25 June 2022, Issue 3

    

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Construction of the Foreign Language and Literature Discipline
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  Boosting a steady and sustained development of the foreign language discipline

  JIANG Hongxin, PENG Tianxiao

  Foreign Language World. 2022, 0(3): 2-5.

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  The world today is going through major changes unseen in a century. Amid the new trend, how to boost a steady and sustained development of the foreign language discipline has become a new task for the academia of foreign languages. This paper explains the dialectical relationship between “going steady” and “going far”, analyses the challenges and opportunities faced by the foreign language discipline, and discusses the ways to enhance the high-quality development of the foreign language discipline.
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  Some thoughts on strengthening the foreign language and literature discipline

  XU Jun

  Foreign Language World. 2022, 0(3): 6-11.

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  Since China's reform and opening-up, the foreign language and literature discipline has made remarkable achievements in discipline construction, talent cultivation, academic research, faculty development, and so on. In the New Era with unprecedented challenges, to better deal with the relationship between realities and potentialities, the foreign language and literature discipline is supposed to have both the correct self-positioning and driving force for its interdisciplinary development. This paper, based on some careful thoughts of the author, proposes that the construction of the foreign language and literature discipline should always hold steadfast to its Chinese roots with international vision, and take into consideration the demands of the era and the development of teaching faculty so as to move forward with its own distinctive features.
Integrating Moral Education into College Foreign Language Teaching (Guest Editor: HE Lianzhen)
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  Development and interpretation of the “Key Content Foci” of the Guidelines for Integrating Moral Education into College Foreign Language Teaching

  ZHAO Wen, LIU Jianda

  Foreign Language World. 2022, 0(3): 12-19.

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  This paper centers on the development of the “Key Content Foci” section of the Guidelines for Integrating Moral Education into College Foreign Language Teaching. It details the questionnaire survey and the discrepancy needs analysis based on the key content foci of moral education through courses, and explains the five aspects of the key content foci. From the perspective of curriculum theories, it further illustrates the relationship between the Guidelines for Integrating Moral Education into College Foreign Language Teaching and the College English Teaching Guidelines, with the purpose that the two guidelines can provide better guidance to college foreign language teaching in the New Era.
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  On design of moral education through college English courses based on the Guidelines for Integrating Moral Education into College Foreign Language Teaching

  XIANG Mingyou

  Foreign Language World. 2022, 0(3): 20-27.

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  In order to solve the puzzles and problems encountered by college English teachers in moral education through courses for students, this paper clarifies the connotations of courses, course design and moral education through courses, and sorts out the general principles in implementing moral education through all courses. In line with the requirements of the Guidelines for Integrating Moral Education into College Foreign Language Teaching, and in light of the basic features of college English courses, the paper focuses on the four aspects of teaching objectives, teaching content, teaching methods and teaching assessment in teaching design of integrating moral education into college English, emphatically expounding on the key issues and directions in moral education through college English courses.
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  The status quo and needs analysis of college foreign language teachers' teaching competence in curriculum-based ideological education

  ZHANG Wenxia, ZHAO Huamin, HU Jiehui

  Foreign Language World. 2022, 0(3): 28-36.

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  College Foreign Language Teachers' Teaching Competence (FLTTC) in Curriculum-based Ideological Education (CIE) is a key guarantee of the curriculum and talent training quality. This study discusses the conceptual connotation of FLTTC in CIE, and constructs a five-dimensional questionnaire to explore the status quo and development needs of FLTTC in CIE. The results of a large-scale national survey show that college foreign language teachers in general have a strong awareness of CIE. They pay attention to learning specialized knowledge, and demonstrate good practical skills in the integration of foreign language teaching and CIE. However, they need to improve their abilities in teaching resource development, course design, assessment and feedback. The study ends with suggestions for further improvement in CIE from both the individual and college management levels.
Foreign Language Teaching
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  Language data science and applications: Features, research areas and approaches

  HU Kaibao

  Foreign Language World. 2022, 0(3): 37-44.

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  Based on an analysis of the definition, disciplinary base and features of language data science and applications, this paper expounds on its major research areas and approaches. It is argued that the research in language data science and applications, featured by the integration of liberal arts and sciences, and equal emphasis on theoretical and applied studies, primarily involves data-based language studies, data-based translation studies, and data-based studies of smart education and artificial intelligence. The research on language data science and applications mainly uses corpora and databases, quantitative methods and data mining.
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  Construction and learning-promoting effectiveness of a smart learning community for foreign language majors in the context of the new liberal arts

  CAI Yan, LIN Zhang

  Foreign Language World. 2022, 0(3): 45-52.

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  Foreign language teaching is faced with the requirements of “content upgrading” and “mode innovation” in the context of the new liberal arts construction. Based on the tenets of strengthening value orientation and enhancing academic connotation, this study constructs a smart learning community for foreign language majors by combining smart classrooms, cloud platform modules and other digital technologies, in order to enrich carrier forms and innovate teaching methodology. In the teaching practice, the smart learning community adopts systematically a three-in-one teaching mode of “knowledge impartingability trainingvalue shaping” through four stages, which helps learners clarify value orientation, polish professional skills, and improve autonomous learning ability and academic ability.
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  The latest development of computer-assisted language learning in the context of artificial intelligence (2011-2021)

  TIAN Zhen, PENG Yajing

  Foreign Language World. 2022, 0(3): 53-60.

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  Based on the core database of Web of Science, this study analyzes the hot topics and trends of the international research on computer-assisted language learning in the past decade (2011-2021). It is found that with the development of artificial intelligence, the application of virtual reality, telecollaboration, automatic speech recognition, human-computer interaction system, automated assessment and other technologies has greatly changed the ways of foreign language learning. Informal digital learning, intelligent learning systems, blended learning and data-driven learning have become hot topics in this field. The study further summarizes the latest trends of computer-assisted language learning in the context of wide application of technologies, and provides implications for future research in the field.
Second Language Research
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  Exploring the structural differences in Chinese, American and British university students' L2 learning motivation

  AN Qi, ZHANG Xiaopeng

  Foreign Language World. 2022, 0(3): 61-69.

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  Based on the macroscopic socio-educational model and the microscopic L2 motivation model, this study explored the interrelationship among 6 internal dimensions of L2 learning motivation (i.e., ideal L2 self, interest in language learning, cultural integration, information medium, attitudes toward native speakers of the target language, and individual development). A total of 898 Chinese, American and British university students completed a questionnaire, and the survey data were subsequently fitted by structural equation modelling. Results showed that interest in L2 learning had significant impacts on individual development, cultural integration, attitudes toward native speakers of the target language, and ideal L2 self. Nationality had mediating effects on individual development, information medium, attitudes toward native speakers of the target language, and interest in L2 learning. These observations, the direct effects of interest in L2 learning and the mediating effects of nationality in particular, are potentially insightful for updating the existing L2 learning motivation models.
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  Flow experience in foreign language reading and its relationship with reading performance

  GAO Yulei, ZHANG Zhiyi, NI Chuanbin

  Foreign Language World. 2022, 0(3): 70-78.

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  Through questionnaires and background data mining, this study explores the level of English reading flow state, its influencing factors and the relationship between flow experience and reading performance of 101 English major freshmen. Descriptive statistics, correlation and multiple linear regression analyses find that: (1) the overall level of reading flow is low, and nearly two thirds of the students have no flow experience; (2) the learner factors affecting reading flow include reading interest, reading confidence and reading skills, among which reading interest has the greatest impact; (3) flow experience is significantly correlated with reading achievement, amount of reading and reading speed, and there are significant differences in these three aspects of reading performance between the students with and without flow experience. Flow experience is an important predictor of reading achievement, but there is no correlation between flow experience and reading duration.
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  Predictive effects of control-value appraisals on foreign language classroom anxiety and enjoyment

  DONG Lianqi

  Foreign Language World. 2022, 0(3): 79-88.

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  Although recent years have witnessed a blooming scholarly interest in emotions in second language acquisition, little attention has been directed to the arousal of foreign language classroom emotions. Drawing on the Control-Value Theory, the present study investigated the predictive effects of foreign language (FL) learning control-value appraisals on foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) among 251 Chinese FL learners. The results indicated that: (1) the participants experienced a medium level of FLCA and FLE, and had a medium to upper-medium level of control-value appraisals; (2) the participants' control and positive (intrinsic and extrinsic) value appraisals of FL learning jointly predicted their FLCA and FLE; (3) the participants' negative (cost) value appraisals of FL learning, while interacting with control appraisals, significantly predicted their FLCA. The results offer insights into the arousal of FL learning emotions, and provide implications for the intervention of foreign language classroom emotions.
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  A meta-analysis of the relation between L2 self-efficacy and language proficiency

  WANG Yabing, HUANG Yunting

  Foreign Language World. 2022, 0(3): 89-96.

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  Self-efficacy in the L2 context has been increasingly explored by researchers both at home and abroad. Evidence shows that it could significantly predict academic performance, but its relation with L2 language proficiency has not been conclusive. This meta-analytic study aims to quantitatively synthesize the extant literature on the relation of these two constructs and explore potential moderators. With 57 independent samples included, the study finds that self-efficacy is moderately related with L2 language proficiency (r=0.458). Moderator analysis reveals that genders, majors, and culture significantly moderate the relation of self-efficacy and L2 language proficiency.