摘要：
This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers' PPK is characterized by elements of variation, selection, and dynamism.
期刊：
Professional Development in Education,2023年49(2):297-308 ISSN：1941-5257
通讯作者：
Yan, Chunmei
作者机构：
[Yan, Chunmei] Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.;[He, Chuanjun; Guo, Xinjine; Wang, Jianyang] Cent China Normal Univ, Sch Foreign Languages, Coll English Dept, Wuhan, Peoples R China.
通讯机构：
[Yan, Chunmei] C;Cent China Normal Univ, Sch Foreign Languages, English Dept, Wuhan, Peoples R China.
关键词：
Chinese female mid-career EFL teacher educators;regional teacher education universities;plateauing
摘要：
Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher educators' professional state, teaching beliefs and competence in a non-elite teacher education university. A combination of longitudinal observations, questionnaires, individual interviews, and official documents was employed to gather data. The results reveal the participants' plateauing indicated by their teaching-focused professional identity and the lack of personal and collective agency for professional development and organisational improvement. Personal and contextual factors were found to have caused their perceived lack of professional expertise, research inactivity in the pervading 'publish or perish' climate. The study yields implications to teacher educators, policymakers, and researchers in different educational and cultural contexts.
期刊：
International Journal of Multilingualism,2023年 ISSN：1479-0718
通讯作者：
Lei Cai<&wdkj&>Longsheng Li<&wdkj&>Hua Tan
作者机构：
[Cai, Lei] Hubei Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Li, Longsheng] Hubei Univ, Appl linguist & translat studies Sch Foreign Lang, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Res Ctr Coll English Teaching, Wuhan, Peoples R China.;[Tan, Hua] Cent China Normal Univ, Res Ctr Int Commun Chinese Culture, Wuhan, Peoples R China.
通讯机构：
[Lei Cai; Hua Tan] S;[Longsheng Li] M;School of Foreign Languages, Hubei University<&wdkj&>Master Student of applied linguistics and translation studies, The School of Foreign Languages of Hubei University<&wdkj&>School of Foreign Languages, Central China Normal University, Research Center for International Communication of Chinese Culture, Central China Normal University, Research Center for College English Teaching, Central China Normal University, Research Center for Translation, Interpreting and Communication, Central China Normal University
摘要：
Language education has embraced an intercultural stance for about two decades, in which the key element is a focus on reciprocal understanding and cultural change (Fielding, 2021). Interculturality...
期刊：
PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT,2023年16:3541-3560 ISSN：1179-1578
通讯作者：
Ji, SH;Zou, LF
作者机构：
[Li, Ke] Wuhan Univ, Sch Journalism & Commun, Wuhan, Hubei, Peoples R China.;[Li, Ke] Wuhan Univ, Ctr Studies Media Dev, Wuhan, Hubei, Peoples R China.;[Ji, Suhe; Qin, Xiaoqing; Ji, SH] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Hubei, Peoples R China.;[Zou, Linfeng] Hankou Univ, Sch Commun, Wuhan 430212, Hubei, Peoples R China.
通讯机构：
[Zou, LF ] H;[Ji, SH ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Hubei, Peoples R China.;Hankou Univ, Sch Commun, Wuhan 430212, Hubei, Peoples R China.
关键词：
foreign language listening anxiety;general listening anxiety;listening test anxiety;structural equation modeling;multi-group analysis
摘要：
PURPOSE: This research seeks to conceptualize foreign language listening anxiety (FLLA) and provide its measurement, and further explore the influences of FLLA on self-perceived listening performance. METHODS: In Study 1, semi-structured interviews explored FLLA-arousal situations. Follow-up reliability and validity tests for the newly-developed scale were testified. In Study 2, structural equation modeling explored the relationship between FLLA and self-perceived performance, which was followed by the comparison of the effects of different types of FLLA on self-perceived performance between English and non-English major students. RESULTS: The componential factors of FLLA included two factors, namely general listening anxiety and listening test anxiety, and general listening anxiety was represented by FLLA in classroom, daily usage, and media learning. The results also showed that listening test anxiety negatively affected self-perceived performance; general listening anxiety positively affected listening test anxiety but did not affect self-perceived performance, and listening test anxiety played a full mediation role. Moreover, findings revealed that non-English major students' general listening anxiety was higher than that of English major students. However, the multi-group analysis showed that these two groups did not differ in the effect of general listening anxiety on listening test anxiety, and in the effects of listening anxieties on self-perceived performance. For the two groups, the mechanism of anxiety-and-performance relationship was consistent. CONCLUSION: The results of this research have expanded the knowledge of listening anxiety by distinguishing general listening anxiety from listening test anxiety. Moreover, by testifying the mediator of listening test anxiety, this research deepened the understanding of the effects of different types of FLLA on self-perceived listening performance and the intensity differences of listening anxieties in English and non-English majors. Furthermore, the research has contributed to the literature on FLLA research based on Complex Dynamic Systems Theory, and has practical pedagogical implications for future studies.
作者机构：
[Yang, Mingfeng] Jiangxi Tourism & Commerce Vocat Coll, Nanchang, Peoples R China.;[Wang, Jiayu; Zhao, Yaru] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构：
[Jiayu Wang] S;School of Foreign Languages, Central China Normal University, Wuhan, China
摘要：
Multimodal News Analysis across Cultures adopts the framework of “discursive news value analysis” (DNVA) to probe news values. It employs the approach of corpus-assisted multimodal discourse analysis (CAMDA) to illustrate how news values are approached from a linguistic perspective; how corpus linguistic techniques are applied to the analysis of news values; and how news values are constructed through different semiotic resources (language and image) in two different cultural contexts by investigating the similar national events across two countries, that is, the National Days of China and that of Australia.
作者：
Fan, Yumei;Xie, Zixin;Gregersen, Tammy;Mercer, Sarah
期刊：
SOCIAL SCIENCE JOURNAL,2023年 ISSN：0362-3319
通讯作者：
Fan, YM
作者机构：
[Fan, Yumei; Fan, YM; Xie, Zixin] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Hubei Province, Peoples R China.
通讯机构：
[Fan, YM ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Hubei Province, Peoples R China.
摘要：
The Psychology of Language Learning and Teaching (PLLT) is devoted to the examination of the psychological experiences of learners and teachers in language education. As an interdiscipline integrat...
作者：
Cai, Lei;Tang, Jing;Tan, Hua;LaScotte, Darren K.;Mathieu, Corrine S.;...
期刊：
Language and Education,2023年 ISSN：0950-0782
通讯作者：
Tan, H
作者机构：
[Cai, Lei; Tang, Jing] Hubei Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Tan, Hua; Tan, H] Cent China Normal Univ, Res Ctr Coll English Teaching, Sch Foreign Languages, Wuhan, Peoples R China.;[Tan, Hua; Tan, H] Cent China Normal Univ, Res Ctr Int Commun Chinese Culture, Sch Foreign Languages, Wuhan, Peoples R China.;[Tan, Hua; Tan, H] Cent China Normal Univ, Res Ctr Translat Interpreting & Commun, Sch Foreign Languages, Wuhan, Peoples R China.
通讯机构：
[Tan, H ] C;Cent China Normal Univ, Res Ctr Coll English Teaching, Sch Foreign Languages, Wuhan, Peoples R China.;Cent China Normal Univ, Res Ctr Int Commun Chinese Culture, Sch Foreign Languages, Wuhan, Peoples R China.;Cent China Normal Univ, Res Ctr Translat Interpreting & Commun, Sch Foreign Languages, Wuhan, Peoples R China.
摘要：
Materials used in language classrooms include but are not limited to textbooks, papers, videos, and assessments. They vastly impact the teaching, learning, and interaction that occur in classrooms....
作者机构：
[Xiong, Bing; He, He] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[He, He] Huaibei Normal Univ, Sch Foreign Languages, Huaibei, Peoples R China.
通讯机构：
[He, H ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;Huaibei Normal Univ, Sch Foreign Languages, Huaibei, Peoples R China.
摘要：
Since the 1990s, discourse analysis has become a new promising trend in translation and interpreting studies. Studies on discourse analysis have provided a wider perspective from which to examine t...
作者机构：
[Luo, H; Aguilar-Cruz, Paola Julie; Wang, Peiyu; Luo, Heng] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Aguilar-Cruz, Paola Julie] Univ Amazonia, Fac Educ, Licenciatura Lenguas Extranjeras con Enfasis ingle, Florencia 180001, Colombia.;[Xiang, Zongping] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
通讯机构：
[Luo, H ; Xiang, ZP ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.
摘要：
Game-based learning (GBL) places high demand on educational resources and has been widely practiced in classrooms in many developed countries; however, few studies on GBL and its influencing factors have been conducted in developing countries. To address this research gap, a mixed-methods study was conducted in a state high school in the Amazon region of Colombia with 64 tenth-graders who were learning English as a foreign language to identify the factors that affect learners' learning outcomes when serious games are applied to vocabulary learning, with a specific focus on learning engagement. This study drew on both quantitative and qualitative data collected from surveys, interviews, and pre- and post-tests. The results showed that engagement and prior knowledge can positively predict GBL outcomes, while contextual factors and family condition had an adverse impact on GBL outcomes (Adjusted R-2 = 0.635, p < 0.01). The results also indicated that a male student with a higher level of prior knowledge would be more likely to achieve good grades in GBL. Based on the study results, several implications are proposed for incorporating serious games for vocabulary learning in less-developed regions. This study results provide important practical implications for high schools in developing countries to implementing GBL.
摘要：
The goal of this paper is to offer an analysis of cyberpunk, steampunk, and other genre names related via the punk element. We study the emergence and popularity of these names among science fiction fans and scholars, comparing them with “mainstream” appreciators. We carry out a corpus study that analyses data extracted from textual corpora in four languages (English, German, French, and Italian) and encyclopedias (fandom communities, e.g., Aesthetics Wiki). We show that the proliferation of punk genre names tends to be closely related to science fiction and other (fan-)fiction communities, who display an emotive and intellectual investment in punk subgenres. We propose an analysis via a frame-theoretical model that shows how cyberpunk and related genre names can describe the core narrative themes of each subgenre. We then propose that punk genre names form sets of near-synonym words via their ability to describe fictional narratives featuring anti-authoritarian protagonists across different world settings and technologies. We conclude by discussing the consequences of our account for possible theories of genres, genre names, and linguistic studies focusing on science fiction and other fictional genres.
期刊：
MODERN CHINESE LITERATURE AND CULTURE,2022年34(1):32-65 ISSN：1520-9857
作者机构：
[Xie, Haiyan] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.
关键词：
Yan Lianke;mythorealism;Ballad Hymn Ode;Shijing;academia
摘要：
“Mythorealism” is a formal literary experiment developed by Yan Lianke, whose 2008 novel Ballad, Hymn, Ode (Feng ya song) produces a cumulative effect of absurdity that has provoked controversy over the extent to which it offers an effective social critique. In response to the scholarship based on realist readings of the novel, this article analyzes it from a “mythorealistic” perspective. It argues that the mythorealist narrative does not necessarily cancel out Yan’s social commentary but instead transfers his critical impulse to a psychological exploration of marginal intellectuals in a desymbolized society. In particular, this article is concerned with thematic interpretation and the relation between literary form and meaning in Yan’s parody of the Shijing in Ballad, Hymn, Ode. By focusing on Yan’s symbolic representation of sex and disgust, this article investigates how such imagery and motifs speak from their own space to reveal Chinese intellectuals’ spiritual crisis in an academic world pervaded with an instrumentalist ethos.
作者机构：
[Yan, Sheng] Cent China Normal Univ, Wuhan, Peoples R China.;[Liu, Yuanjia] Cent China Normal Univ, Language & Language Educ Res Ctr, Wuhan, Peoples R China.
通讯机构：
[Yuanjia Liu] S;School of Foreign Languages, Central China Normal University, China
作者机构：
[Ji, Suhe; Qin, Xiaoqing] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430079, Peoples R China.;[Li, Ke] Wuhan Univ, Sch Journalism & Commun, Wuhan 430072, Peoples R China.;[Li, Ke] Wuhan Univ, Ctr Studies Media Dev, Wuhan 430072, Peoples R China.
通讯机构：
[Ke Li] S;School of Journalism and Communication, Wuhan University, Wuhan 430072, China<&wdkj&>Center for Studies of Media Development, Wuhan University, Wuhan 430072, China<&wdkj&>Author to whom correspondence should be addressed.
关键词：
Chinese university English teachers;academic reading;professional development;social media;content knowledge;pedagogical content knowledge
摘要：
Noun-incorporation is a process of word-formation in which a nominal constituent is added to a verbal root, with the resulting construction being both a verb and a single word. The incorporated element may be the object of the verbal element; it may also denote agent, instrument, location, etc. Once incorporated the nominal constituent figures less prominently. The meaning of the resulting new word is more than the sum of its two constituents. This is the most nearly syntactic of all morphological processes that has morphological, semantic, syntactic, and discourse consequences (Mithun 1984: 847). By reference to relevant typological studies, this article describes the morphological, syntactic, and semantic features of noun-incorporation in Chinese within the framework of Systemic Functional Linguistics. It is found that the new verb may be intransitive or transitive and the two elements may occur continuously or discontinuously and they may swap their positions. This process may shed light on the complementary and continuous relation between lexis and grammar and the ergative nature of Chinese.
作者机构：
[Zhang, Man] Cent China Normal Univ, Sch Foreign Languages, Wuhan, Peoples R China.;[Zhang, Man] Humboldt Univ, Fac Language Literature & Humanities, Berlin, Germany.
通讯机构：
[Man Zhang] S;School of Foreign Languages, Central China Normal University , Wuhan, China<&wdkj&>Faculty of Language, Literature and Humanities, Humboldt University of Berlin , Berlin, Germany . E-mail: zm@ccnu.edu.cn
摘要：
Until now, there has been very little unified analysis of metadiscourse across speech and writing. Drawing on a reflexive metadiscourse model, this article conducts a multidimensional analysis of metadiscourse across 10 spoken and written registers in a corpus of 626 texts. Two metadiscourse dimensions, participants’ interaction and discourse presentation, are identified. The more interactive registers are more prominently marked by participants’ interaction, and the more informational registers by discourse presentation. Along metadiscourse dimensions, the 10 registers are lumped into 6 clusters: ‘discussion broadcasts and public conversations’, ‘scripted speeches and unscripted speeches’, ‘general prose and nondiscussion broadcasts’, ‘press and fiction’, ‘casual conversations’, and ‘academic prose’. Metadiscourse markers of both dimensions are frequently used in registers of the first two clusters which are highly interactive and informational, while they rarely occur in registers of the next two clusters which have low interactive or informational focuses. Metadiscourse markers of participants’ interaction are pervasive in the highly interactive register (casual conversations), and those of discourse presentation in the highly informational register (academic prose).
