A Comparative Study on Engagement Resources in American and Chinese CSR Reports

Pinying, Chen

doi:10.5539/elt.v11n11p122

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…Cooperative learning contains positive emotions, encourages language training, helps to master professional knowledge, and promotes the development of thinking and social skills ( Pinying, 2018 ; Zhi-Qian, 2019 ). College English requires students to have good oral communication ability, so that they can better communicate with foreign English.…”

Section: Content-based Instruction Teaching Concept and College Engli...mentioning

confidence: 99%

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

Zhang¹,

Li²,

Liu³

2022

Front. Psychol.

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With the development of world globalization, English plays an increasingly important role. English is the international language used in foreign communication, so English learning has become more and more important. Therefore, the innovation and research of College English teaching has become a hot spot in the field of education. Relevant research results are also constantly updated, but there are no ideas and methods that can adapt to the actual teaching. To improve students’ English level and cultivate excellent English talents for the development of the country, the CBI teaching concept aims to completely combine language learning with subject learning, so as to get rid of the artificial separation between language teaching and subject teaching in most educational backgrounds. This study constructs and implements the college English teaching model based on CBI teaching concept from an empirical perspective. In the teaching, it focuses on the theme content that students are interested in. Teachers take explaining the theme content as a means, use content teaching to drive language teaching, and realize the purpose of language teaching. The experimental class adopts CBI teaching concept, the blank class adopts ordinary teaching methods, and the control class adopts task-based teaching concept. Through one semester of teaching, the teaching effect of three classes is evaluated. Under the evaluation of teachers, the full score of CBI teaching effectiveness is 66. Under the evaluation of students, the full score of CBI teaching effectiveness is 64, which is the highest. This shows that the effectiveness of teaching under CBI is higher than task-based teaching and general teaching. The results showed that the average score of the pretest control class was the highest, the average score of the middle test experimental class was the highest, an increase of 4.7 points, and the average score of the post-test experimental class was the highest, an increase of 112.2 points, whereas the scores of the control group and the blank group were 108.7 and 104.3 points, respectively. This shows that the learning effect of CBI teaching concept is higher than task-based teaching and general teaching. Therefore, college English teaching based on CBI teaching concept has high effect, can improve students’ English knowledge and ability, and can be promoted in college English teaching.

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Section: Content-based Instruction Teaching Concept and College Engli...mentioning

confidence: 99%

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

Zhang¹,

Li²,

Liu³

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…), and certain mental verb/attribute projections (I suspect that..., I believe, I'm convinced that..., I doubt, etc.) (Pinying, 2018). The extract below exemplifies the use of Entertain locutions in the data.…”

Section: Dialogistic Expansion Of "Entertain"mentioning

confidence: 99%

Engagement Resources in Project Works Written by Selected Students at St. John Bosco’s College of Education, Ghana

Jujugenia

Kyei²,

Nanglakong³

2021

MJSELT

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Writing a thesis in a second language (L2) remains a considerable challenge. By drawing on the Appraisal Theory (Martin & White, 2005), this study explored the way students of St. John Bosco's College of Education engage with the academic discourse community in their undergraduate (diploma) project writing. The data comprised introduction and conclusion sections of thirty (30) purposively sampled project works. Engagement items in the project works were examined manually. The results revealed that expand engagement markers were more frequently used than contract engagement markers, that deny was the dominant type of contract engagement markers, and that acknowledge was the most favored subtype of the expand engagement markers. This study confirms that an engagement system is a key tool to help novice writers align authorial voices with readers, thereby achieving promotional and persuasive purposes. The findings are of potential interest to other novice research writers and their examiners in future project work writing and examinations.

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A Comparative Study on Engagement Resources in American and Chinese CSR Reports

Cited by 2 publications

References 29 publications

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

A Study on the Effectiveness of College English Teaching Based on Content-Based Instruction Teaching Philosophy

Engagement Resources in Project Works Written by Selected Students at St. John Bosco’s College of Education, Ghana

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