Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools

The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.

Research on the Students’Attitudes Towards Multilingualism:Li Minority Students in Hainan

Recent research has emphasized that attitude is key to language learners’learning outcomes.More specifically,language learners’feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language.Few studies on language attitudes have been conducted with ethnic minority groups in China.As such,influencing factors(e.g.,gender,language proficiency)have not gained sufficient attention.The present study aims to explore language attitudes,especially towards multilingualism,among members of the Li minority group in Hainan,China.First,we conceptualized and validated a questionnaire on attitudes towards multilingualism.Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity.Then,we examined how selected sociodemographic variables(e.g.,gender and language proficiency)influenced students’attitudes towards multilingualism.Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’attitudes towards multilingualism.Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’language proficiency level on their attitudes towards multilingualism.Implications for minority students’multilingual learning were discussed based on the findings.

Who is Responsible for the L3 Learning Motivation of Ethnic Minority Students？ Linguistic Distance Perspectives

This paper analyzes the research on linguistic distance and learning motivation, and proposes strategies for shortening the psychological linguistic distance of ethnic minority students, so as to stimulate and promote their learning motivation.

A Tentative Survey of Rejection Act by Minority Ethnic College Students

English is the third language for the minority ethnic students. Whether this nature influences them in their English leaning is worthy of study. Basing on Brown&Levinson's face theory,this survey focuses on howthe minority ethnic college students perform rejection act in English.

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.

The Construction of Formative Assessment Mode in Ethnic Minority Classes in Universities

From analyzing the current situations of formative assessment of ethnic minority students＇ college English in China and abroad, this paper gives the specific problems, the significance, and the research values of constructing the research. It tries to construct the formative assessment mode of ethnic minority class＇s college English on the basis of multimedia teaching, systematically and comprehensively investigates and analyzes the formative assessment＇s impacts upon the fostering of ethnic minority students＇ autonomous learning abilities, the impacts upon language learning and teaching, and the impacts upon the ethnic minority students＇ academic achievements and learning motives. The aim of this paper is to comprehensively enhance ethnic minority students＇ college English teaching qualities and the system of tests and assessments. The project based on relative theories and principals like language acquisition theory, humanism theory, constructivism theory, formative assessment, and summative assessment. According to the distinctiveness of ethnic minority college English teaching in science and technology, we are trying to construct the formative assessment system of ethnic minority college English teaching on the basis of multi-media network teaching mode. We comprehensively and systematically investigate and analyze the construction of the formative assessments＇ impact upon the cultivation of ethnic minority students＇ autonomous learning abilities, the impact upon language learning and teaching, the impact upon students＇ academic achievements, oral scores, and students＇ learning motivations.

Teachers’Multicultural Awareness and the Ethnic Identity of Minority Students:An Individual Case Study of a Hani Student

This study considers the role of teachers’multicultural awareness in promoting minority students’ethnic identity by considering the situation in one particular middle school.A case study of a Hani student is presented to show how teachers’multicultural awareness affects ethnic identity and the academic achievement of minority students.This case study enables the authors to assess the significance and value of teachers’multicultural awareness as an educational concept.Through the study,the authors point to a need to strengthen multicultural awareness in teachers’education to meet requirements of cultural diversity.The authors also emphasize that such awareness should be an objective of teacher training.

Student–Faculty Interaction:A Key to Academic Integration and Success for Ethnic Minority Students at a Major University in Southwest China

This study examines the academic performance and“engagement”of ethnic minority students at a leading university in southwest China.Results indicate that ethnic minority students have significantly lower grades,lower class ranking,and have failed more courses than majority Han students.Results also show that the level of student–faculty interaction(SFI)for ethnic minority students is significantly lower than for Han students.Study results also indicate that average scores in coursework and student ranking among their cohorts are significantly,but weakly,correlated with SFI.The study concludes that SFI may have little influence on students’academic achievement itself,but would help students integrate into the college community,enabling a sense of belonging,which is a major factor in supporting academic success among ethnic minority students.

A REPORT ON MINORITY STUDENTS LEARNING ENGLISH IN KUNMING,CHINA

The author of this paper has recently carried out a survey on some minority students majoring inEnglish in Kunming,China.The survey,through interviews and a questionnaire,has found out thatthese minority students learn English somewhat differently from the majority Chinese students in thatthe minority students learn English as L3.So they have interference from not only Chinese (L2) butalso their local language (L1).The purpose of this paper is to offer some information on how the mi-nority students with a local language (L1) and Chinese L2,learn English as L3.

Relationship between family economic status and dental fluorosis of primary school students in Douqing Minority Village of Shuicheng County,Guizhou Province

Objective To investigate ethnic belonging,family economic status,staple food,dental fluorosis and urinary fluoride level of primary school students in Douqing Minority(Miao and Yi)Village,where is a severe area of coal-burning type of endemic fluorosis,in order to provide a base for diminishing the disease in ethnic minori-

The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.