Translating religion in the dream of the red chamber

The world seems aware that China is among the countries with the largest Buddhist population. The global village may say that in Taiwan and Mainland China, Buddhism, Confucianism and Taoism are combined, mixed and blurred. Dream of the Red Chamber (紅樓夢Hóng Lóu Mèng) was written in the 18th century against such a backdrop. Since the 1990s, English as a Foreign Language teaching and learning, especially in Taiwan, has aimed at mastering five skills—translation added to traditionally recognized skills of listening, speaking, reading and writing. Taiwanese students may feel translating from English to Chinese easier due to their firm grasp of the target language and culture; however, students should be aware that translating from Chinese to English aids not only in disseminating source language cultural knowledge but also is more profitable than translating from English to Chinese in terms of wages earned. When rendering Chinese literary works to English, a translator inevitably encounters the problem of cultural translation. This paper concentrates on translation of texts, including Taoism and Buddhism expressions in Hóng Lóu Mèng by Cáo Xuěqín, into English by David Hawkes and Xianyi Yang & Gladys Yang. Translating Hóng Lóu Mèng in the 1970s, both renditions made use of endnotes, transliteration, as well as a number of other methods. Examples will explain how they did the tedious job. While translating Hóng Lóu Mèng to English, both made the religious background a little confusing to target language readers. Xianyi Yang & Gladys Yang’s version was found to be more faithful to the religion but at the cost of readability. Implications for teaching translation of texts with religious contexts are discussed

Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors

Editorial: Introduction to the special issue on teaching English reading and writing to young learners

We aimed for this special issue to offer up empirically supported advice to teachers for tackling some of the challenges in teaching reading and writing to young English as a second (L2) or foreign language (FL) learners. These challenges teachers face when providing instruction to young learners include cognitive development, motivation, attention, strategy use, and assessment (Nunan, 2011). It is now well understood that the teaching of reading and writing to young learners can no longer be equated with the teaching of adult learners (Cameron, 2001). In terms of cognitive development, language learners need to go through significant developmental changes in their learning journey from infancy to adulthood (Richardson, 2019). These differences in language learners’ cognitive development call for a need to design language learning tasks and materials that can fit the developmental stages of learners (Teng, 2020a). Language learner motivation can decline over time due to a lack of clarity in the goals of language learning and potential feelings that effort invested in learning the language has not paid off (Linse & Nunan, 2006). Furthermore, as young learners tend to have short attention spans, activities that can maintain their motivation and involvement are essential (Fenyvesi, 2020). Language learning strategy researchers have focused their attention on adult learners; however, we believe they should begin considering young learners’ language use and learning preferences, as this knowledge could help inform teachers’ instruction (Plonsky, 2019). To provide proper instruction, an educator of young learners must understand these needs. This requires the construction of appropriate language assessment tools, which will allow teachers to gauge learners’ strengths and weaknesses; doing so can further facilitate teacher scaffolding and other forms of feedback (Ma & Bui, this issue). Despite the acknowledged impact that these issues have on the teaching of reading and writing to young learners, we are still lacking in empirical evidence to support many creative and pedagogical decisions made in the young learner classroom (Cameron & McKay, 2010). Our intention in this special issue was to further focus language researchers’ attention on the young learner classroom and to encourage a rethinking of classroom practices for teaching reading and writing

High school writing teacher feedback on word choice errors

This study scrutinizes the range and types of feedback given for word choice errors occurring in the English Taiwan Learner Corpus (ETLC), which contains Taiwanese high school students’ English writings and the corrective feedback provided by L2 writing teachers. All instances of word choice error tags (n = 1,439) were extracted from the ETLC for analyses. Results showed L2 writing teachers provided indirect feedback more often than direct feedback, requiring students to self-correct without guidance. Furthermore, many errors tagged as word choice were grammar errors, further questioning L2 writing teachers’ understanding of word choice errors and competence to correct such errors. This study highlights the importance of raising students’ awareness to targeted lexis prior to completing L2 writing tasks. We also argue that there are benefits for L2 writing teachers to provide focused and direct word choice error feedback after the completion of such tasks

Bringing extensive reading and reading strategies into the Taiwanese junior college classroom

An intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class showed reading proficiency improvements and increased use of reading strategies, especially strategies activating background knowledge. Furthermore, reading proficiency could be differentiated by learners’ use/disuse of context to aid reading comprehension. Outcomes shed light on English reading instruction in Taiwan and offer language teachers an alternative to the traditional approach. Guidelines helpful in designing quality instructional procedures to improve vocational school students’ reading proficiency and pedagogical implications for reading strategy instruction in the global language classroom are discussed

Assessing English language learners' collocation knowledge:A systematic review of receptive and productive measurements

Since collocation knowledge is integral to second language vocabulary depth, it necessitates a careful examination of various measurement approaches. To this end, the current paper provides an overview and evaluation of extant collocation measurements used in empirical studies on L2 English (N = 153) published between 1980 and 2023 indexed in the SSCI, SCIE, AHCI, SCOPUS, and ERIC databases. Six instruments, seven item formats, and three other assessment tools were identified and reviewed for the assessment of receptive and productive collocation knowledge. The review focused on the collocation knowledge measured by each tool, the instrument and/or item format employed, item design, reported reliability, and potential drawbacks of employing each instrument and item format in research or practice. The review proposes several theoretical and practical considerations for future assessments of and research on English collocation knowledge.</p

Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis

As access to video-viewing technology has increased, so has researchers’ interest in understanding how the viewing of captioned and subtitled videos can lead to effective vocabulary learning outcomes. Previously, there has been one meta-analysis on the effects of this type of video-viewing on vocabulary acquisition. However, the variables investigated and types of vocabulary knowledge analyzed were limited. To address these issues, we conducted a mixed review that combined a scoping review and meta-analysis. We identified 139 studies in major databases, of which 34 aligned with our inclusion criteria. Results from the scoping review found that researchers have assessed productive knowledge more than receptive knowledge, and knowledge of form and meaning more than knowledge of use. Participants were given TV series to view more than any other media type. Results from the meta-analysis found that viewing any type of captioned or subtitled videos had a positive effect on vocabulary acquisition. Among all the captioned and subtitled video types, viewing videos with intralingual captions had the largest effect on vocabulary learning outcomes. Furthermore, the viewing of animations had the largest effect on vocabulary learning outcomes compared with all the other types of video viewing investigated. No statistically significant difference between intentional or incidental learning conditions was found, indicating that both conditions are suitable for developing vocabulary learning through video viewing. Additional findings and implications for teaching and research are discussed

Sustained Content Language Teaching: Insights from an ESL and EFL course

Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use

The modification of bottom boundary layer turbulence and mixing by internal waves shoaling on a barrier reef

Author Posting. © American Meteorological Society, 2011. This article is posted here by permission of American Meteorological Society for personal use, not for redistribution. The definitive version was published in Journal of Physical Oceanography 41 (2011): 2223–2241, doi:10.1175/2011JPO4344.1.Results are presented from an observational study of stratified, turbulent flow in the bottom boundary layer on the outer southeast Florida shelf. Measurements of momentum and heat fluxes were made using an array of acoustic Doppler velocimeters and fast-response temperature sensors in the bottom 3 m over a rough reef slope. Direct estimates of flux Richardson number Rf confirm previous laboratory, numerical, and observational work, which find mixing efficiency not to be a constant but rather to vary with Frt, Reb, and Rig. These results depart from previous observations in that the highest levels of mixing efficiency occur for Frt < 1, suggesting that efficient mixing can also happen in regions of buoyancy-controlled turbulence. Generally, the authors find that turbulence in the reef bottom boundary layer is highly variable in time and modified by near-bed flow, shear, and stratification driven by shoaling internal waves.Funding was provided by grants from the National Oceanic and Atmospheric Administration’s National Undersea Research Program, National Science Foundation Grants OCE-0622967 and OCE- 0824972 to SGM, and the Singapore Stanford Program. Kristen Davis was supported by a National Defense Science and Engineering Graduate Fellowship and an ARCS Foundation Fellowship

Takeover deterrents and cross partial ownership: The case of golden shares

We analyse takeovers in an industry with bilateral capital‐linked firms in cross partial ownership (CPO). Before merger, CPO reduces the profitability of involved firms, confirming the “outsider effect.” However, the impact of CPO upon merger profitability is two‐sided in a Cournot setting. CPO, by cointegrating profits, increases output collusion leading to anticompetitive effects with facilitated mergers in most cases. Nonetheless, a protective threshold exists for which CPO arrangements can reduce the incentives for hostile takeovers. This has potentially significant regulatory implications. An illustrative example showcases the potential relevance of CPO as a defence against hostile takeovers across different industries