Understanding students\u2019 motivation in translation learning: a case study from the self-concept perspective

The article is devoted to verbalization of the concept “innovation” in scientific and methodological texts of People’s Republic of China, in particular in the texts of methodological recommendations, practice programs, educational and training programs of leading Chinese universities. The article analyzes the idea of a concept from the point of view of cognitive linguistics, according to various approaches to its definition, after this analyzing we make a proper definition of a concept. The concept “innovation”, different views on its interpretation by Ukrainian, European and Chinese researchers are analyzed in detail. For this, various types of explanatory and literary dictionaries, of Ukrainian, British and Chinese prominent researchers and their research papers were used in this article. The core of the concept “innovation” and its components were analyzed. It was determined that the concept of “innovation” in the texts of scientific and methodical materials mostly verbalized with the help of hieroglyphs of创新. Examples of the concept of “innovation” verbalization in scientific and methodical texts of Chinese universities in various combinations were given. The main components of the concept, such as innovation, creativity, novelty and uniqueness were characterized. The main ways of verbalizing the components of innovation and their role in understanding of the concept meaning are shown. A brief analysis of the pedagogic innovation 教育方法 was presented. Quantitative indicators for an objective analysis of the methods of verbalizing the concept of “innovation” and its components were shown in a tabular format. The choice of methodical texts for training students in universities of China, as the basis of our research, was made due to their authority among leading Chinese and world universities and their significant contribution to innovation in education. Their qualitative language could improve language skills and make understanding of the concept of “innovation” clearer. The characteristics of linguistic ways of verbalizing the concept “innovation” and its components will be useful for choosing a translation strategy during scientific and methodical texts translation.

Polymer Reaction Engineering in China

Objectives This study aims to verify on the impact of the ARCS model on learning motivation and academic achievement in history English subjects for Chinese history major University students through teaching experiments. Furthermore, it aims to discuss the applicability and effectiveness of the teaching model, providing theoretical support for constructing an effective teaching model for English courses in university history majors.
 Methods This study employed a quantitative research approach to validate the effectiveness of the ARCS model in Chinese university history major English classroom teaching. The experimental class was instructed based on the ARCS motivational design model, while the control class followed conventional teaching methods. Using SPSS 25.0 statistical software, independent-sample t-tests and paired-sample t-tests were conducted to analyze the outcomes of the experimental intervention, comparing the changes in students' learning motivation and academic achievement before and after the experiment in the two classes.
 Results Before the application of the ARCS design model in the curriculum, there were no significant differences in learning motivation and academic achievement between the experimental group and the control group. After the application of the ARCS design model in the curriculum, significant differences in learning motivation and academic achievement were observed between the experimental group and the control group.
 Conclusions Using the ARCS motivational design model in teaching history English subjects to history major students in the classroom can increase students' levels of motivation. Using the ARCS motivational design model in teaching history English subjects to history majors in the classroom can improve to history major students' academic achievement.

The undesired self: A neglected variable in personality research.

Loss of identity, alienation, and self-actualization, along with the split in self, are important ideas of literary works belonging to the first half of the twentieth century. Carl Rogers has pointed out to the split between the real and ideal self. He describes self-actualization as a fluid process and the self as an essential part of one’s personality that determines how one relates to the world. Rogers believes that the real self is a self-concept that a person might experience, whereas the ideal self is the one that person would like to achieve. This article analyzes the personality of the protagonist of James Joyce's A Portrait of the Artist as a Young Man, Stephen Dedalus, using Carl Rogers' notion of self and self-actualization, with particular reference to the incongruency of the real and ideal self. Roger's notion of the self, has not yet been applied on Joyce's works in the previous studies, and so is highlighted here in relation to A Portrait of the Artist as a Young Man. Keywords: self-actualization; real self; ideal self; alienation; personality

Based on the opportunities and challenges in application-oriented universities, this paper analyzes the problems of cultivating application-oriented talents in Chinese universities. 10C model of cultivating application-oriented talents is constructed. The model consists of unique Concept of development, characteristic Curriculum system, Creation education, school-enterprise Cooperation, education method based on CDIO, Comprehensive ability, Competence Skills, Communication ability, capable Citizens and Cloud thinking.

The purpose of this case study is to explore the patterns of teacher-student interaction and the strategies that the teacher adopts to facilitate student learning and promote comprehension in a reading class in a Chinese university. The researcher made an audio-recording of one session of the reading class she taught, transcribed the recording and analyzed the teacher-student interaction, looked into teacher talk and student talk. The emphasis was on teacher-talk. The study finds that the interaction pattern in this reading class follows the IRF (Initiation-Response-Feedback) or IRE (Initiation-Response-Evaluation) pattern recognized by many researchers. In order to promote understanding and elicit student responses, the teacher consciously repeats her questions and chooses alternative and tag questions. The teacher’s feedback toward students’ responses in class is to encourage and guide the students’ inductive or deductive thinking. The research helps the teacher to find strengths and weaknesses in her way of organizing class activities and some language issues which she had not previously realized. The findings of the research may shed some light on the problems that non-native English teachers face and help them to consciously improve their instructional language as well as teaching strategies on their way of professional development.

This study mainly focuses on how international students cope with balancing challenges and describe their coping strategies while adapting to a new academic environment in Chinese universities. The primary goal of this study is to identify the problems in the academic sector. A survey was conducted among forty international students recruited from a technical university in China using a questionnaire and a semi-structured interview. The result shows that international students face more problems while adjusting to new academic and social environments. These include less classroom participation, communication gap, not understanding course materials, struggling to get enough marks, amongst others. If these students are to make a successful adjustment to the teaching and learning styles in China, they need specific assistance in methods of study and language development. Faculty members and administrative staff may also have to recognize these problems of transition by adapting their ways of work. The study also comes up with some recommendations for improving the academic and service quality so that Chinese universities can attract more international students.

British open universities are generally people-oriented in the organization of professional curriculum, and achieve flexible and efficient professional setting, curriculum development, curriculum system development, etc.. British open universities’ professional curriculum setting and management model are the core elements of guarantee for their high quality teaching. Chinese open universities need to use the British open universities for reference and learn from their successful experience in professional curriculum organization, and establish a people-oriented, open education philosophy. At the same time, Chinese universities should constantly improve the professional curriculum development, focusing on using the modern educational technology, and monitor the teaching quality, and really achieve the sustainable development of modern distance education. Key words : British open universities; Professional curriculum; International; Innovation

A number of studies have explored preferences for particular body bai1d~ as categorized by Sheldon (1940). For example, Lerner (1969) found that mesomorphy was evaluated positively while endomorphy and ectomorphy were evaluated negatively. The present study explored preferences among the three temperamwzts categorized by Sheldon. Ss were 54 undergraduates in two social science courses: 27 males (Ms: age = 23.2 yr., SD = 6.2; ectomorphy score = 12.8, SD = 0.5) and 27 females (Ms: age = 23.5, SD = 6.5; ectomorphy score = 12.8, SD = 0.7).' Each S was given the Cortes and Gatti (1965) adjective check-list that assesses the three temperaments and was asked to describe the real self and ideal self. The order of presentation of the real self and the ideal self check-lists was counterbalanced across the two groups of Ss. The females described their ideal selves as less viscerotonic (19 of 26, two-tailed binomial p = 0.03), more somatotonic (20 of 25. p = 0.004), and less cerebrotonic (18 of 20, p = 0.001).2 The males described their ideal selves as more somatotonic (24 of 25, 9 < 0.001) and less cerebrotonic (24 of 26, p < 0.001) but not different in viscerotonia (11 of 23, n.s.). On the adjective check-:is[, S checks 21 adjectives relevant to the three temperaments. The females' real selves of 41% viscerotonic, 34% somatotonic, 25% cerebrotonic changed to ideal selves of 35%, 46%, 18% respectively. The males' real selves of 35% viscerotonic, 27% somatotonic, 39% cerebrotonic changed to ideal selves of 34%, 46%, 20% respectively. These results indicate that male and female college students would prefer to be more somatotonic and less cerebrotonic, a choice which corresponds to the previously documented preference for mesomorphic body build.

Teacher feedback plays a significant role in English teaching. Effective teacher feedback can not only enhance students' enthusiasm and motivation for learning but also improve their language skills and ability to think critically. This study analyzes data from classroom observations of the four teachers and their four English classes, attempting to explore the impact of teacher feedback on student interaction. A few instances of the usage of teacher feedback in Chinese college English classrooms are compiled in this study. The author suggests that teachers employ feedback language in the following three ways, based on the findings of the research: First and foremost, educators need to be aware of how much language is used in feedback. Second, educators should work to raise their own standards and employ a variety of feedback language in a flexible manner. Thirdly, input from teachers ought to be varied and not overly straightforward. In the future, incorporating these strategies into pedagogical practice may completely transform English instruction in Chinese universities, creating a more engaging and dynamic learning environment that not only gets students ready for success in the classroom but also gives them the critical thinking abilities they need to thrive in the increasingly interconnected world.

This dissertation aims to examine the perspectives of non-English major students and their teachers towards the development of speaking skills in six Chinese universities. The study begins with a detailed literature review of the features of effective speaking. Then, Chinese L2 learners’ difficulties in learning English, specifically with regard to developing speaking skills, are discussed. Based on the difficulties identified, methods for improving speaking skills, including both teaching strategies and actual classroom activities are suggested. A survey is conducted by using questionnaires and interviews. To ensure maximum representation of their respective groups, 100 non-English major students and 4 English teachers with differing academic levels, based at six Chinese universities (China Youth University for Political Sciences, North China Electric Power University, Tianjin University of Finance & Economics, Henan University, Shandong University, Northeastern University) were selected from different geographic regions. In addition, the interviews with student participants are analyzed objectively in order to check whether their perceptions of their English proficiency match reality. Data is analyzed and recommendations on how to develop speaking skills for non-English major students will be made. The major findings of the study are briefly summarized as follows: the students and teachers who participated in the survey hold positive attitudes towards the teaching of speaking skills; teachers and students both had unrealistic expectations of their counter parts; although the students did not recognize it, pronunciation is a key cause of students’ problems with spoken English. To some extent, it is necessary to teach spoken grammar because it can affect fluency; Listening materials can be an effective resource, which can contribute to teaching speaking skills; Many other recommendations about how to develop speaking skills can be found in the discussion.

This paper analyzes the phenomenon that reducing hours of EFL instruction to non-English majors in Chinese universities gets no response. It first depicts the phenomenon, pointing out that this phenomenon differs greatly from people&amp;rsquo;s response to similar events that happened in the past. It then analyzes the complicated underlying factors from perspectives of main stakeholders including university authorities, school deans and teachers, and those from the perspective of students, revealing their diversified thoughts and feelings towards the reduction of EFL instruction hours. Based on the analysis, this paper thinks that it&amp;rsquo;s not a thoroughly rational policy. In hope of minimizing the possible negative impact of the widely implemented policy, this paper proposes three suggestions for EFL instruction practice: Stratified instruction based on university-designed proficiency tests, communication oriented small-class instruction and teacher-guided autonomous learning.

Learner's motivation is a focus and discussed by many researchers from various perspectives in language learning and teaching. College students' English learning motivation is one of these research subjects. It has great impact on the frequency of using learning strategies, the acceptance of second language input, the interaction with the native speakers, the setting of goals and the learner's determination of learning a foreign language. Based on Gardner's motivation dichotomy, this thesis adopts quantitative approach to study students' instrumental motivation for English learning in Chinese universities. This study is done for the following purposes: firstly, to identify students' instrumental motivation, and then to accordingly provide some helpful suggestions on how to enhance their English learning.

This study, utilizing the expectancy-value theory, examines the relationship between career development, learning motivation, and employment capabilities among Chinese architecture undergraduates. Surveying 319 students from five Chinese universities, the research reveals that career development has a positive impact on both employment capabilities and learning motivation. Learning motivation, in turn, positively affects employment capabilities and acts as a mediator between career development and employment capabilities. These findings underscore the significance of proactive career planning, goal setting, and intrinsic learning motivation in enhancing students' employment capabilities. For practical applications, educational institutions can design comprehensive career development programs to assist students in defining career goals and igniting intrinsic motivation for learning, thereby fostering career success and employability among architecture students.