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 We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies.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.
“Simplicity as a Weapon”: A Comparative Analysis of Zhang Xuefeng and State Education Talk in the New Media Sphere
In the new media era, public educational discourse has tended toward popularization, with Zhang Xuefeng’s educational discourse serving as a typical representative. From the perspective of corpus linguistics, this study constructs two corpora: the Zhang Xuefeng Educational Corpus (ZXC) and the Expert Educational Corpus (EEC) of university scholars. With AntConc, NeoSCA and SPSS adopted, a comparative analysis is conducted on lexical richness and syntactic complexity. The results indicate that there is no significant difference in sentence length between the two types of discourse, while extremely significant differences exist in lexical richness, subordinate structures, coordinate structures and phrasal structures. Overall, Zhang Xuefeng’s discourse tends to be simplified and popular, whereas expert discourse is more rigorous and standardized. This study reveals the differentiation law of popularization and specialization in new media educational discourse, interprets the adaptive value of simplified expression in mass communication, and provides empirical references for optimizing the dissemination of public educational information and balancing professionalism and accessibility.
Copyright (c) 2026 Shuo Geng http://creativecommons.org/licenses/by/4.0
A Multimodal Discourse Analysis of Interpersonal Meaning in New-Type Farmers' Agricultural Promotion Short Videos on Douyin
This study selects 15 short videos published over the past year by new-type farmers (xin nong ren) on Douyin as research corpus. It adopts systemic functional grammar’s interpersonal meaning theory, visual grammar’s interactive meaning theory, and intersemiotic complementarity theory as analytical framework, using AntConc and ELAN multimodal video analysis software as research tools. This study employs both quantitative and qualitative methods to examine how agricultural promotion short videos construct interpersonal meaning through multimodal resources. The analysis focuses on three aspects, including verbal mode, visual mode, and their synergistic complementarity. According to the findings, in the verbal mode, declarative sentences account for the highest proportion in the mood system. Median-value and low-value modal expressions reach 92.8% in the modality system, which helps present information in a relative neutral and tentative manner and contributes to shaping a credible image of new-type farmers and maintaining audience trust. In the visual mode, demand image, medium close-up and medium shots, horizontal angle, and high-modality color expressions are commonly used. These visual choices effectively reduce the social distance between creators and audiences, support a more equal interpersonal relationship and encourage emotional engagement. In terms of intersemiotic complementarity between verbal and visual modes, attitudinal convergence, attitudinal divergence, and appellative reinforcement can all be observed. Among them, attitudinal convergence occurs most often, where verbal and visual elements work mutually to reinforce interpersonal meaning, improve coherence and optimize the audience’s viewing experience. This study enriches empirical research on multimodal discourse analysis in the context of agricultural promotion short videos, and provides implications for the interactive design and content production of such videos.
Copyright (c) 2026 Yixin Chen http://creativecommons.org/licenses/by/4.0
Communicative Functions of Textbook Images: A Multimodal Analysis of New Standard English (Selective Compulsory Book 2)
With the increasingly prominent position of multimodal ability in high school English education, the function carried by textbook images is far more than page decoration. They are no longer just a visual accompaniment of written texts, but participate in meaning construction and classroom communication in a more direct way. This study takes New Standard English (Selective Compulsory Volume II) as the object of analysis, explores the communication function of textbook images under the theoretical framework of visual grammar, and adopts multimodal discourse analysis methods to examine how different visual resources promote the understanding and interpretation of textbook discourse. The analysis found that the images of the textbook generally play a positive role in discourse understanding, cultural awareness cultivation and value guidance in English learning, but the focus of each function is not exactly the same. Some images mainly help learners enter specific discourse situations and grasp the text background more smoothly; others highlight the cultural content with visual details such as clothing, character behaviour, natural appearance and surrounding environment. There is also a class of images that are more closely related to emotional response and attitude guidance. In contrast, some images choose to use symbols, visual metaphors or coherent series of images to clearly explain abstract concepts. When abstract concepts are transformed into more intuitive image forms, learners tend to get a more transparent understanding experience. Frankly speaking, the generation of meaning in these images does not rely on an isolated visual factor, but on the coordinated operation of elements such as mood, salignance, narrative reproduction and image organisation, which jointly affect the generation and interpretation of meaning. At the same time, the analysis shows that there are still some shortcomings in the images of the textbook. The interaction between some images and the audience is relatively limited, while others fail to form a sufficiently close semantic association with the supporting text. In some cases, the unclear reproduction structure may even interfere with the learner’s grasp of the meaning of the image. Based on the above findings, this study puts forward the following suggestions to teachers: in classroom teaching, students should not only be allowed to passively browse the illustrations of textbooks, but should be guided to think about the teaching value and interpretation functions of these images, and students should be encouraged to actively explore visual information. At the same time, textbook writers also need to work harder on layout design to make the connection between images and text and interaction design smoother and more natural. Only in this way can visual resources truly help discourse understanding, cross-cultural cognition and value guidance in English learning.
Copyright (c) 2026 Shiman Zhang http://creativecommons.org/licenses/by/4.0
Teaching Design of AI-Enabling Junior High School English Instruction under the POA Model
With the advancement of digital transformation of education, artificial intelligence provides technical support for the innovation of foreign language education model. However, there is still a problem of “separation of learning and application” in junior high school English teaching. In order to solve this problem, the Production-Oriented Approach came into being. This teaching method provides an effective pathway to realize the integration of learning and application. However, for front-line teachers, the application of POA in front-line teaching faces many difficulties, such as being time-consuming and laborious, and puts forward higher requirements for teachers’ personal teaching design ability and knowledge reserve. Based on this, this paper takes Unit 3 “A Helping Hand” from the FLTRP eighth-grade textbook as an example, constructs the POA teaching design framework under AI empowerment, embeds the generative artificial intelligence into the three key phases “motivating, enabling, and assessing” and explores the classroom implementation path under the support of human-machine collaboration. The research shows that AI has significant advantages in the creation of communicative situations, the support of language resources and the optimization of evaluation feedback, which enhances teachers’ design efficiency and improves students’ language application skills. This paper also provides an operational design paradigm for AI-supported POA teaching practice.
Copyright (c) 2026 Shuyao Zhao http://creativecommons.org/licenses/by/4.0