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.

Special Education Needs of Language Minority Students

Special Education is instruction designed for Students who require some degree of modification in their educational programs because of intellectual,emotional,sensory,or physical impairments.Language minority students with disabilities are those students whose impairment adversely affects their ability to benefit from new changing living environments and a regular educational program.

Comparative Study of Attribution Theory on Academic Achievements of Minority Students in China and the US

Ethnic Minorities account for a small proportion of a country's total population,but play an important role in the country's development in almost all aspects.China,with a total population of 1.3 billion(National Bureau of Statistics of China,2003),is the most populous country in the world.Among the total 56 ethnic groups,Han ethnic group has the greatest popula tion.Since 2000,the total population of other 55 ethnic groups is 106.43 million,accounts for 8.41% of the total population of the whole country(Information Office of the State Council of the PRC,2009).The illiteracy rate among minority students was always high,and even over 95% before 1949(Information Office of the State Council of the PRC,2000).The learning achieve ment gap between majority and minority students do exist,and has been one of the biggest problems for the further development of education in China.

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.

Analysis on Major Selection and Employment Situation of Minority Students

In recent years,due to the impact of university increase enrollment policy,the slowdown of global economic growth and other factors,the Students face employment pressure has become a general social problem.And minority university students have a huge disadvantage in employment direction compared with the other ordinary university students.Exploring the ways of minority university students'employability and major selection capability are helpful to find targeted solutions and it has impor tant practical value.

An Analysis of English Learning Motivation of Minority Students in Higher Vocational School

This paper analyzes the English learning motivation of minority students of non-English major.Minority students are a unique community in the higher vocational school because of their special background and psychology.It is essential for teachers to understand their motivation of learning English so as to save time and teach more efficiently.

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.

A Probe into English Education of Mongolian Students

It is an urgent for school to deal with minority English education problems.The essay studies minority English education by discussing the diversity in Mongolian students' characteristic.It aims for them to be biliterate competent in English.If the methods of inspiring Mongolian students' interests and linking up theory with practice are used,the teaching effect would be ideal.

Predictors of LGBT Recognition by Health Sciences University Students in Japan

Background: This study aimed to identify the predictors of LGBT recognition by health sciences university students in Japan. Methods: This is a cross-sectional study that used quantitative data collected from 481 returned self-report questionnaires distributed to 866 health sciences undergraduate and graduate students. The following survey item and scales were used for measuring the main outcomes: Thoughts about sexual identity, Empathy scale, Objectivity scale, and LGBT recognition scale. Data were analyzed using descriptive statistics, two-sample t-test, one-way analysis of variance, and multiple regression analyses. SPSS ver. 23.0 (SPSS, Chicago, IL, USA) was used for data analysis at a 5% significance level. Results: The number of returned questionnaires was 481 (55.5%). There was no significant difference in the LGBT recognition and the participant’s characteristics (e.g., age and medical history). The 5 significant predictors of LGBT recognition were: 1) Empathy (β = 0.19, p LGBT learning experience (β = 0.18, p Objectivity (β = 0.15, p Sexual problem with a close person (β = 0.13, p Suffering from gender identity (β = 0.09, p Conclusions: The predictive factors of LGBT recognition were Empathy, LGBT learning experience, Objectivity, Sexual problem with a close person, and Suffering from gender identity. Careful development and implementation of LGBT educational programs are needed to better understand the situations and ideas of LGBT parties to enhance their recognition.

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.

A Meta-cognitive Research on Middle School Students

After meta-cognitive being proposed masses of researches came to the identical result that one's meta-cognition ability has a direct relation to his/her language acquisition ability. Meta-cognition strategy training is helpful for the language learner to acknowledge how to study, how to monitor, evaluating and adjusting one's study process. This research tried to study the present situation of meta-cognitive strategy usage status of students from minority areas base on the data collected by the questionnaire.

On the Feasibility of CLT in Secondary School Classrooms in Remote Minority Nationality Areas

This article argues that communicative language teaching is feasible in remote minority secondary school classrooms instead of being impossible as most teachers think. The writer first addresses the major principles and potential advantages of CLT and analyse the major features of minority students, then states how to maintain students’ motivation and build up their self-confidence by applying CLT. And at last the writer makes some suggestions for the teachers to follow in order to achieve a better result with CLT.

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.

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.

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-

少数民族大学生中华民族共同体意识培育路径探析

新的历史时代,以民族团结为主题的各民族共同发展已经成为中国式现代化建设的重要内容。加强少数民族大学生中华民族共同体意识建设,就要以辩证唯物主义和历史唯物主义的马克思主义科学理论为指导思想,以习近平总书记关于加强和改进民族工作重要思想的立场、观点和方法为培育抓手,发挥各方合力,共同促进少数民族大学生的中华民族共同体意识教育。具体应着力抓好以下几方面的工作:一要加大少数民族大学生马克思主义民族团结理论教育;二要促进少数民族大学生对习近平新时代中国特色社会主义思想关于民族论述的正确理解;三要加强对少数民族大学生社会主义核心价值体系的培育;四要落实“石榴红”项目建设,培养少数民族大学生干部队伍。最终,使少数民族学生真正成为拥护中国共产党领导、认同社会主义核心价值观的有为之士。

民族地区中学生中华民族认同与生活满意度的关系:积极心理资本的中介作用

中华民族认同既是铸牢中华民族共同体意识的基石,也是促进个体福祉的关键因素。为探索民族地区中学生中华民族认同的特点,中华民族认同与生活满意度的关系及其作用机制,本研究采用《中华民族认同量表》《积极心理资本量表》《生活满意度量表》,通过整群抽样的方法对四川省民族地区三所中学1232名中学生施测。结果表明:民族地区中学生的中华民族认同总体较高,高中生的认同水平显著高于初中生;中华民族认同对民族地区中学生的生活满意度有显著正向预测作用,积极心理资本在二者关系间起部分中介作用,中介效应占比46.15%。可见,中华民族认同不仅能直接改善民族地区中学生的生活满意度,还可以通过提升积极心理资本间接影响民族地区中学生的生活满意度,强化中华民族认同为促进民族地区学生整体福祉铺设了坚实的心理与文化基础。

活动理论视角下少数民族学生英语学习能动性研究

近年来,中国少数民族学生英语学习的研究日益增多,但对于少数民族学生如何发挥能动性应对英语学习中的挑战我们了解甚少。本研究基于活动理论,采用个案研究方法,通过收集学生日志、访谈和文本资料,并结合教师访谈数据,探究了四名大学一年级维吾尔族学生英语学习能动性的表现及其影响因素。研究发现,维吾尔族学生英语学习能动性主要表现在以下方面:反思与汉族学生差距,调整英语学习方法;适应全英文授课模式和英文展示的课堂规则;借助汉语语言,利用英语学习应用软件和互联网等工具;寻求教师、同伴和其他共同体成员的帮助。研究还发现,维吾尔族学生英语学习能动性受语言水平、学习动机和英语学习经历等个体因素影响。此外,国家和学校的政策支持、教师与同伴的帮助,以及家人的情感支持等也对他们的英语学习能动性产生了影响。本研究对高校少数民族学生的英语教学具有一定启示意义。