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.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Let’s Talk LGBTQIA+:Strategies and Activities for Teaching Diversity and Inclusion in the Foreign Language Classroom at the College Level

In this presentation,the author explores strategies and activities that create a welcoming and nurturing environment for LGBTQIA+foreign language students at the college level in the United States.Indeed,as it is commonly stated,there is a clear lack of visibility,acceptance/tolerance,and inclusion of LGBTQIA+voices(active and proactive)in foreign language teaching and learning(pedagogical material as well as in-class attitudes and delivery).The reasons for this deficiency are diverse since they cover not only outward discrimination against and/or indifference(passive-aggressive behavior)toward the LGBTQIA+community and its plight,but they also illustrate the sheer,physical inexistence of quality material that can be used to create,present,and foster a welcoming and all-encompassing classroom environment that addresses the diverse spectrum of the LGBTQIA+community while its members try to learn a foreign language and(positively)negotiate how to express their very identity in their new language of choice.Moreover,the scant material that is available in the United States as well as in other Western countries where the LGBTQIA+community by and large is accepted-at least from the legal point of view-hardly represents and covers the subject matter in a satisfactory way.To address this gap,the author will provide some examples in European Portuguese(EP)and Italian(IT),followed by a courtesy translation in English,to illustrate some positive activities and strategies for including LGBTQIA+-related subject matter in the foreign language classroom at the college level.It is his desire that instructors of other foreign languages duplicate in their respective vernaculars the strategies and activities herein presented in order to create a welcoming and safe classroom environment that embraces the LGBTQIA+community as it goes through the enjoyable journey of learning a new language and culture.

An Empirical Study on Foreign Language Majors’Needs for Ideological and Political Education Elements in Chinese Universities

The paper takes 2076 undergraduate students majoring in foreign languages from 15 Chinese universities as the research subjects to investigate their demand for ideological and political education elements in foreign language courses.The results show that:(1)Students have high needs for ideological and political education elements in foreign language courses;(2)There are differences in students’needs for ideological and political education elements across different dimensions.Students have higher demand for dimensions such as personal qualities,cultural literacy,moral cultivation,and patriotism,while their demand for dimensions related to constitutional law and political identity is relatively low.Therefore,foreign language majors in Chinese universities should optimize the supply of ideological and political education elements in their courses according to students’needs,and improve the effectiveness of moral education in these courses.

An Empirical Study on Students’Evaluation of Moral Education in Foreign Language Education in China

Students’evaluation of moral education is of great significance for improving the quality of teaching.Through a survey of 2715 undergraduates majoring in foreign languages,this paper analyzes their evaluation of the moral education.Findings show that students speak highly of teachers’competence in moral education,teaching methods and the integration of moral education in the textbooks,but not in the course assessment and the overall effect of moral education.Suggestions were proposed accordingly to improve moral education of foreign language education in China.

Research on Foreign Language Talent Cultivation Mode Based on the Concept of Language Security

Language security is an important part of national security,and in the current complex international environment,the issue of language security is becoming more and more prominent and has become an unignorable part of national security strategy.As the bridge and link of international communication,foreign language talents’language skills and the level of national security awareness directly affect our country’s international image and the effect of international communication.Therefore,the establishment of a foreign language talent cultivation mode based on the concept of language security is not only an important way to improve the quality of foreign language education but also a realistic need to safeguard national security and promote international exchanges.Starting from the influence of the language security concept on foreign language talent cultivation,this paper analyzes the foreign language talent cultivation mode based on the language security concept,with a view to providing new ideas and methods for the development of foreign language education.

Research Nexus and Implications of Learner Identity in Foreign Language Education

One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.

Research on the Status Quo and Improvement Needs of Foreign Language Teachers’ Teaching Competence in Curriculum-Based Ideological Education in Xinjiang Colleges and Universities

This study investigated the status quo and further improvement needs of foreign language teachers’teaching competence in curriculum-based ideological education(CIE)in Xinjiang colleges and universities.The results show that the teachers’teaching competence in CIE is generally good,with the“cultivating quality”being the highest and the“scientific research quality”the lowest;there still exist several problems,such as teachers’lack of theoretical knowledge in CIE,lack of teaching resources,and insufficient abilities in teaching design and research.It is hoped that with the support and efforts from university administrations,teachers can improve their teaching competence in CIE through various approaches adopted and multiple measures taken,thus optimizing their teaching effectiveness,promoting the construction of CIE in Xinjiang colleges and universities in the new era,and contributing to Xinjiang’s high-quality development.

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.

Pragmatic Transfer and Foreign Language Proficiency A Study Based on Chinese EFL Learners ＇ Refusal

The present study is designed to investigate the relationship between pragmatic transfer and foreign language proficiency so as to test the hypotheses of previous researchers on this issue.The result indicates that evidence of pragmatic transfer exists in the refusals of learners’English at all three proficiency levels.Furthermore,pragmatic transfer increases as learners’proficiency increases.This phenomenon is possibly related to the traditional English teaching mode in China which put much attention to grammar and form instead of communicative and pragmatic competence development.To solve such problem,pragmatic instruction of English need be advocated:learners’pragmatic awareness should be developed as early as possible and pragmatic knowledge need be added all through the process of language teaching.

Plain language in the healthcare of Japan:a systematic review of“plain Japanese”

Objective:Despite the decrease in the number of foreign visitors and residents in Japan due to the coronavirus disease 2019,a resurgence is remarkable from 2022.However,Japan's medical support system for foreign patients,especially residents,is inadequate,with language barriers potentially causing health disparities.Comprehensive interpretation and translation services are challenging,but“plain Japanese”may be a viable alternative for foreign patients with basic Japanese language skills.This study explores the application and obstacles of plain Japanese in the medical sector.Methods:A literature review was performed across these databases:Web of Science,PubMed,Google Scholar,Scopus,CINAHL Plus,Springer Link and Ichushi-Web(Japanese medical literature).The search covered themes related to healthcare,care for foreign patients,and scholarly articles,and was conducted in July 2023.Results:The study incorporated five papers.Each paper emphasized the language barriers foreign residents in Japan face when accessing healthcare,highlighting the critical role and necessity of plain Japanese in medical environments.Most of the reports focused on the challenges of delivering medical care to foreign patients and the training of healthcare professionals in using plain Japanese for communication.Conclusion:The knowledge and application of plain Japanese among healthcare professionals are inadequate,and literature also remains scarce.With the increasing number of foreign residents in Japan,the establishment of a healthcare system that effectively uses plain Japanese is essential.However,plain Japanese may not be the optimal linguistic assistance in certain situations,thus it is imperative to encourage more research and reports on healthcare services using plain Japanese.

The Dynamic Interplay Between Language Motivation and English Speaking Fluency:Implications for Effective Teaching Strategies

In this study,we aim to investigate the reciprocal influence between language motivation and English speaking fluency among language learners,and to draw implications for effective teaching methodologies.By analyzing multiple cases of language learners in conjunction with relevant theories and practical insights,the study uncovers a dynamic correlation between language motivation and speaking fluency.The research findings indicate that heightened language motivation can positively impact learners’speaking fluency,while improved oral skills,in turn,bolster learners’language confidence and motivation.Building on these insights,the study proposes impactful teaching approaches,such as cultivating learners’enthusiasm for language acquisition,providing diverse opportunities for oral practice,and fostering active engagement in language communication.These strategies are designed to enhance language motivation and speaking fluency among learners,offering valuable guidance and reference for educators.

Influencing Factors of Communicative Language Teaching:A Student Perspective from English Majors

Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.

Reflections on Cultivating Critical Thinking in Foreign Language Courses in the Context of Integrating Ideological and Political Theories in All Courses

The education reform of integrating ideological and political theories in all courses is crucial in fostering virtue through education.In the new era,foreign language courses are increasingly prominent in moral education.Learning a language is not just about mastering its language form but also about critically examining the cultural connotations and thinking patterns embedded within it.Therefore,cultivating students’critical thinking skills should be a key focus in foreign language education.First,this paper examines the importance of fostering students’critical thinking in foreign language courses.Second,considering the characteristics of Chinese college foreign language courses,we propose that if we want to cultivate critical thinking among students through foreign language courses,we need to effect pattern transformations across four aspects:teaching philosophy,teaching content,teaching methodology,and teaching evaluation.These transformations also present requirements for foreign language teachers.They should focus on enhancing their comprehensive literacy,including ideological and political literacy,teaching design skills,and the ability to integrate teaching materials with logical thinking.And China’s Standards of English Language Ability(the CSE)serves as an important reference indicator for implementing these transformations.

The Situation, Policies, and Development of Foreign Language Education in Contemporary China

Foreign language education is an important part of Chinese education,but the overall foreign language education in China is still relatively underdeveloped.Foreign language education and policies in contemporary China are closely related to China’s political,economic,and social development.The contemporary Chinese foreign language education and policies,since the establishment of New China in 1949,can be divided into four periods.The first period is a period of domination by the Russian language(1949–1956),the second period is a period of exploration and transformation(1956–1966),the third period is a period of interruption(1966–1978),and the fourth period is a period of development and improvement(1978 to present).Understanding foreign language education and policies in contemporary Chinese universities can contribute to the future development of foreign language education and policies in China.

Development of International Chinese Language Education in Iran:An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.

On the Correlations among Affective Variables,Learning Strategies and Language Proficiency

Affective variables and learning strategies are two important factors that influence language proficiency. In the investigation conducted by the author,there is no sure causal connection being found among the three factors. Further,affective variables seems prevail over learning strategies of the influence on language proficiency and it is the primary element in language study process.

The Effect of Language Proficiency on the Teaching Knowledge Acquisition of English Student Teachers——Comparison of Three Repetitive Lessons

Based on the framework of classroom teaching learning process analysis, this study explores the relationship between language proficiency and the acquisition of teaching knowledge in the sample of three English repetitive lessons in senior high school by two English student teachers. After quantitative and qualitative analysis, it was found that the higher the level of language, the greater the improvement of teaching knowledge;the student with high language level has made rapid progress in teaching design, slow progress in teaching management and student learning, while the progress of the student with low language level is slow in all aspects. This study has important reference value for pre-service foreign language teacher education.

The Relationship Between“Form-focused Approach”and “Language Proficiency”

In recent years,language researchers and teachers are paying more attention to form- focused language teaching approach. Second language teaching developed from an extreme of Focus of Forms to another extreme of Focus on Meaning. After the failure of two extremes,researchers synthesize the advantages and disadvantages of both methods and show more interests in Focus on Form( Hereinafter referred to as "F on F"). A good deal of scholars from all over the world start doing further researches into F on F. However,related studies of the relationship between Fon F and Language Proficiency are deficient. Based on the previous theories and researches of F on F,this article talks about the definitions of F on F and Language Proficiency respectively and analyses the relationship between F on F and Language Proficiency. Moreover,the author comes up with some problems existing in language teaching in current China and throws a sprat to further researches.

A Path Analysis of the Interrelationship Among EFL Learners’ Humor Style, Anxiety, and Language Proficiency

Humor is a complicated part of the human experience and therefore an important dimension of humanity’s unique ability for language. The main purpose of this study is to find which dimension of humor styles can better predict anxiety and language achievement. The participants of the present study were 210 (103 female and 107 male) Iranian advanced EFL learners with different ages, both genders, and various educational backgrounds. Convenience sampling was employed to collect data. This study utilized one test and two questionnaires which are Preliminary English Test (PET), the Humor Styles Questionnaire (HSQ), and The Foreign Language Classroom Anxiety Scale (FLCAS). Path Analysis and Pearson correlation were used to analyze data. Results showed that all four sub-constructs of humor styles, affiliative humor (β=-0.27, p < 0.05), self-enhancing humor (β=-0.31, p < 0.05), aggressive humor (β= 0.17, p < 0.05), and self-defeating humor (β= 0.20, p < 0.05) are significant predictors of learners’ anxiety. However, among four sub-constructs of humor styles, only affiliative humor (β=-0.32, p < 0.05), and self-enhancing humor (β=-0.25, p < 0.05) are positive significant predictors of learners’ Language Achievement. In addition, language achievement is predicted negatively by anxiety (β=-0.26, p < 0.05). Two paths from aggressive humor to language proficiency (β= 0.09, p > 0.05), and from self-defeating humor to language proficiency (β= 0.07, p > 0.05) were not significant and removed from the model. With regards to the field of foreign language, humor has been identified as a powerful means to decrease students’ anxiety in a foreign language learning situations and it helps language learners in performing in a foreign language.