EFL teachers＇ factors and students＇ affect

Individual learners＇ affective factors are very important for foreign language learning. In China foreign language learning mainly happens in classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students＇ affection. This study explores how EFL teachers influence students＇ affect, what the teachers should do to develop and make good use of students＇ positive affect, and what the teachers should do to avoid the negative affect and facilitate its possible transformation into the positive.     

Principles of Interest in Education and Their Implementation——On Dewey＇s ＂View of Interest＂

Interest has always been an important topic in education. Based on the interpretation of Dewey＇s view of interest, this study makes an analysis of the characteristics of interest and gives an answer to the question of how to make proper use of interest in the process of education. Dewey＇s view of interest has important implications to contemporary Chinese education.     

To What Extent and in What Areas Do Chinese Students Encounter Difficulties with the English Spelling

Writing system is totally different from Chinese writing system.From Chinese learners of English know that,English words are seen as illogical and inconsistent.Learning English spelling presents some difficulties for Chinese students because of inconsistencies in English words.But what type of errors do Chinese students make? The intention of this paper is to find out the types of errors for Chinese students and the cause for these mistakes in order to find an approach to improve their spelling accuracy.     

Hong Kong students＇ approaches to learning： Cross-cultural comparisons

Anecdotal evidence abounds in Hong Kong to the effect that students entering tertiary education are predisposed to a ＂rote＂ learning approach. With the internalisation of higher education in many countries, there is still insufficient understanding of how Chinese students approach their learning. Except few studies were conducted locally, there have been no systematic studies undertaken and there is a tendency to rely on anecdotal statements about Hong Kong students＇ approaches to learning. This study was designed to see if Hong Kong Chinese students who enrolled into a 3-year undergraduate programme in occupational therapy predisposed to a surface or deep approach to learning react differently when moving progressively from one stage to the next stage in their curriculum. The study adopted a longitudinal design method and measured students＇ changes in their approaches to learning using the Biggs＇ Study Process Questionnaire （SPQ）. The internal consistency reliability estimates for SPQ scales for samples of Hong Kong, Australia and UK were compared. The results of this study indicated that Hong Kong Chinese students demonstrated a higher mean for the deep approach learning and a lower mean for the surface approach, similar to other Hong Kong studies conducted in other tertiary institutions in Hong Kong and Australia.     

Informal and formal approaches to communicative language teaching

The main purpose of this article is to give some clarity to the use of the term "communicative" in describing approaches to foreign or second language teaching. It is suggested that a distinction be drawn between "informal" communicative approaches which promote second language "acquisition", and "formal" communicative approaches which promote "learning". This distinction between "acquisition" and "learning", which is taken from the work of Stephen Krashen, is carefully explained and the conditions for achieving both in the classroom considered. In addition it is suggested that there is a need actively to teach pupils how to make use of conscious "learnt" knowledge in order to "monitor" their performance in a second language appropriately.     

中学英语词汇教学

It is the foundation of English leaming to master a certainnumber of words. In fact, whether an English learner has alarge vocabularit it becomes one of the measurements to judge the level of his learning. As for teachers, it is a problemto be considered when they organize vocabulary teaching in middleschools. But how to use scientific methods to make the vocabularyteaching helpful and effective?     

A Case Study on Learning Strategies of a Chinese EFL

This study is designed to examine how learning strategies and other different variables have affected the English language proficiency of a Chinese EFL Learner.Two interviews were conducted to collect data.It was found that the effective use of different learning strategies,the affective,socio-cultural,and educational variables have all contributed to her language proficiency.     

Classification and Translation of Chinese Abbreviations

Chinese abbreviation,containing fewer words and delivering a wealth of information,is a vital component of Chinese language.But the tremendous differences between Chinese and English make it an arduous task to translate Chinese abbreviations into English.Based on the analyses of the structure and patterns of word–formation of Chinese abbreviations,it makes a classification of Chinese abbreviations,summarize the translation methods,and point out some attention points in translation.A systematic analysis on the structure and classification of Chinese abbreviations will be beneficial to reduce the mistakes in its translation.     

A Study on the Translation of Chinese Political Words with Colloquial Characteristics

This paper mainly talks about the translation of Chinese political words with colloquial characteristics into English.It is emphasized that the importance of the awareness of identity and context.It also talks about the significances of the use of colloquial political words from perspectives of identity,context and intercultural communication.Through the comparison and analysis of various translation versions,it is concluded that to make translation versions idiomatic and accurate,different translation methods should be used under different political occasions.     

Evolution From Collaborative Learning to Symbiotic E-learning： Creation of New E-learning Environment for Knowledge Society

For people who live in the knowledge society which have rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is becoming very important. Thus, we hope to make the best use of the advantages of a rich e-learning environment which aims at ＂anytime, anywhere and anybody＂ learning, because participants in lifelong learning for the knowledge society demand to learn at the right place and right time, and with learning content, they can select themselves. However, in a general e-learning environment so far, because the situation is usual in which the instructor is absent and has the asynchronous access without an immediate communication with others, the participants tend to be solitude and it is difficult to maintain the learning motivation. Therefore, the creation of a new e-learning environment becomes extremely important in which various participants can learn and enlighten each other through an occasional and helpful interaction among them in appropriate learning communities in the network environment. In this paper, we present 5 points as basic requirements for the construction of an e-learning environment which can satisfy the various learning demands of the knowledge society, and discuss how to realize them. The key point here is the extension of the usual ＂strong＂ collaborative learning to effective ＂weak collaborative learning＂. In addition, the evolution of ＂symbiotic learning＂ for the knowledge society, that is, the necessity of ＂symbiotic e-learning environment based on occasional collaborative relationship＂ and its effective realization are discussed.     

Guest editorial of ＂Intelligent logistics and supply chains＂

Information and communication technology （ICT） has been considered as an enabling tool for having more effective and efficient operations in the management of logistics and supply chains for many years. Various information and communication technologies are used to improve perfor- mance of the logistics and supply chain network, such as ＂data mining＂, ＂radio frequency identification （RFID）＂, ＂machine learning＂, ＂smart transportation＂. While ICT systems are vital components in logistics and supply chains, their successful management rests on intelligent and inte- grated decision making throughout the logistics network. Intelligent decision technologies are applied to collect and store real-time data and then analyze and interpret the data and information of product, inventory, manufacturing and sales to discover useful knowledge for making better operation and management decisions. Advanced simulation and optimization of planning and scheduling systems are also used for improvement of inventory, production, pro-curement, and distribution planning. Intelligent agents can communicate with different partners in the supply chain, assist in collecting information, share product information, negotiate prices, and distribute alerts throughout the logis- tics and supply chains networks.     

Features of English Euphemism and Its Applications

English Euphemism is not only a social phenomenon, but also a lingual phenomenon. In social interaction, people have to use different words to convey their thoughts and ideas. However, some of the words are unhappy, impolite and embarrassed if directly spoken, which often make the communication unpleasant. In order to avoid the embarrassment or ease the sting of harsh words, man has created euphemism. In western cultures, people have been using euphemism widely in many different fields. This paper introduces the features and the applications of English euphemism, intending to help people better understand euphemism and make good use of them in real communication.     

Computer-assisted elementary Chinese learning for American students

Despite hopes and claims about benefits of computer-assisted language learning, few studies have documented actual cases about how American students learn elementary Chinese in a computer-equipped classroom. This paper deals with how to use computer as an educational tool to＇ develop American students＇ Chinese language skills. The theoretical perspective is Interaction Theory; the three types of which, Negotiation of meaning, obtaining modified input and attending to linguistic form, offer the guidance in Computer-assisted learning. By means of observations, this study tries to answer three questions： （1） What is the best way to make use of computers？ （2） How can teachers initiate the students to apply computers？ （3） What＇s the relationship between the teacher and the students in a computer-equipped classroom？     

The Study of Students-centered English Teaching at Colleges

The lack of communicative efficiency among students is still an important problem in China’s English teaching circle.Learner-centered language teaching and learning approach proposed by Nunan and Breenin 1980 s is the best one to solve the problem. This paper briefly presents the approach and mainly talks about how to apply the approach in the authentic teaching and learning situation. The adoption of this method will definitely promote the English teaching reform in China.Key words: linking adverbials; Chinese EFL learners; use; teaching     

Chinese feminist epistemology： Studies of Chinese mothers＇ experiences in immigration and education

This paper examines theoretical frameworks with which to study newly-immigrated mothers from China and calls for the need to make Chinese mothers become knowers and agents of knowledge. Although there are black and Chicana feminist epistemologies, currently there is no comparable discourse in the study of Chinese feminist epistemology, particularly on newly-immigrated Chinese mothers in the USA. By examining Chinese mothers＇ experiences immigrating to the United States and educating their children in the transnational context, the paper agrees that both endarkened feminist epistemology and transnational feminism cannot fully interpret and address newly-immigrated Chinese mothers＇ experiences. Drawing the research data directly from Chinese mothers, the paper describes different challenges Chinese mothers faced in immigrating and their children＇s education due to various factors, such as language, historical and cultural roots, to highlight Chinese mothers＇ various experiences in immigration and their children＇s education in the transnational context.     

The Effect of Culture Integrated Language Courses on Foreign Language Education

When examined carefully, it is seen that there is not an available and detailed cttrriculum designed for the aim of foreign language teaching with integrated cultural items of the target language in the programs of the schools under authority of the Ministry of Education and Turkish higher education institutions. In recent years, the specialists have an agreement on the issue that foreign language instruction should be carried out by the means of target language＇s history, literature, geography and also its social characteristics. The idiom ＂it＇s raining cats and dogs＂ can be misinterpreted by a Turkish student without the knowledge of this idiom＇s story in English history as ＂Cats and dogs are pouring down from the sky＂. An important French architectural building ＂Saint Mary Cathedral, Notre Dame de Paris＂ can be misunderstood as ＂Our Parisian Woman＂ by a student who is unfamiliar with French culture. Both examples show that encountered foreign words and phrases can be misunderstood and mostly these words are perceived and interpreted according to learners＇ own cultural figures. The aims of this study are to show the significance of culture-based foreign language courses and to make a contribution to the literature by regarding the views of researchers beheving that culture and language are inseparable concepts. In this context, Erzincan University French Language Teaching Department students＇ opinions on the relation between culture and language learning were received with the application of qualitative structured written response method. Then, document analysis of written comments was evaluated. Consequently, the analysis on the participants＇ written comments showed that a culture integrated foreign language course can make positive contributions to students＇ learning, language learning process and learning environment.     

Euphemism： Development and its Social Value in Intercultural Communication

Euphemism is a common linguistic phenomenon, which is closely related to culture backgrounds, religious thoughts, life styles, etc. A short introduction to euphemism in English and Chinese will benefit our future intercultural communication. Lots of scholars had studied euphemism from various ways. Such as linguistic, social-linguistic, rhetoric view, pragmatics and so on. From all those studies, we can easily found out that the development of euphemism have a stong relationship with the development of taboo words more or less. In this paper, the author elaborates this topic from their relationship. At the very beginning, a semantic definition and classification were given. a basic knowledge of comparison about taboo words in English and Chinese gave us a basic meaning of the existence of euphemism. Euphemisms are the substance of taboo words. From the relationship of taboos and euphemisms illustrates the national characters in English and Chinese euphemisms. There are religious characters in English euphemisms and class characters in Chinese euphemisms. We know that the communication between us should under the principle of cooperation. But the differences between different culture background, age, sex, status and positions always make the principle out of effect. So euphemism can do a lot to maintain people's social status in our today's society, especially in intercultural communication. A preoccupation about euphemism can avoid some embarrassments in intercultural communication. If we want success in our future profession, a clear knowledge of euphemism is necessary.     

Exploration and Practice of Improving College Students’ Speaking Competence through Group Discussion

The aim of English teaching is not only to make the students learn new words and grammar, answer multiple-choice questions to get good scores, but also to enhance the students’abilities of the integrated application of English, speaking and listening in particular. The ultimate goal of learning English is to use English to communicate with others in the future jobs and real life. However, the non-English majors have great trouble speaking English in class and in real life. Such ways as Socratic dialogues, cause analysis and questionnaire are used to investigate the reasons. In order to improve speaking ability, group discussion is used in class. In consequence, the students have more interest, motivation, courage and confidence in speaking English. Meanwhile, they have also established the concept of using what they learned in class, in practical work and real life.     

How to Train English Speaking

We try to make our English classrooms that surround the students with English culture.This gives the students a context for English words and phrases and adds a sense of adventure to learning English.     

Promoting accountability and enhancing efficiency： Using national education accounts to track expenditure flows

Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies.