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 We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies.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.
The Translation Study of the Contract Section of the Civil Code Based on Schema Theory
In the context of the continuous integration and development of Chinese and Western legal cultures, legal text translation has become an important topic in current translation studies. Schema theory, as a core theory in cognitive psychology, has been integrated and innovated with linguistics and various types of text translation fields, opening up new paths for legal translation research. However, current legal translation research mainly relies on functional equivalence theory and teleology as its main theoretical basis, and there is still a lack of exploration in combining specific legal texts with schema theory. This paper employs schema theory to analyze the translation of the Contract Section of the Civil Code from the perspectives of language, content, and form, revealing its significant influence on the translation strategies and connotation understanding of legal texts. The research provides practical theoretical references and practical experience for legal text translation, the dissemination of Chinese and Western legal cultures, and the drafting of cross-border commercial contracts.
Copyright (c) 2026 Lu Shi http://creativecommons.org/licenses/by/4.0
A Study on the Cognition-Affect-Behavior Interaction of Non-Native Speakers from the Perspective of Sociocultural Theory: Affect Construction in English Debating Through the Lens of Dramatic Events
Framed by Sociocultural Theory (SCT), this study focuses on the context of British Parliamentary (BP) English Debate, adopts a narrative-oriented interpretative case study paradigm, and explores how the affective experiences of non-native English speakers in BP English Debate are triggered by dramatic events and guide their interactive development of cognition, affect and behavior, through video recording and semi-structured interviews. The participants are 8 English major students (4 core interviewees), all with one year of debating experience and an English proficiency of Level B2 or above. This study identifies six core types of dramatic events and three social interaction mediation paths, and reveals the differentiated interactive development trajectories of the four learners: cognitive reconstruction under social support, cognitive expansion driven by affective deepening, metacognitive awakening triggered by accumulated frustration, and strategy construction under the balance of affective tension. The study confirms that affect is not an isolated psychological response, but a core mediator constructed and regulated in social interaction that drives second language development. This study provides empirical evidence for the affective mediation mechanism to supplement Sociocultural Theory, enriches the process-oriented analytical perspective of second language affect research, and offers practical references for the optimization of English debate teaching and second language writing teaching.
Copyright (c) 2026 Yuhan Li http://creativecommons.org/licenses/by/4.0
A Study on the Impact of Self-Efficacy on College Students’ Acceptance of Generative AI-empowered English Learning: Based on the Technology Acceptance Model
This study, grounded in the Technology Acceptance Model (TAM), analyzes questionnaire data from 226 university students using Structural Equation Modeling (SEM). It investigates the predictive effects of self-efficacy (SE) on students’ perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATT), and behavioral intention (BI). Additionally, it explores the direct and indirect mediating roles of the aforementioned three variables between self-efficacy and behavioral intention. The results indicate that university students generally show a high level of acceptance toward generative artificial intelligence in English learning. The predictive relationships among the core variables of the Technology Acceptance Model are validated, with self-efficacy having a significant positive impact on all four variables. Furthermore, the mediating effects of perceived usefulness, perceived ease of use, and attitude toward use between self-efficacy and behavioral intention are significant, with a continuous mediation path observed. Among these, the mediation effect of attitude toward use is the most prominent. These findings provide insights into how universities can optimize the implementation of generative artificial intelligence in English teaching practices and enhance learners’ acceptance of technology.
Copyright (c) 2026 Lijuan Liu, Jiayin Wu http://creativecommons.org/licenses/by/4.0
A Study on Subtitle Translation of Science Fiction Films
Science fiction film subtitle translation, situated at the intersection of linguistic conversion, technical constraints, and fictional world construction, represents a unique translation challenge. This paper explores the theoretical frameworks, practical strategies, and emerging trends in sci-fi film subtitle translation by analyzing recent academic achievements and case studies including the Star Wars series and The Wandering Earth series. The study identifies four primary challenges facing sci-fi film subtitle translators: neologism and terminology management, handling scientific and technological discourse, cultural specificity within fictional contexts, and multimodal constraints. Drawing on Relevance Theory, Functional Equivalence Theory, and Multimodal Discourse Analysis, it evaluates translation strategies including transfer, compression, paraphrase, and creative adaptation. The research further examines the impact of modal differences between subtitling and dubbing, and the emergence of human-machine hybrid translation models. The findings indicate that optimal sci-fi film subtitle translation requires balancing source text fidelity with target audience comprehensibility, while appropriately managing the genre's inherent tension between scientific plausibility and imaginative fiction. The study concludes by proposing a comprehensive framework for sci-fi film subtitle translation practice and identifying future research directions in this rapidly evolving field.
Copyright (c) 2026 Yiming Geng http://creativecommons.org/licenses/by/4.0
“Beauty Servitude” as Metaphor in Contemporary Chinese Discourse: An Invitational Rhetorical Perspective
This study investigates the contested metaphor of “beauty servitude” (fu mei yi) in contemporary Chinese public discourse, examining how women’s beauty practices are rhetorically framed in relation to labor, obligation, agency, and structural constraint. Using qualitative rhetorical analysis, the study analyzes a public debate as its primary data source. The analysis combines high-frequency word statistics with inductive qualitative coding to identify recurring metaphorical patterns and argumentative strategies. Adopting invitational rhetoric as an analytical lens, this study shows that the metaphor both enables and constrains public understanding. While it invites attention to structural power and gender inequality, it may also limit recognition of women’s embodied experiences and self-defined agency.
Copyright (c) 2026 Zhenwei Wang http://creativecommons.org/licenses/by/4.0
On Subtitle Translation Strategies under the Guidance of Relevance Theory: With Evidence from the Movie Wandering Earth 2
With Chinese films increasingly reaching international audiences, the role of subtitle translation as a crucial facilitator of cultural exchange and comprehension has become paramount. This study, employing Relevance Theory as the theoretical framework, investigates the strategies in translating the subtitling of Wanderding Earth 2, a Chinese sci-fi blockbuster. The findings reveal that to achieve optimal relevance, the translator can employ a combination of textual and cognitive strategies. At the textual level, techniques such as omission, addition, and paraphrase are used to overcome space and time constraints and enhance clarity. At the (cultural) level, strategies including domestication and foreignization strategies are observed, effectively minimizing comprehension barriers while introducing Chinese cultural concepts. This research underscores the explanatory power of Relevance Theory in audiovisual translation and offers practical insights into effective subtitle translation strategies.
Copyright (c) 2026 Hengrui Zhang http://creativecommons.org/licenses/by/4.0
AUTONOMOUS ENGLISH LEARNING THROUGH SOCIAL MEDIA AND COMMUNICATIVE COMPETENCE IN DIGITAL CONTEXTS WITHIN A CHINESE UNIVERSITY: PERSPECTIVES ON READINESS, DIGITAL LITERACY, AND EDUCATIONAL MANAGEMENT
In the context of digitalization, social media has become a prominent environment for informal English learning among university students, and its potential contribution to communicative competence development has drawn growing attention. However, how autonomous English learning in social media relates to communicative competence remains unclear. This study examines the relationship between autonomous English learning through social media (AEL) and communicative competence in digital contexts (CDC), with particular attention to the mediating roles of learner readiness and digital literacy and the moderating role of educational management. This study used a quantitative correlational design based on questionnaire data from 380 undergraduate students at a comprehensive university in Northeast China. Pearson correlation and mediation–moderation analyses were conducted using the PROCESS macro in SPSS. AEL was positively associated with CDC. This relationship is partially mediated by readiness and digital literacy, with digital literacy exerting a slightly stronger effect. Educational management also significantly moderates the relationship between AEL and CDC, with the association becoming stronger at higher levels of support. Overall, communicative competence in digital environments develops through the combined influence of autonomous learning engagement, psychological readiness, digital capabilities, and institutional support.
Copyright (c) 2026 Hongying Lyu http://creativecommons.org/licenses/by/4.0