Abstract:From the perspective of English temporality and Chinese spatiality, this study  examines“runon sentences”  in the written language retrieved from Chinese Learner English Corpus (CLEC). As noteworthy errors of syntactical and textual nature, runon sentences have been frequently produced by Chinese EFL learners at different learning stages. By way of the analysis and qualitative survey of these errors and their counterparts in the learners mother tongue Chinese, the study further probes into the causation of these erroneous sentences. The results show that runon sentences in CLEC are a kind of unconscious and negative transfer incurred by the structural differences between English and Chinese. The root cause of the transfer lies in the English peoples preference for temporality and the Chinese peoples preference for spatiality in their thinking modes.
Key words:Chinese EFL learner; runon sentences; negative transfer; temporality; spatiality

Abstract:Based on the categorization of the main ideal L2 selves (IL2Ss) and through the questionnaire survey, paired samples t test and regression analysis, this study examines the intensity of different types of IL2Ss and their effect on motivational learning behavior (MLB) among sample EFL undergraduates from a university in China. The findings are as follows: there is significant difference between the means of the imagined and practical IL2Ss among the samples, but the means dont match their effect power on MLB; there is also significant difference between the means of the Eastern and Western IL2Ss, and the means do match their effect power on MLB. The study implies that its better to construct more identificationinternalized motivations than to explore theoretically as many motivations as possible, and MLB can be promoted effectively by deepening the internalization of motivations.
Key words:ideal L2 selves; types; test

Abstract:With the burgeoning development of translator education in China, translation teaching studies is becoming an area of increasing practical and theoretical significance. By resorting to Excel and CiteSpace, and based on the data from the Online Translation Studies Bibliography and SSCI database in Web of Science, this paper conducts a bibliometric analysis of translation teaching studies abroad over the past four decades. It analyzes the amount of annual publications, keyword clustering and cocitation references to provide visualized knowledge domains that show the focuses and trends of translation teaching studies. The paper is concluded with its implications for translation teaching studies in China.
Key words:translation teaching; knowledge domains; research focuses and trends; implications

Abstract:The National Criteria of Teaching Quality for Undergraduate English Majors will be issued in 2017. To implement the National Criteria, universities need to make criteria and design syllabuses and curriculums for English major programs. This paper offers suggestions for universities to make their own criteria, design their own syllabuses and develop corresponding curriculums in accordance with the requirements in the National Criteria.
Key words:National Criteria; talent cultivation; program features

Abstract:Mr Lu Gusun was a prominent lexicographer, translator and literary researcher, whose reflections and suggestions on foreign language teaching (FLT) could serve as great food for thought on FLT theories with Chinese characteristics. This paper summarizes Mr Lus remarks and suggestions on FLT to throw light on how we could inherit useful insights from the traditional language teaching and incorporate them into FLT theory development in China. Some of his suggestions on FLT are: (1) one should not be too practical in learning a foreign language, or in other words, one should learn to enjoy the process of learning a foreign language instead of expecting immediate gains or profits from it; (2) linguistic competence should be cultivated in tandem with the cognitive and critical thinking development; (3) more touching and inspiring materials should be added to linguistic input; (4) mechanical imitation should not be completely “ruled out”  in learning a foreign language; (5) one should often make comparisons between a mother tongue and a foreign language; (6) one should learn about the history of the target language to make language learning more effective.
Key words:Lu Gusun; Chinese characteristics; FLT theories

Abstract:In the age of translation professionalization, information literacy has become an increasingly essential requirement for professional translators. This paper investigates the information needs of professional translators, interprets the concept of information literacy for translators based upon relevant studies on information literacy and translation competence, constructs a systematic model, and further discusses the pedagogical significance of information literacy for translators. It is suggested that information literacy constitute a metaliteracy for professional translators to succeed in the translation industry, and that the goal of translation technology teaching be upgraded from technology competence training to information literacy development.
Key words:information literacy for translators; translation professionalization; translation competence; translation teaching

Abstract:The absence of critical thinking skills has been a recurring and conspicuous problem for English majors, and hence the National Criteria of Teaching Quality for Undergraduate English Majors puts forward specific requirements for the training of critical thinking skills. Based on the division of critical thinking skills into the subskills of logical reasoning, creative thinking, problem solving, comprehensive evaluation and practical operation, this paper explores how to integrate the cultivation of them into the design and teaching of curriculum modules including courses of language skills, language knowledge, language use, cultural appreciation and practice activities. The paper aims principally at enhancing students critical thinking awareness and skills, and promoting the reform of English major programs with their teaching quality improved.
Key words:National Criteria; curriculum modules; critical thinking skills; subskill cultivation

Through a quantitative content analysis of the research methods in Business English (BE) studies published in CSSCI and SSCI journals from 2007 to 2017, this paper finds that: (1) In research design, both domestic and overseas studies emphasized BE education, while international academia witnessed more BE discourse studies; both domestic and overseas studies were mainly based on linguistics, but more interdisciplinary studies were published in SSCI journals; a wider range of business genres, spoken and computermediated genres in particular, were investigated by overseas researchers. (2) In data collection, nonprobability sampling was widely applied both at home and abroad, while surveys, interviews and observations were more frequently used by overseas researchers. (3) In data analysis, mixed and qualitative methods were the mainstream in overseas studies, while quantitative methods were preferred domestically; in addition, domestic researchers made full use of corpus tools. (4) Reliability and validity tests were inadequate in both domestic and overseas studies. The paper is concluded with implications for domestic BE studies.

The Interpreting Scale is an important component of the China's Standards of English. This paper first defines the construct of interpreting proficiency, and then presents the descriptor framework of the Interpreting Scale from the perspectives of overall interpreting performance, interpreting strategic competence, interpreting knowledge and typical interpreting features. The paper further elaborates on the methods and procedures of constructing the Interpreting Scale, and illustrates its application with cases of formative assessment in interpreting teaching.

This paper focuses on the philosophies and paths of building the College English Courses (CEC) Virtual Teaching & Research Center led by Zhejiang University. Based on the concepts of “fostering virtue through education, integrating research with education, connecting the east with the west, and contributing jointly for shared benefits”, the CEC Virtual Teaching & Research Center commits itself to boosting core competitiveness featuring “innovation in course concepts, optimization in the course system, improvement in teaching and assessment, and enhancement in technological application”, and developing its organization system with “five elements”, namely serving the nation, perfecting the system, integrating research with education, innovating curriculum design, and contributing for shared benefits. The building of the CEC Virtual Teaching & Research Center reflects the efforts to actively explore innovative forms and modes of basic teaching organizations, which conforms to the requirements on College English teaching in the information age and responds to both the growth need of student individuals and the strategic need of national development.

Abstract:With 240 secondyear college English majors as the subjects, the present study constructs a survey scale of the inducing factors for the Chinese English learners classroom English writing anxiety, aiming to provide a scientificallyoriented and easilyhandled assessment tool for research on classroom English writing anxiety. The results show that English writing anxiety consists of the inducing factors from the language learners themselves and those from the writing process: the former refers to expression competence, language competence and discourse competence, while the latter involves evaluation feedback, written text characteristics and output modes; the ideal discrimination ability of the items in the survey scale meets the requirements of psychological measurement; the survey contents and items are closely correlated with ideal consistency and independency; the survey scale and items not only possess the predictive validity for assessing classroom English writing anxiety, but also have the potential ability in distinguishing individuals with different levels of English writing anxiety in the same English writing group.

Foreign language talents in the new era are expected to have more abilities than merely language ability, among which are critical thinking ability and intercultural communicative competence. Therefore, effective language tests will be needed to assess such abilities. By reviewing relevant literature and investigating two tasks in the English Test for International Communication, this study focuses on the development of test tasks integrating the target abilities from the aspects of task forms, task contents and evaluation criteria, with an expectation to provide useful insights for the selection and cultivation of foreign language talents.

：Malaysia is a multi-national and multi-cultural country. In such diversified social background, the linguistics scenery there are also multiple. During the colonial period, the British colonial government took English as the official language, while all the nations clung to their own languages. This leads to the lack of basis for national integration after the independence. In order to solve this problem, the Malaysia government set out language planning activities and language policies, and finally establish and consolidate the national language and sole official language status of the Malay language.

Through content analysis of the empirical studies on foreign language testing published in 14 main domestic foreign language journals from 2006 to 2017, this paper attempts to reveal the development trends, contents and features of the empirical studies on foreign language testing in China. The results show that the number of empirical studies on foreign language testing moves along a wavelike curve; more than half of the studies focus on largescale tests, and the studies deal with not only such traditional topics as test validity, construct, washback, human scoring, items/tasks/test papers, cognitive factors, affective factors and testtaker performance, but also new topics like computer and internetbased testing, automated scoring, classroom assessment, social factors, English proficiency scales, assessment literacy and cognitive diagnostic assessment; the empirical studies are characterized by a wide range of subjects, a variety of topics and mixed research methods, but they await further investigation to become more balanced, systematic and forefrontexploring. The paper further draws on the recent hotspots in international studies on language testing and puts forward suggestions for domestic studies.

The first summit forum on the construction and development of the worldclass discipline of foreign language and literature, and the inaugural meeting of the China University Alliance for the Development of Foreign Language and Literature Discipline was hosted by Shanghai International Studies University in March, 2018. This paper analyzes the hot topics of this summit forum. Through content analysis and document analysis, it summarizes the main academic views of the experts and scholars. The paper also discusses the status quo and multiple developmental trends of the worldclass foreign language and literature discipline in the Chinese higher education, so as to bring some enlightenment to the construction of the worldclass discipline of foreign language and literature in China.

Abstract:The trend of internationalization and globalization has set new requirements on intercultural communicative competence for English majors in China. This paper examines the key principles of intercultural foreign language teaching, introduces main methods of intercultural training, and applies them to foreign language teaching. By presenting an action research on intercultural teaching in the Integrated English Course and a case of classroom activity, it puts forward some accessible methods and suggestions for the design and practice of intercultural teaching.
Key words:Integrated English Course; intercultural teaching; intercultural training methods; intercultural communicative competence

Abstract:Metonymy is an essential operating mechanism for translation. However, the value of metonymic competence in translation teaching is not duly discussed. This study investigates the influence of metonymic competence on English majors   translation competence and its main influential factors. The results show that metonymic competence has real influence on translation competence in terms of metonymic identification, metonymic production and metonymic shifts. The study further puts forward some teaching measures  to improve students metonymic competence and ultimately their translation competence.
Key words:metonymy; metonymic competence; translation teaching; translation competence

Abstract:Integrated readingtowrite is indispensable to college English writing instruction in academic settings, while the confounding of skills in such tasks is a bottleneck in delineating the corresponding construct. Under the framework of China's Standards of English and with questionnaires and writing texts as information sources，this article makes an investigation into the readingtowrite construct and its components. Analysis of data from 205 teachers and 299 students yields the following results: 1) readingtowrite is a unique construct different from either reading or writing, with meditationtransformation as a core element; 2) writing ability, meditationselecting and constructing, readinggeneralization and evaluation, readingidentifying and comprehension, strategyplanning, strategyexecuting, and meditationtransformation are 7 factors contributing to the readingtowrite construct; 3) writing ability takes dominance on a taskspecific basis. The results might provide useful insights for writing instruction and assessment.

This paper provides an academic dialogue with Professor Michael Byram on localization of intercultural communication theories, dimensions and evaluation of Intercultural Communicative Competence (ICC) in teaching materials. The dialogue reveals that the Chinese scholars have managed to localize intercultural communication theories in practice. ICC presentation in teaching materials shall give priority to skills of relation and discovery among cultures, attitudes and critical cultural awareness. ICC evaluation shall integrate formative assessment of intercultural activities to improve students ICC. The paper is concluded with implications of intercultural communication theories for teaching materials evaluation.

This paper deals with the textbook series New Progressive College English in respects of its background, compiling concepts, framework and distinctive features. Written in accordance with the Guidelines on College English Teaching and drawing on rich experience from the College English and New College English textbook series, the New Progressive College English aims to meet the requirements of teaching EFL in China in the new era. The textbook series provides reading materials from the latest English articles, various exercises and digital resources, all of which involve pioneering practices in college English textbook compilation.

Novice college English teachers are required to undergo the transition from being students to being college teachers, and thus they are often trapped in the puzzlement of professional identity. Based upon the previous literature, this paper firstly summarizes the concepts of identity and professional identity, and then makes a tentative exploration into the components and model of novice college English teachers' professional identity from the perspective of learning community. Finally, the paper puts forward some suggestions on the construction and development of novice college English teachers' learning community, which promote their professional identity in objectives, practices and emotions, so as to bring certain enlightenment to the relevant researchers.

Teachers’ professional development is an unremitting and dynamic process, and key competencies are the foci of teacher professionalization. This paper probes into the key competencies of elementary EFL teachers situated in the New Curriculum Standard background, which are language competence and skills, English academic knowledge, teaching cognition ability, teaching planning ability, teaching performance ability, teaching evaluation ability, teaching research ability and humanistic literacy. It then proposes from the socio-cognitive perspective three suggestions as well as their measures on how to develop elementary EFL teachers’ key competencies in an integrated professional approach. The suggestions include a syncretic series of courses that combine pre-service education with in-service practice, a cultivation process in which teachers’ practice interacts with their reflection-in-action, and a cooperative mode in which governments, universities and elementary schools develop teachers in coordination.

Abstract:Interpreting training modes, as a key aspect of interpreting teaching study, are vitally important for interpreting teaching practice, interpreter nurturing and interpreting competence enhancement. From the perspective of ecotranslatology, this paper explores the essential concepts of interpreting training modes and the composition of ecointerpreting competence, and constructs a multidimensional and dynamic ecointerpreting training mode. It discusses how to develop ecointerpreting competence in terms of six components of the mode, namely source language comprehension, target language delivery, discourse and context analysis, interpreting skills, crosscultural communication via extralanguage knowledge, and psychological quality of the interpreter. The ecointerpreting training mode is, in the final analysis, to improve the adaptive and selective ability of the interpreter in the ecointerpreting environment, and to provide a new approach to interpreting teaching study.
Key words:interpreting training mode; ecotranslatology; ecointerpreting environment; multidimension and dynamism

Abstract:Through indepth interviews with 8 senior teachers at a key foreign language university in China, this study makes an investigation into the writing instruction practice in Chinas tradition of foreign language education (1949-1978). It analyzes the fundamental elements and features of their writing instruction, and reexamines the core concepts of foreign language writing and writing instruction. The study results show that the traditional writing instruction, oriented towards the wholeperson teaching and education, pursues authenticity and thoughts, emphasizes learner agency and interactions between readers and writers, and goes through formative teaching and learning processes. The study finally provides some implications for foreign language writing instruction in China.

Abstract:This article reports the procedures of developing the Reading Scale of Chinas Standards of English (CSERS) and its validation. First, from the view of the multidimensionality, the author defines the construct of reading ability, which consists of cognitive ability and reading strategies. Cognitive ability includes identifying and extracting, summarizing and analyzing, criticizing and assessing, while reading strategies include planning, executing, evaluating and monitoring. Second, the author introduces the general formats and specific procedures of descriptor compiling. The procedures comprise the preparation stage, construction of the descriptor pool, validation and revision of the descriptors, and publication of the descriptors. Finally, the author elaborates on the procedures and methods of validating the CSERS empirically.

This study, after exploring the interactions between intercultural competence and translation, proposes an intercultural discourse approach to teaching MTI Intercultural Communication, including the focus, levels, aims and contents of teaching. The teaching practice and students feedback testify that the approach is of high applicability and feasibility. By integrating discourse analysis with intercultural communication and translation, it can effectively improve the students ability of evaluation, learning and inference.

With 72 freshmen of non-English majors as the subjects, the present study explored the effects of input frequency of different occurrences and output frequency of different occurrences on the acquisition of second language chunks' productive knowledge. The study results showed that (1) input frequency of different occurrences had an effect on the immediate acquisition of second language chunks productive knowledge, and had a delayed effect in one week; (2) output frequency of different occurrences had an effect on the acquisition of second language chunks' productive knowledge in one week, and the delayed effect remained in two weeks; (3) there were significant differences between the effects of input and output frequency of different occurrences on the acquisition of second language chunks' productive knowledge. The study will not only enrich the understanding of explicit/implicit teaching and effects of frequency, but also provide pedagogical implications for chunk teaching.

Abstract:This study conducts a metaanalysis of the task complexity effects on L2 writing by synthesizing 41 empirical studies published at home and abroad from 2007 to 2017. The results show that: 1) the studies are mainly singlefactor ones which mostly take resourcedirecting dimensions of task complexity as the independent variables; 2) the language assessment measures are diversified, unbalanced in distribution and probably uncomparable; 3) resourcedirecting task complexity exerts significant positive effect on complexity and fluency, but shows nonsignificant positive effect on accuracy; 4) while producing significant negative effect on accuracy and nonsignificant negative effect on syntactic complexity, resourcedispersing task complexity has nonsignificant positive effect on fluency and lexical complexity; 5) cognitive load is the mediating variable affecting task complexity effect, and writers L2 proficiency, language assessment measures and task complexity dimensions are the moderator variables.

Evaluation of language teaching materials follows the inherent rules of philosophy on value judgment, and absorbs the essential ideology of the mainstream theories of linguistics and language teaching. Cunningsworth proposed the theory of teaching materials evaluation which based itself on the “learner-centered” value and defined “fact judgment” and “value judgment”. Meanwhile, he developed the “description” features and contents in the perspective of linguistic items, reflecting the philosophical considerations and theoretical traces in the early studies on the evaluation of language teaching materials.

Starting from college English teachers concern over the practice of blended teaching and taking the design of the textbook series New Progressive College English as an example, this paper attempts to discuss the background, principles and advantages of integrating textbooks with digital resources in blended teaching, so as to encourage graded teaching by embracing new teaching tools and foster students autonomous learning ability by using online platforms with teaching management functions.