English Language Teaching and Linguistics Studies
English Language Teaching and Linguistics Studies (ELTLS) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of English Language Teaching and Linguistics Studies. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies. Both of online submission and E-mail submission (eltls@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Teaching English as a Second Language or a Foreign Language Syllabus Design and Curriculum Development English Language Testing and Assessment Linguistics Teaching and Learning Discourse Analysis Second Language Acquisition Critical Discourse Analysis Applied Linguistics Comparative Linguistics Corpus Linguistics Descriptive Linguistics Language and Linguistics Psycholinguistics Socio-linguistics Theoretical Linguistics Teaching Process Translation Studies Language Learning Education Morphology Phonology Pragmatics Literature Semantics Syntax -------------------------------------------------------- Index/List/Archive CNKI-Scholar CrossRef WANFANGDATA LinkedIn ResearchGate ResearchBib Yahoo Google Scholar Canadiana ResearchBib Base Search CrossRef Sciencegate Worldcat PKP Open Archives Harvester Lockss ISSN PORTAL Refereed Journal: English Language Teaching and Linguistics Studies is a Refereed Journal. Open access: English Language Teaching and Linguistics Studies is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: English Language Teaching and Linguistics Studies takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
Multimodal Mechanisms in Urban Image Construction: An Audiovisual Analysis of Gather in Shenzhen
This study applies the integrated theoretical frameworks of visual and auditory modalities derived from multimodal discourse analysis (MDA) to systematically investigate the mechanisms of audiovisual synergy in the official promotional film Gather in Shenzhen, produced for the 2026 APEC Economic Leaders’ Meeting. It aims to demonstrate how the interaction between visual and auditory elements constructs a cohesive and multidimensional urban narrative. The analysis shows that the film strategically employs visual and auditory resources to achieve strong thematic consistency across six core themes: vibrant and innovative, comfortable and convenient, green and beautiful, safe and resilient, virtuous and culturally advanced, and smart and efficient. The findings further underscore the pivotal role of four cross-modal synergistic mechanisms, including reinforcement, complementarity, contrast, and juxtaposition, in maintaining discursive cohesion and enhancing emotional resonance. Overall, the integration of visual and auditory modalities effectively presents Shenzhen as a dynamic, welcoming, and technologically advanced global city, thereby strengthening the communicative power of urban promotional media and offering useful insights into the construction of contemporary national and urban images.
Copyright (c) 2025 Liheng Hu http://creativecommons.org/licenses/by/4.0
Revisiting Color Term Translation in Xu Yuanchong’s English Rendition of Song Ci Poetry
Song Ci, a quintessential Chinese cultural form, features color terms rich in connotations and emotions, posing significant translation challenges. Xu Yuanchong’s renditions are widely acclaimed for retaining the original’s essence while catering to target language readers (hereinafter TL readers), fully showcasing their aesthetic value. However, research on the translation of color terms in the field remains relatively scarce. Thus, this study focuses on horizon of expectation, indeterminacy of the text, and aesthetic distance. It employs Reception Aesthetics as its theoretical framework to qualitatively analyze color term translations in Xu’s works, using descriptive, interpretive, and comparative methods. The findings reveal that, under the guidance of Reception Aesthetics, the translator should understand the TL readers’ horizons of expectation, balance between filling in and retaining indeterminacy of the text, and consider an appropriate aesthetic distance. These three aspects collectively achieve a reader-centered translation goal, enhancing the TL readers’ understanding and maximizing the literary value of Song Ci. This study aims to deepen the understanding of color term translation in Song Ci, providing valuable insights for translators and contributing to the translation and dissemination of other Chinese classical poetry.
Copyright (c) 2025 Li Zou http://creativecommons.org/licenses/by/4.0
The Manifestation of Task-Based Language Teaching in Chinese Business English Textbooks
This study aims to investigate the extent to which a Task-Based Language Teaching (TBLT) approach is integrated into Business English for Specific Purposes (ESP) materials used in China. Adopting a qualitative analytical framework, the research evaluates two prominent coursebooks, Business English: An Integrated Course 2 and Market Leader: Pre-Intermediate, against established TBLT criteria and Willis’s (1996) task-based learning framework. The analysis reveals a divergent application of TBLT principles between the two materials. Findings indicate that Market Leader incorporates TBLT to a significant extent, featuring communicative tasks aligned with real-world business activities and a coherent task cycle. In contrast, Business English: An Integrated Course 2 demonstrates a lower level of TBLT integration, with a stronger emphasis on discrete language points and grammatical exercises over holistic, meaning-focused tasks. The study concludes that the implementation of TBLT in Chinese Business English ESP materials remains insufficient and inconsistent. It is recommended that material developers and practitioners consciously adapt pedagogical activities to better align with TBLT principles, thereby enhancing the development of students' practical communicative skills in authentic business contexts.
Copyright (c) 2025 Xueting Li http://creativecommons.org/licenses/by/4.0
A Study on the Publication of English Textbooks with Chinese Character Phonetic Notation in the Late Qing and the Republican China
This study examines the development of English textbooks annotated with Chinese characters for pronunciation (1748-1949). These materials, categorized into vocabulary, conversation, comprehensive, and ESP types, used dialects like Cantonese and Mandarin to transcribe English sounds. They served as both a bridge for Sino-English phonetic systems and a cultural adaptation strategy: while leveraging native language influence to facilitate early learning, they risked distorting cultural nuances. Research on these textbooks reveals grassroots responses to Western linguistic impact and offers insights into localization practices and identity negotiation in language learning.
Copyright (c) 2025 Deying Yu http://creativecommons.org/licenses/by/4.0
Critical Reflections on Student-Centered Teaching in Chinese University English Education
This paper offers a critical examination of student-centered teaching in Chinese university English education, focusing on how progressive pedagogical ideals interface with local constraints and highlighting misalignments between theory and practice. Grounded in constructivist and humanistic theories that prioritize active, learner-centered education (Song & Mukundan, 2025) and encourage learner autonomy, the analysis affirms the pedagogical rationale for student-centered approaches. However, China’s Confucian-heritage educational culture—with its emphasis on teacher authority, rote memorization for exam preparation, and deference to hierarchy (Shah & Basnyat, 2022)—poses significant challenges for such pedagogy. An exam-oriented system and large class sizes further incentivize didactic instruction and limit opportunities for meaningful student-teacher interaction (Wright & Zheng, 2016). These contextual factors create tensions between the ideals of learner autonomy and collaborative learning and the realities of entrenched teacher-centered practices and exam-focused expectations. In response, instructors often adopt a selective adaptation of student-centered techniques: integrating group discussions and other participatory activities where feasible while retaining traditional methods to maintain control and meet test requirements (Shah & Basnyat, 2022). This pragmatic compromise underscores the persistent influence of systemic pressures on classroom practice. The paper argues for a more contextually appropriate model of student-centered pedagogy. Rather than a wholesale importation of Western models, it calls for culturally informed adaptations aligned with local traditions and structural constraints (Shah & Basnyat, 2022). Such an approach entails gradually redefining teacher and student roles, bolstering teacher training, and reforming assessment practices to support meaningful learner engagement. This critical reflection provides insights for educators and policymakers on how student-centered ideals can be judiciously implemented in a Confucian-influenced, exam-driven educational environment.
Copyright (c) 2025 Pingqing Chen http://creativecommons.org/licenses/by/4.0
The Application and Upgrade of Rain Classroom in College English Courses of Vocational Colleges
With the rapid development of Internet technology and the penetration of information technology into all fields of society, it has facilitated the renewal and iteration of various industry and business models. In the field of education, educational informatization has also received high attention from teachers due to its excellent teaching effects. Secondary vocational education shoulders the mission of cultivating high-quality workers and skilled talents for the country. The teaching effect of secondary vocational education directly affects the quality of its talent cultivation. Currently, the promotion effect of blended teaching in secondary education is not good, and the unsatisfactory teaching effect has affected the teaching effect and educational quality of undergraduate vocational English. The university English urgently needs to improve the current situation of blended teaching and enhance the teaching effect. Rain Classroom, as an emerging smart teaching tool, has emerged as a result of this. It integrates modern information technology with educational concepts and ideas, opening a new chapter for English teaching in vocational universities.
Copyright (c) 2025 Chunlan Xu http://creativecommons.org/licenses/by/4.0
A Comparative Study of the Tragic Forms in the Dramatic Works of Shakespeare and Guan Hanqing
Guan Hanqing and William Shakespeare, as brilliant stars in the history of Chinese and Western drama respectively, both dedicate great tragedies to mankind. By means of textual close reading and cross-cultural research methods, this paper analyzes the tragic forms of the dramatic works of Guan Hanqing and WilliamShakespeare from multiple dimensions, including tragic characters, tragic conflicts, and tragic endings. A comparative study of the tragic forms in their dramatic works helps us deeply understand the unique charm and inherent differences between Chinese and Western tragedies, providing a new perspective for cross-cultural drama research.
Copyright (c) 2025 Dong Wang, Guangtao Cao http://creativecommons.org/licenses/by/4.0
How AI Constructs Stance: A Corpus-Based Comparison of Interactional Metadiscourse in Student and AI Essays
The application of Large Language Models (LLMs) in the writing has prompted a need to scrutinize how those models establish authorship and stance. This study adopts a corpus-based approach to investigate the interactional metadiscourse in AI-generated essays versus human writing, under Hyland’s framework. From a parallel corpus of approximately 1.3 million words from the DAIGT V2 dataset, the research combines quantitative frequency analysis with qualitative concordance investigation. The findings reveal that while AI models demonstrate structural proficiency, they exhibit a deficit in rhetorical conviction and reader engagement characterized by a detached stance. Compared to the dialogic nature of human writing, AI models show underuse of boosters and rhetorical questions, and a reliance on vague attitude markers, and hence lack the capability of building writer-reader relationship. These results highlight the deficiency of AI writing’s stance-taking and offer corresponding pedagogical implications.
Copyright (c) 2025 Qianyu He http://creativecommons.org/licenses/by/4.0
Reframing Productive Failure for L2 Speaking through Short-Cycle Repetition
Productive Failure (PF) yields strong learning gains in structured STEM domains, but evidence from L2 speaking is inconsistent. Oral production involves real-time processing and dominant L1-based encoding routes, which restrict exploratory attempts and weaken the cognitive conflict central to PF. Drawing on Complex Dynamic Systems Theory (CDST), this study argues that the limited effects of PF in speaking arise not from flaws in the mechanism but from insufficient repetition to stabilize emerging patterns, as also noted by Rahayu (2021). To address this limitation, the paper proposes a short-cycle PF model consisting of rapid, repeated loops of generation, consolidation, and regeneration. Each cycle increases the visibility of structural differences, disrupts entrenched L1.
Copyright (c) 2025 Xiang Shang http://creativecommons.org/licenses/by/4.0
Research on the Influence of Native Language Transfer on the Use of Conjunctions in English Writing by Chinese College Students
Among the four basic skills in English learning, writing has always been regarded as the most difficult one for Chinese college students to master. Errors often occur in the process of college students' English writing, and negative transfer from the mother tongue is an important cause of these errors. Due to the interference of negative transfer, many Chinese college students are unable to apply the English knowledge they have learned to write authentic English articles. The use of conjunctions is one of the important means of cohesion in English discourse. This paper analyzes the use of conjunctions in English writing by Chinese college students from the perspective of mother tongue transfer, attempts to analyze the reasons for the misuse and omission of conjunctions by Chinese students. The problem of the use of conjunctions has become an important bottleneck restricting the improvement of the quality of English writing by Chinese students. Based on the perspective of language transfer theory, this paper systematically examines the deep influence mechanism of the Chinese thinking mode on the use of English conjunctions, revealing the typical phenomenon of the misuse of conjunctions due to excessive reliance on the Chinese feature of parataxis. The research further proposes targeted teaching intervention strategies from the perspective of cognitive linguistics, including increasing English reading volume, emphasizing contrastive teaching between English and Chinese, setting appropriate conjunction exercises, and developing a corpus-based intelligent error correction system, aiming to fundamentally improve the English writing ability of Chinese learners.
Copyright (c) 2025 Meng Wang http://creativecommons.org/licenses/by/4.0
Challenges and Verification: The Reproduction of the “Sapir-Whorf Hypothesis” by Large Language Models
The Sapir-Whorf Hypothesis posits that language structures significantly influence cognitive processes, yet its application and validation within artificial intelligence, particularly large language models (LLMs), remains largely unexplored. While LLMs like GPT-4 have shown promise in natural language processing tasks, their ability to engage with complex cognitive theories such as the Sapir-Whorf Hypothesis is uncertain. This study aims to investigate the extent to which LLMs can reproduce, challenge, and expand upon the Sapir-Whorf Hypothesis through three case studies: language and cognitive development, the impact of language on social behavior, and the role of language in memory and cognition. A mixed-methods approach, combining qualitative and quantitative analyses, was employed to evaluate the depth and relevance of LLM-generated responses. The results reveal that LLMs are capable of generating relevant responses aligned with theoretical principles but struggle to provide nuanced, context-specific insights, especially in real-world applications such as bilingualism and trauma-related memory. This study contributes to the understanding of LLMs' potential and limitations in theoretical reasoning, offering valuable insights for future improvements in AI models for cognitive science and theoretical research.
Copyright (c) 2025 Xiaonan Xie http://creativecommons.org/licenses/by/4.0
Functional Analysis of the “the X is” Construction: A Grammaticalization Perspective
The different propositional meanings and degrees of grammaticalization of head nouns (X) in the source structure are the root cause of the marked differences in the synchronic usage of the “the X is”-type expressions. The grammaticalization gradience of typical expressions conforming to this structure may be presented from high to low as follows: the thing is > the truth is/the fact is > the trouble is/the point is/the problem is> the reason is/.... Among them, the thing is is grammaticalized to a relatively high degree, and thus is more frequently used as a discourse marker; the trouble is, the point is and the problem is are grammaticalized to a relatively lower degree, and therefore are primarily used as comment clauses; most expressions of this type as in the case of the reason is, are minimally grammaticalized and retain their propositional meaning as matrix clauses.
Copyright (c) 2025 Haixia Wang http://creativecommons.org/licenses/by/4.0
Promoting the Inheritance and Development of Miao Culture through the Language Resource Protection Project: A Case Study of "Language Dialect Culture Investigation: Miao Language in Danzhai, Guizhou"
Language is the carrier of culture, and culture relies on language and carries the national memory based on it. Under the impact of the modern multi-ethnic language wave, single-ethnic languages are facing a relatively shrinking usage scenario and urgently need systematic protection. The language resource protection project implemented by the Ministry of Education and the National Language Commission has provided crucial support for the rescue of single ethnic languages. In view of this, this paper takes the "Language Dialect Culture Investigation - Miao Language in Danzhai, Guizhou" project as a case study, systematically sorts out the current status of the language and culture of the Miao people in Danzhai, elaborates in detail on the implementation process and technical methods of this Miao language investigation, and comprehensively presents the language collections, data results and cultural records formed by the investigation. Furthermore, a thorough analysis of the practical value of this survey in assisting the protection of the Miao language in Danzhai and promoting the inheritance and innovative development of Miao culture will be conducted, providing referenceable experiences and paths for the language resource protection project to empower the survival of a single ethnic culture.
Copyright (c) 2025 Chengxin Lan http://creativecommons.org/licenses/by/4.0
The Mediating Role of Social-emotional Competence in Students’ Perceptions of English Collaborative Reading Classrooms and Willingness to Communicate in a Multilingual Context
The present study examines the relationship between perceived collaborative reading classrooms (PCRC), social-emotional competence (SEC), and willingness to communicate (WTC) in multilingual classrooms. Participants were 150 Shui ethnic senior high students in Guizhou, China. Students completed questionnaires of PCRC, SEC, and multilingual WTC, including English willingness to communicate (EWTC), Shui willingness to communicate (SWTC), and Chinese willingness to communicate (CWTC). Descriptive statistics revealed that students reported high levels of PCRC, SEC, and CWTC, while their EWTC and SWTC were at moderate levels. Correlation analyses revealed that PCRC and SEC were weakly associated with both EWTC and CWTC, whereas their associations with SWTC were not significant. Furthermore, mediation analyses showed differential effects across languages. SEC fully mediated the relationship between PCRC and EWTC and SWTC, partially mediated the effect of PCRC on CWTC. The findings offer insights into how to improve students’ WTC in multilingual educational settings.
Copyright (c) 2025 Xia Liu http://creativecommons.org/licenses/by/4.0
Research on the Teaching Model of College English Listening, Speaking, and Reading in the Online Environment Based on Second Language Acquisition Theory
The deep integration of network technology has put forward innovative requirements for college English audio-visual and oral teaching. This study aims to explore a new teaching model guided by second language acquisition theory, in response to the limitations of traditional classrooms in terms of language input quality and interactive opportunities. The study combines classic theories such as Krashen's Input Hypothesis and Sven's Output Hypothesis with the characteristics of the network environment to construct a dynamic teaching framework that integrates "input interaction output". This model ultimately manifests as a series of specific measures, including building a multimodal resource library, designing online tasks centered on meaning negotiation, reforming the evaluation system, and reshaping the role of teachers, in order to effectively promote the overall generation of learners' language abilities in cyberspace.
Copyright (c) 2025 Xiawei Wu http://creativecommons.org/licenses/by/4.0
Research on the Reform and Innovative Pathways of Translation Teaching in the Era of Artificial Intelligence
The rapid advancement of artificial intelligence, particularly machine translation and large language models, is reshaping translation practice and redefining competency requirements in the translation industry. Traditional teaching models that focus primarily on linguistic knowledge are increasingly insufficient for addressing these changes. While AI technologies have improved translation efficiency and accessibility, they also present new challenges for translator competence and pedagogical design. Situated within the context of the AI era, this study examines the impact of artificial intelligence on translation teaching and identifies key problems in current university-level education, including misaligned teaching objectives, limited instructional content, and inadequate evaluation systems. In response, the paper proposes reform principles centered on competency development, human–machine collaboration, and the integration of humanistic values. It further explores practical approaches such as curriculum restructuring, teaching model innovation, and diversified assessment methods. The study concludes that the effective integration of artificial intelligence can promote a shift from single-skill language training to comprehensive competence development, thereby enhancing teaching quality and the practical relevance of translation education.
Copyright (c) 2025 Kunlun He http://creativecommons.org/licenses/by/4.0
A Brief Analysis of the Dual Readings of Split-Syllable Verbs in the Linxian Dialect of Shanxi
A distinctive phenomenon in the Linxian dialect (Shanxi) involves certain monosyllabic verbs exhibiting dual readings: a split-syllable form and a monosyllabic form, each associated with distinct meanings. Focusing on verbs such as 滚 (gǔn, roll) and 摆 (bǎi, sway), this study employs traditional philology and textual exegesis to trace the historical emergence of these divergent meanings. The analysis reveals that meanings linked to the split-syllable forms—often characterized by iterativity, descriptiveness, or aspectual nuances—consistently emerged later in historical records than the basic meanings associated with the monosyllabic forms. Consequently, this paper argues that the split-syllable phenomenon in the Linxian dialect is not a retention of complex consonant clusters from Old Chinese. Instead, it likely arose from semantic differentiation driven by prosodic constraints and expressive modality. This case study offers a new perspective for re-examining the origins of split-syllable words and the debate surrounding Old Chinese phonology.
Copyright (c) 2025 Jiayue Gao http://creativecommons.org/licenses/by/4.0
An Analysis of Writers’ Sentiment for Shaoxing: Based on the Book The Literary Homeland
This article aims to explore the profound sentiment of the writers’ group towards Shaoxing as presented in the book The Literary Homeland. By analyzing the background of the book’s creation, the classification of the writers’ group, and their specific expressions of sentiment towards Shaoxing, this article reveals the far-reaching influence of Shaoxing’s regional culture on the writers and how they convey this sentiment to readers through literary works. It further examines the significance of this sentiment for contemporary literary creation and the inheritance of regional culture.
Copyright (c) 2025 Qi Zhang http://creativecommons.org/licenses/by/4.0