Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

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.

Four Dimensions of Integrating Chinese Culture Into College English Teaching From the Perspective of Tyler’s Basic Principles

Integrating Chinese culture into college English can not only enhance students’humanities literacy and cultivate their cultural confidence,but also facilitate the inheritance and international dissemination of Chinese culture.Taking Tyler’s curriculum framework as the starting point,this paper analyzes some factors that affect the integration of Chinese culture into the college English teaching and proposes some strategies for the integration of Chinese culture into college English teaching by innovating teaching objectives,enriching teaching contents,transforming modes of course delivery,and reconstructing the assessment system.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching.The ultimate goal of culture teaching in English teaching is to cultivate learners’cross-cultural communication skills.Cross-cultural communication is a two-way process,which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world.However,in actual English teaching,the teaching of Chinese culture is a mere formality,and the teaching effect is not obvious.Therefore,it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation,existing problems,and their causes,so as to provide suggestions for Chinese culture teaching in high school.

An Introduction to the Dissemination of Chinese Culture in English Teaching in Colleges and Universities

Language and culture are closely related,and understanding the cultural knowledge embedded in the process of language learning is an important goal of English teaching in colleges and universities.At present,the dissemination of Chinese culture in English teaching in colleges and universities is lacking,which affects the improvement of students’intercultural communication skills.In order to effectively solve such problems,we need to take effective measures to disseminate Chinese culture by combining teaching content and students’characteristics.This paper summarizes the problems of Chinese culture dissemination in English teaching in colleges and universities,and explores effective countermeasures and teaching considerations,hoping to provide teachers with valuable guidelines.

English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

On the social-cultural changes of English and Chinese words from ＂jiayou＂

Word is the most active factor in the research of culture connotations and it is essential in understanding the culture of target language. This article not only attempts to analyze non-equivalence in semantic and cultural connotation of words between Chinese and English words from cross-cultural perspective, but also highlights the profound understanding of the relation of culture, and language is the best way to avoid cross-cultural barriers and obstacles. Finally, by elaborating the loan words between two different cultures, the paper maintains the cultural integration out of respect, appreciation and acceptance is the embodiment of human social and cultural development of human society and the vitality of the cultural changes.

A Comparative Study on the Tense-Aspect of Auxiliary in English and Chinese

The aim of the paper is to give a general comparison about the structural composition of the AUX in English and Chinese mainly from the perspective of tense-aspect.Based on the basic construction of English AUX system,which includes such elements as Tense,Modal,Perfect aspect,Progressive aspect and Passive,the paper focuses on comparing the syntactic characteristics of tense element in the two languages.The final part of the paper briefly summarized predicted learning problems that Chinese learners of English as well as English learners of Chinese would have in learning English and Chinese respectively.

English Phonetics Problems under the Chinese Mother-tongue and Dialect Cultures and its Countermeasures

Many people do believe that the pronunciation just related to the phonetic transcription, if we can master it, then we have good pronunciation. However, during the process of language study, we can found that the phonetics is affected by many factors. The consonants problems or vowels problems or during the process of learning, their phonetics is also affected by their mother tongue and local dialect.

Vocabulary Gap in English-Chinese Translation

Due to the differences in living environments,customs etc.,vocabulary gap often appears in the process of English-Chinese translation.Understanding the causes of it and finding the ways to solve them are very important.

Chinese-English Translation of Advertisements

This paper is on the Chinese-English advertisement translation. It gives people an orderly discussion with examples in three parts:the problems in current advertisement translation, the causes of these problems, essential steps of making the Chinese-English translation of advertisement onto an appropriate way. This paper also suggests the principles of Chinese-English advertisement translation:natural, precise and understandable.

A Study on the Different Levels of“Attention”in the Processing of English Subjunctive Mood by Chinese Learners

“Attention”is a very vital cognitive mechanism.Cognitive psychology considers“attention”as the focus of mental activity and consciousness on an object.People engage their senses and memory to actively process the object in front of them.Theories of second language acquisition suggest that a large amount of input is the basis for language acquisition.At the same time,what is actively noticed by the learner can be effectively internalized.Thus,“attention”is also a non-linguistic factor that plays a significant role in language acquisition.The subjunctive mood is a major challenge in the teaching of English grammar.Generally speaking,the verbs in a sentence are used to distinguish between subjunctive and declarative sentences.In this paper,experimental utterances were written based on previous research by using verbs that are easy to cause ambiguity and confusion,and then set up the reinforced and non-reinforced attention conditions with different levels of“attention”to investigate whether there are different results and effects on subjects’comprehension of sentences under different levels of“attention”conditions.Under the different levels of“attention”,the subjects were examined to see whether there were different results in comprehension of the sentences and the impact of the different levels of“attention”.It was found that subjects in the reinforced“attention”condition comprehended sentences better,answered questions faster,and answered questions more correctly than subjects in the non-reinforced condition.This study also shed some light on English second language grammar teaching.

Cultural Vacancy in Chinese-English Translation and Its Compensation Strategies

Attempts are made to explore the relationship between culture and translation, reasons are illustrated for the phenomenonof cultural vacancy and compensation methods for cultural vacancy are demonstrated in Chinese-English translation. Such strate-gies as literal translation, liberal translation, transliteration, annotation and cultural omission are of great guidance to our transla-tion practice.

Non-linguistic Factors and Strategies on the English-Chinese Translation of Humor

The text have an in-depth discussion of the non-linguistic factors on the English-Chinese Translation of humor,and according to different types of humor,summarized the corresponding translation strategies,including the naturalization,replacement and explanation.

Cultural Influences on English-Chinese Translation

This paper analyses the cultural influences on English and Chinese translation.Cultural differences between English and Chinese have existed in geographical culture,traditional culture,religious culture,historical culture and customary culture in their long history.Only when English learners have a better understanding of the cultural factors as well as their influences on two languages,can they do a good job of English-Chinese translation.For English teachers,they should strengthen culture education and guide students to contact with Western culture materials extensively,and improve their cross-cultural awareness.

A Comparative Analysis of the Origin and Formation Between Chinese Characters and English Alphabets

This research is based on the framework of social constructivism,utilizing the principle of Human Universals as a methodology to compare the similarities and differences between the ideation and formation methods of Chinese characters and English alphabets.Through comparative analysis of the ideation of English letters(pictogramme)and the origin of Chinese characters,known as the"Six Categories Theory,"we discover their alignment in terms of social,traditional,and cultural aspects.This suggests that different ethnic groups share common features in terms of life experience,learning cognitive development,and thinking habits.This study also finds that the origins of English letters and Chinese characters share similar linguistic features in their methods of constructing letters/characters,such as pictographic,ideographic,and semantic characteristics.Exploring these commonalities contributes to promoting learning and communication between Chinese and English characters.Additionally,by focusing on socio-cultural aspects,traditional customs,and cognitive learning,this study aims to break away from the traditional linguistic research approach that solely focuses on language differences.This provides a broader perspective and richer dimensions for Chinese and English language learning,facilitating the development of cross-linguistic and cross-cultural communication.

On Cultural Differences between English and Chinese --From the Aspect of Seven Types of Meaning

This paper analyzes cultural differences of English and Chinese in terms of Seven Types of Meaning . It proceeds from the theory of Leech’s Seven Types of meaning , then comparatively illustrates with analysis of each type of meaning and cultural differences. And concludes with the cause of cultural differences and problems of it in cross-cultural communication with the hope that Chinese student could avoid Chinglish in learning and both Chinese and foreigners could avoid cultural shock when communicating with each other.

On the Translation of English-Chinese Idioms

The idiomatic phrase is equal to the phrase that people use frequently language in the world that had long and splendid history all contains large quantities of idiom. They form regular phrases and short sentences through long use and refinement in the development of language. The idiomatic phrases contain varied cultural information, embody a lot of cultural feature, and cultural background. The idiomatic phrases display distinct image and figure of speech, and they also have bright national characteristic and regional (local) color. The paper includes four parts. The first chapter is to introduce the generalization of idioms and translation, and the second part is to list four different definitions of idiom according to some translational experts, next step leads in classification and sources of idiom. The third chapter introduces some common strategies of idiomatic translation such as literal translation, literal translation plus notes, free translation, and the combination of literal and free translation. At last sum up the paper.

Learner Autonomy in the National English Language Curricula for Chinese Universities 1978-2007:A Historical Analysis

This historical study investigates the concept of learner autonomy in the national English language curricula for Chinese universities.It seeks to understand the meaning of learner autonomy in China and the intentionality of promoting this concept through the curricula from 1978 to 2007.By adopting Quentin Skinner’s intentionalist approach to analyzing the history of ideas,this study conducted a systematic document analysis of three national curricula in relation to their linguistic and practical contexts constituted of 169 Chinese academic articles in total.The study revealed that learner autonomy mainly referred to students’motivation and ability to work hard on their own outside the classroom in the Chinese context.Importing this concept,however,caused ideological confusion and exacerbated the disempowerment of teachers within the dynamics of China’s English language education at the tertiary level.The study raises awareness for borrowing concepts across different cultural contexts and has implications for research,policymaking,teacher development,and pedagogical practice in second language education in China.

Re-exploring Challenges and Strategies of English Learning for Chinese English-Learners

Chinese English-learners always face many challenges when they try to acquire English language,not only in China's Mainland,but in Chinese communities overseas.Despite the prevalent challenge,such as cultural differences,the present paper tries to re-explore and refine these challenges and strategies,analyze the specific factors,such as age,accent,and thinking difference by using cognitive perspective and sociocultural perspective.To enhance English teaching and learning,it also makes deep discussions and provides some suggestions for future use.

A Cross-Cultural Perspective: An Integration of Traditional Chinese Culture into College English Textbooks

Teaching language is teaching culture. English is an international language with local and global significance.In"New Horizon College English", Chinese culture elements are deficient, which is not conducive to our country's higher education and cross-cultural communication skills and to achieve the goal of innovation of Chinese culture. As an important part of world culture, Chinese culture should be integrated into college English education. College English teaching materials should include not only western cultural elements but also fully present Chinese culture elements.