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 We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies.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