Common mycorrhizal network (CMN) allows nutrients and signals to pass between two or more plants. In this study, trifoliate orange (Poncirus trifoliata) and white clover (Trifolium repens) were planted in a two-compartmented rootbox, separated by a 37–μm nylon mesh and then inoculated with an arbuscular mycorrhizal fungus (AMF), Diversispora spurca. Inoculation with D. spurca resulted in formation of a CMN between trifoliate orange and white clover, whilst the best AM colonization occurred in the donor trifoliate orange–receptor white clover association. In the trifoliate orange–white clover association, the mycorrhizal colonization of receptor plant by extraradical hyphae originated from the donor plant significantly increased shoot and root fresh weight and chlorophyll concentration of the receptor plant. Enzymatic activity of soil β-glucoside hydrolase, protease, acid and neutral phosphatase, water-stable aggregate percentage at 2–4 and 0.5–1 mm size, and mean weight diameter in the rhizosphere of the receptor plant also increased. The hyphae of CMN released more easily-extractable glomalin-related soil protein and total glomalin-related soil protein into the receptor rhizosphere, which represented a significantly positive correlation with aggregate stability. AMF inoculation exhibited diverse changes in leaf and root sucrose concentration in the donor plant, and AM colonization by CMN conferred a significant increase of root glucose in the receptor plant. These results suggested that CMN formed in the trifoliate orange–white clover association, and root AM colonization by CMN promoted plant growth, root glucose accumulation, and rhizospheric soil properties in the receptor plant.

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Many English teachers in colleges or universities complain about work stress. The purpose of the present study was to learn about English teachers' actual burnout situation and to seek intervention; a questionnaire survey and written interviews were conducted in a local comprehensive university in China. 79 English teachers were as the participants in this study. The results in this study showed that: 1) The participants experienced a low to medium level of burnout; 2) significant differences were found in the aspects of English teachers' workload and English teachers in departments. No significant differences were found in the aspects of the gender; 3) meanwhile, the results of the interviews indicate five causes of burnout: Factors related to the job, students, management, teacher development and family. Internal and external supports are categorized as the burnout reducers. As for intervention, teachers, the organization, society and family should work together to buffer the burnout syndrome. The findings would help university administrators consider such factors as important in the effectiveness of English teachers.

This paper attempts to explore the overall pattern of English vocabulary learning strategies used by some Chinese English-majors. In addition, both similarities and differences in English vocabulary strategies used between male English-majors and female English-majors. 105 first-year English-majored students from Yangtze University participated in a vocabulary test, band3 test and a questionnaire. The results show: (1) Chinese English-majors used a variety of English vocabulary learning strategies in vocabulary learning, including metacognitive, cognitive and social/affective strategies. (2)There are significant differences in using EVLS at metacognitive, social/affective levels between male English-majors and female English-majors.

The present study investigated the effects of task-based language teaching (TBLT) and learning on non-English-majored graduates' oral performance through two tasks in a comparative way. There were 65 first-year non-English-majored graduates from Yangtze University participated in this study. In this study, the experimental group was treated under the task-based language teaching (TBLT) instruction and the control group received the treatment of 3Ps instruction through one semester. At the end of the semester, two tasks were used to elicit the participants' performance. By comparing the experimental effects of task-based language teaching (TBLT) on non-Englishmajored graduates' oral performance of accuracy, fluency and complexity with that of 3Ps instruction, results in this study showed that 1) under the task-based language teaching (TBLT) instruction, there was greater accuracy for non-English-majored graduates in oral English performance; 2) under the task-based language teaching (TBLT) conditions, there was greater fluency (fewer repetitions, fewer pauses) in oral English performance; 3) under the task-based language teaching (TBLT) instruction, there was greater complexity (a greater number of words per AS-unit.) in oral English performance. The author drew a conclusion that TBLT methodology was superior to that of 3Ps.