Department of Applied Linguistics

Department of Applied Linguistics
Humanities and Social Sciences Building (HSS Building), South Campus
Xi'an Jiaotong-Liverpool University
8 Chongwen Road Suzhou Dushu Lake Science and Education Innovation District , Suzhou Industrial Park
Suzhou,Jiangsu Province,P. R. China,215123
1. Exploring a curriculum app and a social communication app for EFL learning

Author:Zou, B;Li, H;Li, JY


Abstract:Mobile apps are broadly used by students in and after class to improve their language skills. This study aimed to investigate how a curriculum app and a social communication app can be integrated into English language teaching and learning and what sorts of tasks can be employed to enhance learners' EFL learning. A curriculum app was created by the researchers and integrated into English teaching and learning in and out of class. Meanwhile, a social communication app used on mobile phones was also established for communication between students and the teacher. Questionnaires and interviews were conducted so as to explore students' perceptions of these apps. The findings indicated that mobile learning can be adapted in EFL lessons and learners' self-study. The apps providing sources connected to lessons and opportunities for communication offered additional support to students to practice English in and after class. Participants provided positive comments on the two apps for mobile learning.
2. EAP and Occupations

Author:Bin, Z;Cheng, C;Hsu, WC

Source:JOURNAL OF ASIA TEFL,2017,Vol.14

3. 词汇终身学习的学术审视


Source:Secondary School Teaching of Jiangsu Education,2020,Vol.

4. Exploring the relationship between multilingualism and tolerance of ambiguity: A survey study from an EFL context

Author:Wei, RN;Hu, YH


Abstract:The relationship between multilingualism and tolerance of ambiguity (TA) has been examined in recent studies (e.g., Dewaele & Li, 2013; van Compernolle, 2016), which focus upon multilinguals with mixed nationalities in non-EFL contexts. Most of these studies regrettably reflect a failure to use effect sizes or provide information on the reliability and validity of the instruments used. The present study explored the relationship between multilingualism and TA by focusing upon 260 English-using multilinguals of one single nationality in an EFL context. Factor analysis revealed a three-factor solution, rather than a four-factor solution of the original TA scale, suggesting a need to re-examine the validity of such instruments when used outside of their native contexts. The results identified multilingualism, number of languages known and gender as important predictors for TA. Given the relative nature of effect-size benchmarks, a topic-specific effect-size benchmark system is proposed to (re-)interpret the present and previous findings.
5. 中英两国中小学教育对学生个人创造能力培养的探讨


Source:jiaoyu jiaoxue luntan,2014,Vol.

6. Identity Constructions in Bilingual Advertising: A Critical-cognitive Approach

Author:Li, SQ


Abstract:Does English always play an important role in constructing identities within the multimodal ad? This question has wide-ranging implications for the study of identity constructions in bilingual advertising in particular, and for bilingualism and multilingualism generally. This article presents a critical-cognitive approach that is an evidence-based account of whether, and to what extent, English plays a role in identity constructions and their connection to the local politics of English. This approach is analytically powerful and productive not only in capturing the varying degrees of the contribution of the English language and its role but also in unraveling the ideological dimensions of identity and the English language. Examples of Chinese-English bilingual ads that are representative of the structural features of English mixing are used for the illustrative analysis. The article concludes with a suggestion of the wider applicability of this approach to other bilingual or multilingual contexts that are currently regarded as suitable for study.
7. Editorial Preface

Author:Zou, B


8. 双语教育与双语教师


Source:Jiangsu Education,2017,Vol.

9. Meaning, Discourse and Society

Author:Li, SQ

Source:DISCOURSE & SOCIETY,2012,Vol.23

10. Understanding Humor through Communication: Why Be Funny, Anyway?

Author:Li, SQ

Source:DISCOURSE STUDIES,2017,Vol.19

11. Implementing CLIL for young learners in an EFL context beyond Europe

Author:Wei, RN;Feng, JY

Source:ENGLISH TODAY,2015,Vol.31

Abstract:Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language' (Coyle, Hood & Marsh, 2010: 1). It represents a model of bilingual education which, broadly speaking, involves some use of two (or more) languages of instruction in connection with teaching courses other than language per se.
12. Intertextuality as a strategy of glocalization: A comparative study of Nike's and Adidas's 2008 advertising campaigns in China

Author:Li, SQ


Abstract:This paper examines within the theoretical framework of intertextuality the mobilization of glocalization as an international marketing strategy in Nike's and Adidas's 2008 advertising campaigns in China. Intertextuality is seen as a form of mediation through which the glocalization strategy conducted within the domain of global marking is taken up in the domain of advertising communication. The paper also assumes the interrelations of intertextual performance to value orientations and group affiliations. By analyzing intertextuality in relation to affinity groups, it aims to resolve to some extent the conundrum of Nike's more successful than Adidas in the sportswear market of China in a social-semiotic perspective. Two print ads constituting a representative example of the corpus were selected for a qualitative analysis. The comparative analysis of intertextuality reveals the contrasting methods of glocalization applied by Nike and Adidas in their 2008 advertising campaigns, thus offering an explanation for Nike's triumph in competition with Adidas in China.
13. A Matter of Perspective: A Discursive Analysis of the Perceptions of Three Stakeholders of the Mutianyu Great Wall

Author:Feng, JY;Dai, LY;Jiang, JL;Wei, RN


Abstract:This study aims to investigate the different and competing perspectives of stakeholders of cultural heritage sites by examining the Mutianyu Great Wall in China. Literature review: Most studies focus on investigating the tourism destination image from the perspective of only one stakeholder, and only a small amount of research has attempted to integrate the perspectives of competing stakeholders into a single study. Research questions: 1. How did the business operator perceive the Mutianyu Great Wall? 2. How did UNESCO perceive the Mutianyu Great Wall? 3. How did international tourists on TripAdvisor perceive the Mutianyu Great Wall? 4. What are the dynamics among the three stakeholders' perceptions? 5. In those dynamics, what are the contested issues in the Great Wall's heritage preservation and tourism development? Methodology: The study adopts a discursive approach to social constructivism in examining the images of the site as perceived by the three important stakeholders. It incorporates qualitative thematic and multimodal discourse analysis with quantitative high-frequency word analysis, supplemented by an interview with the heritage site administrator and a field trip. Results: The business operator perceived the Mutianyu Great Wall as a scenic spot for modern rural tourism, UNESCO emphasized its historical and cultural significance, and international tourists perceived it as a hybrid image. Conclusions: The study identified a preservation-growth continuum and showed different and even competing perspectives. It also discussed two contested issues in the field. The study contributes to heritage studies by developing an interdisciplinary discursive framework and suggests practical implications to heritage management and professional communication.

Author:Scott, PJ


Abstract:High vowel syncope, when applying in Old English past participles, is expected only to affect those that (a) contain a heavy root syllable, and (b) are inflected. However, numerous exceptions are noted in traditional handbooks (e.g. Campbell 1959). In particular, West Saxon displays a process by which high vowel syncope over-applies in weak Class 1 past participles with roots ending in t/d, with deletion occurring after light syllables, as in settan set' set+ed+um((Past.Part.Dat.)) ? settum, and also in uninflected participles: seted ? sett. The root-final dental and the stem-forming -ed come together following deletion to form a geminate: l?ded+e led' ? l?dde. However, phonological pressures cause the geminates to be simplified in certain environments. This paper focuses on the interaction of high vowel syncope and degemination, and aims to provide a synchronic account of both processes, arguing that deletion in dental-final forms is in fact not merely the extension of high vowel syncope. The paper also challenges the view that final geminates are merely orthographic in Old English. The analysis, which is formed within Optimality Theory (OT), is supported by newly collected data for the West Saxon past participles, which are taken from Cosijn's Altwestsachsische Grammatik glossary (1888).
16. Teachers' support in using computers for developing students' listening and speaking skills in pre-sessional English courses

Author:Zou, B


Abstract:Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL activities need to be offered to language teachers to help them use the computer in various teaching contexts. This article explores how teachers provide support to help students use CALL programs efficiently to improve their listening and speaking skills when learning English in pre-sessional courses in the higher education context. This discussion examines the perspective of both teachers and students through questionnaires, interviews and observations in the computer labs of two universities in the UK. The findings suggest several potential ways that teacher assistance may help students use computers more effectively for their language practice.
17. Effect Size Reporting Practices in Applied Linguistics Research: A Study of One Major Journal

Author:Wei, RN;Hu, YH;Xiong, JH

Source:SAGE OPEN,2019,Vol.9

Abstract:Many surveys of effect size (ES) reporting practices have been conducted in social science fields such as psychology and education, but few such studies are available in applied linguistics. To bridge this gap and to echo the recent calls for more robust statistics from scholars in applied linguistics and beyond, this study represents the first attempt, in the field of applied linguistics, to focus upon ES reporting practices. With an innovative "two-standards" approach for coding, which overcomes the limitations with similar studies in other social science fields (e.g., communication), this study assesses the ES reporting practices over a span of 6 years in a major journal. Findings include the following: (a) the ES reporting rate is about 50%% and (b) some improvement of ES reporting over time is in evidence. Future research directions (e.g., examining whether and how ES is interpreted after being reported) are suggested.
18. The Impact of EAP Education for College Graduates\' Occupation

Author:ZOU Bin;CAO Bo-jing

Source:Computer-Assisted Foreign Language Education in China,2016,Vol.

19. EFL learner's attitudes toward English-medium instruction in China: The influence of sociobiographical variables

Author:Kong, MX;Wei, RN


Abstract:In China, as in much of the EFL world, English-medium instruction (EMI) at tertiary level has received increasing scholarly attention. Although EMI in the Chinese context has been examined from different perspectives, most studies investigating attitudes have examined the influence using a small number of sociobiographical variables. Furthermore, the relevant studies often reveal methodological limitations (e.g. failure to use effect sizes). To overcome these limitations, the present study examined the attitudes toward EMI of learners at six Chinese tertiary institutions and the influence of selected sociobiographical variables on their attitudes. Five previously-examined variables were used, together with two other under-studied ones, viz. perceived unfairness and perceived threat associated with the English language, thereby broadening the research scope of this line of inquiry. The participants reported slightly favourable attitudes toward EMI. Regression analysis identified 'perceived unfairness' and 'university' as statistically significant predictors for EMI attitudes. Policy and research implications were discussed. (C) 2019 Published by Elsevier Inc.
20. Attitudes toward trilingualism: a survey study of Chinese Mongolian university students

Author:Wei, RN;Jiang, H;Kong, MX


Abstract:Trilingualism is a powerful fact of life in many parts of the world, including most autonomous regions inhabited by minority ethnic groups in China. Although much research has been conducted on the language attitudes of stakeholders from minority ethnic groups, the attitudinal object is usually an individual language (e.g. the ethnic language, the national language, or a foreign language). Few empirical studies have investigated 'trilingualism' as an attitudinal object. Aiming to narrow this gap, the present study examined the attitudes toward trilingualism of students from four Chinese universities and the influence of selected sociobiographical variables on their attitudes. An exploratory factor analysis showed the 'trilingualism attitudes' scale, developed for use in the present study and possibly beyond, to be unidimensional, with sufficient reliability (Cronbach alpha = .83). On this scale, the participants (N = 310) achieved a mean score of 4.52 (out of five), reflecting very favourable attitudes toward trilingualism. Furthermore, regression analyses identified 'attitudes toward non-ethnic languages (viz. Putonghua and English)', 'attitudes toward the ethnic language (viz. Mongolian)', and gender as statistically significant predictors for attitudes toward trilingualism, respectively explaining 20%%, 5.5%%, and 1.3%% of the trilingualism attitudes variance. Policy and research implications were also discussed.
Total 53 results found
Copyright 2006-2020 © Xi'an Jiaotong-Liverpool University 苏ICP备07016150号-1 京公网安备 11010102002019号