Studies in English Language Teaching (SELT) is the official open access journal of Scholink. In order to give all researchers equal opportunity to share their ideas, SELT adopts double-blind peer-review. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to SELT. Both of online submission and E-mail submission (selt@scholink.org) are acceptable. ------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: English Language Teaching Second Language Acquisition Applied Linguistics Teaching and Learning English Education Applied Linguistics English Literature Translation Index/List Academic Journal Articles Bielefeld Academic Search Engine (BASE) CiteFactor CNKI Scholar CrossRef Directory of Research Journals Indexing (DRJI) DOI Electronic Journals Library (EZB) Globethics.net Journalseek JournalTOCs Linguistlist OCLC- WorldCat Open J-Gate Publons Qualis A2 Refseek Academic Search Engine ResearchBib ResearchGate ScienceGate Scientific Indexing Service (SIS) The Scientific Literature Database (Scilit) Standard Periodical Directory Turkish Education Index (TEI) WZB Library Open access: Studies in English Language Teaching 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: Studies in English Language Teaching 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.
Research on the Construction of a Chinese-English Parallel Corpus for Terminology of China's Intangible Cultural Heritage
Intangible Cultural Heritage (ICH) is regarded as an important carrier of the cultural genes of the Chinese. Whether the translation of terms is standardized will directly affect the effectiveness of international communication. At present, there are still many problems in this field. Cross-cultural communication and translation research lags behind. Chinese-English parallel corpora are also very scarce. This can no longer meet the needs of international dissemination and cross-cultural communication of intangible cultural heritage. This study focuses on the construction of a Chinese-English comparative corpus of intangible cultural heritage terms. This section describes the corpus construction process in detail, including planning and design, text collection, data preprocessing, bilingual alignment, and storage management. The purpose of this study is to build a standardized and practical parallel corpus and promote better cross-cultural dissemination of China's intangible cultural heritage.
Copyright (c) 2026 Shi Shi, Yiduo Wang http://creativecommons.org/licenses/by/4.0
Research on Listening Strategies for English Majors
Listening, as a core input skill in English learning, is closely associated with the development of speaking, reading, and writing abilities, and accounts for a significant proportion in important English proficiency tests such as CET-4, CET-6, TEM-4 and TEM-8. However, many English majors encounter difficulties in listening comprehension, lacking the application of targeted strategies, and relying on blind training. To address this issue, this study aims to investigate the overall use of listening strategies by English majors, explore the differences in strategy application among students of different grades and listening proficiency levels, and clarify the correlation and predictive effect between listening strategies and listening scores. A questionnaire survey was conducted among 112 English majors from a university in Hubei Province, and SPSS 26.0 was used for descriptive statistics. The results show that: (1) Among the three types of listening strategies, metacognitive strategies are used the most frequently, followed by cognitive strategies, and affective strategies the least; (2) There is no significant difference in the use of listening strategies between lower-grade students (freshmen and sophomores) and upper-grade students (juniors and seniors), though upper-grade students use metacognitive strategies slightly more frequently; (3) There is a significant difference in the use of metacognitive strategies between students with high and low listening proficiency, with high-proficiency students using them more often; (4) Metacognitive strategies are significantly positively correlated with listening scores and can significantly predict listening scores, while cognitive and affective strategies show no significant correlation with listening scores. Based on the research results, this study suggests that English listening teaching should strengthen the training of metacognitive strategies, cultivate students’ awareness of autonomous learning, and improve their listening comprehension ability through targeted strategy guidance.
Copyright (c) 2026 Qian Li http://creativecommons.org/licenses/by/4.0
Priming Effect on Automatisation of L2 Prepositional-Phrase Processing Ability
Most L2 learners cannot process a second language as native speakers do because of their less automatic syntactic processing ability. In this article, the author reports two experiments that used a word-by-word self-paced reading task to examine how Japanese language learners of English process English prepositional phrases. The study also examined whether these learners could improve their syntactic processing ability, using the priming method. The research findings showed that while L2 learners had more difficulty processing a prepositional phrase when it modified the noun of the matrix verb than modified the verb, they were able to overcome that difficulty with appropriate primes. The research findings indicated that L2 learners were able to improve their syntactic processing ability if they encountered the same syntactic structure repeatedly.
Copyright (c) 2026 Hiroki Fujita http://creativecommons.org/licenses/by/4.0
A Pragmatic Study of Prosecutors’ Questioning Strategies in Simpson Case from the Perspective of the Goal-driven Principle
This study applies the Goal-driven Principle proposed by Liao Meizhen. A case analysis method is adopted, and typical excerpts are drawn from the trial transcript of the Simpson case. Two core research questions guide the inquiry. First, what questioning strategies do prosecutors employ during cross-examination? Second, how do these strategies serve the prosecutors’ litigation purposes within the framework of the Goal-driven Principle? The findings show that prosecutors rely on four main strategies: repetition, presupposition, elicitation, and interruption. Repetition undermines witness credibility by forcing the witness to confront contradictions. Presupposition pushes controversial claims into the background, thereby constructing a narrative favorable to the prosecution. Elicitation uses frame presupposition to steer witnesses toward expected answers, though it remains vulnerable to procedural restrictions. Interruption competes for turn-taking control, yet it can be nullified by judicial intervention. This study achieves two goals. It demonstrates the applicability of the Goal-driven Principle to adversarial courtroom discourse as well as offering a workable analytical framework for understanding the pragmatic mechanisms that underlie prosecutors’ questioning strategies.
Copyright (c) 2026 Qiao Wang, Bingwen Sun http://creativecommons.org/licenses/by/4.0
The English Translation Strategies of Culture-Loaded Words in The Three-Body Problem from the Perspective of Eco-translatology
This study takes eco-translatology as the theoretical basis. It examines how Ken Liu deals with words with cultural connotations in the English translation of Three-Body Problem from the three dimensions of language, culture and communication. The study focuses on the analysis of five categories of vocabulary, namely, ecology, society, religion, language and material. The results show that Ken Liu flexibly adjusts his translation strategies according to the specific context. Specifically, when dealing with ecological terms, he mostly uses transliteration, focusing mainly on the linguistic dimension; for social terms, he strives to achieve a balance between the three dimensions by means of transliteration or literal translation with annotation; when dealing with religious and linguistic terms, he usually resorts to domestication or free translation, giving priority to the communicative dimension; when introducing material terms, he facilitates the coordination between the three dimensions through transliteration and interpretation. Ken Liu’s flexible choices in the three dimensions help the translation achieve ecological balance in English science fiction literature and provide practical insights for the translation of culture-loaded words in the global promotion of Chinese literature.
Copyright (c) 2026 Shuting Zhang http://creativecommons.org/licenses/by/4.0