and a university outside the top 200,such as the University of Aberdeen;the two groups of learners differed in their vocabulary size and learning style.It was found that the two groups of learners differed significantly in vocabulary size,language background,and learning experience.In addition,the study raises three core questions:first,learners’lexical association patterns,second,dif-ferences in association among learners with different language proficiency levels,and third,other variables that affect vocabulary association ability.The limitations of the study are that reaction time was not measured and the influence of native language background on word association was not fully considered;future research should further explore these aspects.

Media Preference, Information Needs, and the Language Proficiency of Foreigners in Japan after the 2011 Great East Japan Earthquake

After the 2011 Great East Japan Earthquake, the Japanese government identified the lack of proficiency in the Japanese language as one characteristic of foreigners that should be considered in disaster prevention planning.This article seeks to understand how proficiency in a local language affects disaster information gathering behavior by using the results of a questionnaire survey conducted after the 2011 Great East Japan Earthquake. Respondents were categorized based on their Japanese and English language abilities. Their media mode, language preferences, information importance, and information-gathering difficulties also were examined. It was found that foreigners skilled in Japanese demonstrated similar information gathering behavior as Japanese respondents, but foreigners unskilled in Japanese showed little usage of Japanese-language media. This group also encountered difficulties due to a lack of Japanese proficiency, but many members were able to acquire some level of Japanese-language information through Internet-based methods. To address language proficiency in disaster prevention planning, information provision in languages other than Japanese should be increased, and Japanese information should be shared in a way that facilitates translation. Although this survey wassignificant in its scope, the results should be considered within the limitations of the Internet-based response collection and focus only on the less-affected area of Japan.

The Impact of Music Education on Children’s Cognitive Development:From Traditional Classrooms to Modern Digital Platforms

Music education has long been debated for its influence on children’s cognitive development,particularly regarding their thinking methods and adaptability.This article synthesizes research data to examine the cognitive benefits of music instruction,including increased IQ,language proficiency,memory,and attention.Traditional face-to-face training,while personalized and socially interactive,faces limitations such as budget constraints and accessibility.Modern digital platforms offer individualized learning paths with AI-driven feedback but may lack necessary interpersonal interaction.This paper proposes a hybrid approach to music education,integrating traditional and digital methods to maximize cognitive gains.Further research is recommended to explore the implementation of these integrated learning strategies in varied educational settings.

A Case Study of Grouping in Teaching Chinese as a Foreign Language Context

The multi effects of the grouping were rarely discussed under the context of the TCFL. This essay is to examine the application of grouping by language proficiency and within-class grouping based on a case study. It aims to fred out an optimal grouping system in the TCFL classroom based on the practical experience. It begins with a brief introduction on the history of TCFL and the objectives of this essay. A theoretical evidence of adopting grouping in MFL context is followed in the second section. On the basis of provided background information, grouping by language proficiency and within-class grouping are discussed and analysed with the case study in the following sections. Then it comes to the conclusion of the effects of these groupings in TCFL and recommendations for future researches.

The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom Level

With a growing number of foreign language studies on proficiency outcomes,it is imperative to address the challenge of measuring students’proficiency development in a language program where standardized proficiency testing is not readily available.This article reports administering a Chinese elicited imitation test(EIT)by an instructor to track students’global oral proficiency development in a small language program in a mid-size U.S.public university.The test results from the EIT of second language(L2)Chinese suggest that this tool can provide the instructor with valuable insights into students’oral proficiency.This study also discusses the potential practical value of using this EIT in a language program with limited resources for standardized proficiency assessment.The hope is that this study will encourage language educators who are not already doing so to start using empirical evidence from a valid and reliable proficiency measurement tool to reflect on,improve,and guide their instructional practices.

The Role of EQ in EFL Students＇ Foreign Language Learning

EQ （Emotional Quotient） is considered a key component in foreign language learning. This study examined the relationship between EFL （English as a Foreign Language） students＇ EQ and learning strategies, English proficiency with EIS （Emotinal Intelligence Scale） and Strategy Inventory for Language Learning as well as students＇ tests in English listening, speaking, reading, and writing. Pearson correlation and regression analysis were applied in the data processing. The subsequent data analysis reveals that there is significant relationship between EFL students＇ EQ and their learning strategies as well as English proficiency. The correlation between EQ and affective strategies and the correlation between EQ and English speaking proficiency are higher than others. The factors which contribute to the correlation are analyzed. Furthermore, it is suggested for EFL teachers to take measures to facilitate students＇ EQ in classroom teaching

The Application and Impact of Flipped Classroom Model in Intercultural Communication Teaching

Flipped classroom, as a new teaching method, brings new perspectives and practices to intercultural communication teaching. This paper discusses the application of flipped classroom in intercultural communication classrooms to enhance students’ language proficiency, communication skills, and intercultural awareness. Firstly, the definitions and importance of flipped classroom and cultural communication are introduced. Then, the paper explores how to integrate the principles and methods of flipped classroom into the practice of intercultural communication teaching, including pre-class activities, in-class interactions, and reflection. Finally, the advantages and challenges of implementing flipped classroom in intercultural communication classrooms are summarized, along with practical recommendations.

The Impact of Bilingual Education on Minority Students’Language Skills and Cultural Identity

This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative interviews,the research provides a comprehensive analysis of the effects of bilingual education.The results indicate that bilingual education significantly enhances students’proficiency in both their native and second languages,while also fostering a strong sense of cultural identity and pride.The qualitative data reveal that bilingualism serves as a bridge between cultures,allowing students to integrate elements from both cultures into their identities.Despite the observed benefits,challenges such as language attrition and societal pressures towards assimilation are discussed.The study concludes with recommendations for policy and educational practices to maximize the potential of bilingual education,emphasizing the importance of linguistic and cultural diversity in fostering inclusive educational environments.Future research directions are suggested to explore long-term outcomes and the role of technology in bilingual education.

A Synthesis of the Studies on Vocabulary Learning Strategies in ESL and EFL Learning

Vocabulary is the core of language learning.The efficiency of vocabulary learning may influence language learning outcome.Vocabulary learning strategies can help the learners to learn vocabulary more efficiently,and they are very useful and beneficial for language learners.This paper synthesizes the research on vocabulary learning strategies in ESL and EFL learning,including the studies on the definitions of vocabulary learning strategies,classifications of vocabulary learning strategies and previous main research areas.The previous research areas mainly involve in the following aspects:patterns and taxonomies of vocabulary learning strategies,gender difference and vocabulary learning strategies,language proficiency and vocabulary learning strategies,major or disciplinary difference and vocabulary learning strategies,vocabulary learning strategies used frequently and effectively,vocabulary learning strategies and learning outcomes,and vocabulary learning strategy training.

A Review of Three Misconceptions about Age and L2 Learning(Marinova‐Todd,et al.,2000)and Comments on Stefka H.Marinova-Todd,D.Bradford Marshall,and Catherine E.Snow’s“Three Misconceptions About Age and L2 Learning.”(Hyltenstam&Abrahamsson,2001)

Age has always been an important factor in studying second language acquisition.Marinova‐Todd points out three misconceptions about research in support of CPH and disputes the existence of a Critical Period in L2 learning.Hyltenstam&Abrahamsson refutes Marinova‐Todd’s“three misconceptions”.By contrasting and comparing the views and evidence from the two papers,the present author analyzes the differences among various claims on the rate of learning and different brain organization,as well as the possible causes for the disagreements.

Review on inferential situation models

This paper reviews the theories and studies in the field of inferential situation models. The Construction-Integration （CI） model, the Structure Building Framework （SBF） and 3 empirical studies are introduced. The paper concludes that future studies, from a quantitative approach, should make some improvements in test materials, language proficiency manipulation and language background.

Analyzing Tests for Curriculum and Materials Development

ELP （English Language Proficiency） testing is both time-consuming and wasteful if the texts are used merely as tools for assessment. CDA （Critical Discourse Analysis） is an approach that allows for text, processing and social analyses. This paper focuses on the problem-solution discourse pattern in a text selected from the responses of 86 Chinese law school freshmen to a writing test prompt that addressed problems with learning English. The text was compared and contrasted with the response of the same subject as a senior to the identical prompt. The objectives of the CDA were to investigate what constraints were placed on contents, relations and subjects in terms of discourse and to describe, interpret and explain formal features that function to elicit experiential, relational and expressive values simultaneously in the texts. Further analyses of such texts may contribute to ESP （English for Specific Purposes） curriculum and materials development for non-English majors

The Effect of Background Knowledge on EFL Learners＇ Reading Comprehension

Schema is known to play an important role in reading comprehension. The schema embodying the learners background knowledge of cultural familiar materials facilitates the understanding of the text （Pritchard, 1990）. Also Steffensen, Joag-Dev, and Anderson （1979） and Nelson （1987） proposed that the schemata embodying background knowledge influenced how well the text would be comprehended. However, Hudson （1982） and Carrell （1984） found there was no significant background effect in advanced level learners. From those studies, it seems that background effect is different at different language proficiency levels. Thus, the present study examines the interaction between background knowledge and language proficiency in reading comprehension. The participants were freshmen of National Chiayi University. They were divided into three language proficiency levels based on the General English Proficiency Test. Four reading comprehension tests were constructed to assess their reading comprehension： cultural familiar/unfamiliar text and topic familiar/unfamiliar text. The results of this study showed that participants had better performance on the culture/topic familiar text than the culture/topic unfamiliar text. Thus the findings suggest that the teacher can use teaching activities, such as pre-reading activities or vocabulary teaching to increase the background knowledge when teaching readings to EFL （English as a foreign language） learners

A Study on the Effects of Cooperative Learning in English Reading Class in Vocational Colleges

Since the late 1990s, the study on cooperative learning has been an educational fad in linguistic circle. The previous studies have shown that cooperative learning is a good method of learning. However, very few Chinese English teachers have really or commonly tried to apply the theory of cooperative learning in English reading class. On the basis of reading some related literatures, the author combine his teaching experience and the reality of the teaching subjects to put forward the following questions：l） Whether cooperative learning helps improve students＇ reading achievements？ 2） Whether cooperative learning can inspire students＇ motivation in learning English？ 3） Whether cooperative learning can improve students＇ English reading ability？ The results of the study show that cooperative learning used in the English reading class can not only stimulate students＇ learning interests, boost the students＇ motivation, but also raise their English language proficiency and reading ability.

An Evaluation of a Sample Cloze Tests

Cloze tests are best characterized as one of integrative tests in language testing and used widely in many kinds of English tests in China at present as they are claimed to be able to indicate overall language proficiency validly. The present evaluation clearly shows that cloze testing measures test takers' integrated language competence based on their reading abilities.

Incorporating Tabletop Games into EFL Teaching

Playing games in an English as a Foreign Language(EFL) class is educational and entertaining, and Chinese university students love playing tabletop games. However, teachers often find it difficult to implement tabletop games into their teaching.Based on some theories about using games for education, this essay will focus on how to appropriately incorporate tabletop games into English teaching in class, by illustrating the use of some tabletop games played in the author’s class, such as Dixit, Who’s the spy and UNO. Data collected via an online questionnaire were analyzed in relation to participants’ perceptions of the implementation of tabletop games into EFL teaching and the influences on their English study. The research suggests that playing tabletop games in EFL classes is practical and effective, and it positively affects university students on their language proficiency, skill sets and social life.

A Qualitative Study of Non-English Majors' Learner Autonomy in Out-of-class English Learning Contexts

The aim of the study was to explore non-Engish majors' actual practice of out-of class English learning activities and the relationship between out-of-class English learning and language proficiency. Data were gathered through qualitative methods by semi-structured interviews and observation with 6 non-English majors from Tianjin Foreign Studies University. Students' CET-4 scores were collected as well. Out-of-class observation was conducted with two participants who represent respectively high and low scores in CET. The results indicated that high scorers generally showed higher level of learner autonomy in out-of-class learning context. than low scorers. Most of the participants hoped to obtain more guidance and recommendations for learning materials and learning strategies so as to improve their language skills.