English Language Teaching and Linguistics Studies
type: channel
description: 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 We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies.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 Languag…
publisher: SCHOLINK INC.
language: en-US
publication name: English Language Teaching and Linguistics Studies
issn: 2640-9836
copyright: 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.
items: When AI Translates: Skill Devaluation and Learner Boredom in Translation Classrooms for Application-Oriented EFL Majors
items: A Comparative Study of the Three English Versions of Selected Lines from The Everlasting Regret from the Perspective of Berman’s Translation Ethics
items: A Three-Dimensional Transformation Analysis of the English Subtitles of Ne Zha 2 from the Perspective of Eco-Translatology
items: Integrating the Community Awareness into American Literature Teaching for Multi-Ethnic Frontier Universities: Text-based Comparative Teaching Strategy
items: Integrated Dual-Culture Teaching Framework for Border Junior High English Under Integrated Primary and Secondary Ideological Education
items: A Study on the Evaluative Semantics of the “méi X yìng Y” Construction and Its Pedagogical Pathways in Chinese Teaching

When AI Translates: Skill Devaluation and Learner Boredom in Translation Classrooms for Application-Oriented EFL Majors
type: item
description: The integration of generative artificial intelligence (AI) into translation education has predominantly been celebrated for its capacity to enhance learner engagement and motivation. This study challenges that dominant narrative by investigating a countervailing possibility: that generative AI, by rendering translation skills seemingly redundant, may hollow out learners’ perceived value of those skills and thereby breed boredom. Drawing on the Meaning and Attention Components (MAC) model of boredom (Westgate & Wilson, 2018), we propose and empirically test a pathway in which perceived AI-induced skill devaluation predicts translation classroom boredom through meaning deficits, with the attention pathway (challenge-skill imbalance) serving as a competing explanation. Using an explanatory sequential mixed-methods design with 326 application-oriented EFL translation majors in China, we found that: (a) perceived AI skill devaluation significantly predicted translation classroom boredom; (b) meaning deficits fully mediated this relationship; and (c) the meaning pathway exerted significantly stronger effects than the attention pathway. Qualitative interviews with 18 participants corroborated these findings, revealing narratives of “why bother learning what AI can do.” This study introduces the construct of meaning-deficit boredom in AI-era translation classrooms, extends the MAC model to foreign language education, and offers a critical boundary condition to the engagement-dominant AI narrative.
creator: Xiao Huang
rights: Copyright (c) 2026 Xiao Huang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-10
publication date: 2026-07-10
volume: 8
number: 4
starting page: 1
doi: 10.22158/eltls.v8n4p1

A Comparative Study of the Three English Versions of Selected Lines from The Everlasting Regret from the Perspective of Berman’s Translation Ethics
type: item
description: Domestication and foreignization are two common strategies for translators to deal with cultural differences. Based on Berman’s translation ethics and twelve deformations, this paper takes Bai Juyi’s the Everlasting Regret (selected sentences) as the object of study, adopts close reading and comparative analysis, and selects the English versions of Xu Yuanchong, Xu Zhongjie and W. J. B. Fletcher for comparative analysis, focusing on the different degrees of domestication and foreignization in the aspects of word choice, syntax, rhetorical organization, cultural transmission and so on, as well as the effects caused by these differences. The study found that in the English translation of classical Chinese poetry, in addition to the necessary domestication adjustment, the translator should retain the cultural background and aesthetic logic of the original poem as much as possible, so that the translation can achieve the purpose of conveying the cultural nature of this special literary genre. Therefore, in the English translation, foreignization enjoys ethical priority.
creator: Chenfan Wang
rights: Copyright (c) 2026 Chenfan Wang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-20
publication date: 2026-07-20
volume: 8
number: 4
starting page: 18
doi: 10.22158/eltls.v8n4p18

A Three-Dimensional Transformation Analysis of the English Subtitles of Ne Zha 2 from the Perspective of Eco-Translatology
type: item
description: Grounded in the “three-dimensional” transformation framework of Eco-Translatology, and drawing on the Bilibili-release English subtitles of Ne Zha 2 as the corpus, this study examined the translator’s mechanisms of adaptation and selection across the linguistic, cultural, and communicative dimensions. The findings indicate that the linguistic dimension saw the translator restructuring Chinese paratactic flowing sentences through syntactic reorganization and colloquial transposition, though the regional markers of the dialect were not retained; the cultural dimension witnessed the translator adopting literal translation with a foreignizing orientation for core terminologies and employing contextual replacement for culture-loaded expressions, yet with a partial diminishment of the philosophical depth of the ethics of spiritual cultivation (xiuxian); and the communicative dimension involved the translator transforming Chinese philosophical discourse into an action logic of “individual survival—self-actualization—world-changing,” thereby achieving cross-cultural emotional resonance. The three dimensions demonstrate a coordinated relationship, with communicative intent taking precedence when conflicts arise. This study offered a methodological reference for the subtitling of Chinese animated films from the perspective of Eco-Translatology.
creator: Yuyan Dang
rights: Copyright (c) 2026 Yuyan Dang http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-23
publication date: 2026-07-23
volume: 8
number: 4
starting page: 31
doi: 10.22158/eltls.v8n4p31

Integrating the Community Awareness into American Literature Teaching for Multi-Ethnic Frontier Universities: Text-based Comparative Teaching Strategy
type: item
description: As a core major course for English undergraduates, A History of American Literature covers a large number of ethnic and immigrant literary texts, which provide natural comparative perspectives for cross-cultural humanistic education. For multi-ethnic frontier universities in Yunnan, the routine teaching of this course is faced with the prominent dilemma of lacking localized supporting materials and fragmented excavation of humanistic connotations disconnected from local ethnic life. Based on undergraduate research training project, this study adopts three qualitative research methods including literature sorting, close textual reading and teaching case induction. Nine canonical American literary works across five literary periods are selected to sort literary themes of ethnic harmony and cross-cultural exchange. Centered on text-based comparative reading, this paper constructs a three-stage closed-loop teaching framework including pre-class material preparation, in-class progressive speculation and after-class reflective tasks, and puts forward standardized classroom operation norms, so as to provide replicable localized teaching strategies for literature teachers in frontier colleges and realize the integrated cultivation of literary appreciation ability and inclusive humanistic quality. This complete targeted teaching design fully fits the key overall new liberal arts construction reform demands of local border ethnic higher education institutions in southwest China.
creator: Mengting Geng
rights: Copyright (c) 2026 Mengting Geng http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
volume: 8
number: 4
starting page: 43
doi: 10.22158/eltls.v8n4p43

Integrated Dual-Culture Teaching Framework for Border Junior High English Under Integrated Primary and Secondary Ideological Education
type: item
description: Against the national strategic layout of continuous ideological education covering primary, junior high and senior high education, border port junior high schools undertake unique educational missions to cultivate teenagers’ homeland affection and the awareness of community for the Chinese nation. Taking Hekou Guomen Junior High School adjacent to the China-Vietnam border as the theoretical research object, this paper adopts two desk research methods including document sorting and textbook textual coding. Guided by Coyle’s authoritative four-dimensional CLIL theoretical system, this paper sorts out the unbalanced cultural structure of mainstream junior high English textbooks and summarizes typical classroom defects such as scattered ideological infiltration and disconnected teaching objectives across different school phases. This study constructs a spiral training system featuring cultural perception in primary schools, cultural identity in junior high schools and critical thinking in senior high schools, as well as a two-layer cultural framework combining fine traditional Chinese culture and local cross-border ethnic culture in Hekou. A complete closed-loop teaching system covering teaching objectives, curriculum content, CLIL classroom implementation and multi-dimensional evaluation is established. This standardized theoretical framework can provide curriculum design references for similar border junior high schools in Honghe and Wenshan Prefectures of Yunnan Province.
creator: Mengting Geng
creator: Bin Duan
rights: Copyright (c) 2026 Mengting Geng, Bin Duan http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
volume: 8
number: 4
starting page: 51
doi: 10.22158/eltls.v8n4p51

A Study on the Evaluative Semantics of the “méi X yìng Y” Construction and Its Pedagogical Pathways in Chinese Teaching
type: item
description: The internet-popular construction “méi X yìng Y” has emerged with high frequency in recent years, and its holistic meaning exhibits non-compositionality, meeting the defining criteria of constructions in Construction Grammar. Drawing on Goldberg’s Construction Grammar theory, this paper systematically analyzes the formal features, component functions, and syntactic distribution of the “méi X yìng Y” construction. On this basis, it introduces Appraisal Theory to reveal the nature of its evaluative semantics, its evaluative meaning is not a simple positive-negative dichotomy, but rather forms an attitudinal continuum ranging from criticism, ridicule, helplessness and affirmation, with the shift in evaluative orientation constrained by contextual factors, speaker stance, and communicative intent. Finally, grounded in the Sān-Yī Yǔfǎ (Form-Function-Context) approach, this paper proposes a four-step pedagogical pathway for Chinese learners, form recognition, function understanding, contextual judgment and productive application, and designs specific teaching plans with typical contexts, providing a reference for the teaching of internet-popular constructions in L2 Chinese education.
creator: Huang Sili
rights: Copyright (c) 2026 Huang Sili http://creativecommons.org/licenses/by/4.0
license: http://creativecommons.org/licenses/by/4.0
date: 2026-08-01
publication date: 2026-08-01
volume: 8
number: 4
starting page: 60
doi: 10.22158/eltls.v8n4p60