Volume 34, Issue 1

Teacher identity has emerged as a central topic in educational research since 1990s. Professional identity among university EFL teachers is however understudied, especially those were engaged in in-service PhD study. Drawing on the interviews with nine EFL teachers in a Chinese university, this qualitative case research explored the changes of their professional identity with in-service PhD study experience. Positive changes were reported by all nine teachers, although with varied foci. Consistent with prior studies, the nine teachers demonstrated multi-leveled, achievement-oriented and discipline-focused professional identities. This research highlights the powerful influence of policy upon their identity changes. Their professional identities are shaped and reshaped in the process of negotiating and balancing between personal beliefs and rules at different levels. Teachers with non-English PhD academic background displayed conflicting professional identity, with institutional pressure being the important sources of their struggle and dilemma. 自20世纪90年代以来，教师专业认同研究已逐渐成为教育领域的一个重要研究主题，但关于大学英语教师的专业认同，尤其是读博经历对其身份认同的影响，尚鲜有实证研究。本案例研究通过访谈等质的研究方法，对某高校九位有过职后读博经历的英语教师的专业认同变化情况及特点进行了探究。研究发现，读博经历对教师的专业认同产生了不同程度的积极影响。但教师们认同变化的侧重点有所不同。和其他研究发现一致的是，九位教师的专业认同也具有多层次、成就取向、学科关注的特点；另一方面，本研究发现政策对教师专业认同有强影响，教师专业认同的形成和重构其实是教师个人标准、学科共同体标准、院校标准、一般意义上公认的学术职业标准彼此之间角力、协商、寻求平衡的过程。非英语专业博士背景的受访教师的专业认同与制度环境之间存在明显的紧张关系。

This paper reports a case study investigating and comparing the cognition and classroom practice of two college English teachers with regards to oral English teaching in an agricultural university. Both consistency and inconsistency between their cognition and practice are examined and reasons especially for inconsistency are explored. Findings suggest that teachers do hold a system of cognition which shapes their classroom practice to a very large extent. However, due to the influence of many other factors, both internal and external, their practice in oral English teaching does not always reflect their cognition. 本文对某农业(省属)大学两位大学英语教师对口语教学的认知及其课堂行为进行了个 案研究，探索大学英语教师对口语教学的认知状况，及其与实际课堂教学的关系。重在探 讨教师认知与课堂行为的一致或不一致之处，尤其探讨了导致两者不一致的因素。 结果 表明，教师有一套复杂的认知系统，教师认知在很大程度上影响了教师的实际课堂教学行 为，但是，受其他内外因素的影响，教师课堂教学行为也出现了与教师认知不一致之处。

Through the analysis of 86 valid questionnaires and twice follow-up interviews connected with twice MBI-ESs for the three chosen participants, this study shows that: 1) The job burnout syndrome of English teachers in secondary schools is not very serious; 2) There's no significant difference between male and female teachers, between teachers in junior and senior middle schools or between teachers in key and average schools, but teachers with more teaching experience can often find a sense of personal achievement; 3) The causes of English teachers' job burnout in secondary schools lie in external factors, such as unreasonable school policy, student-management pressure, exam pressure, etc. and internal factors, such as knowledge exhaustion, lacking self-adjustment, etc. 此研究是通过对86份有效问卷的描述性统计分析和一元方差分析，以及对三位被试的前后两次问卷调查与半结构式采访记录的分析，得出结论：1）中学英语教师职业倦怠总体情况并不严重；2）不同性别、不同教学年级以及不同学校的英语教师的职业倦怠症状没有显著差异性，但 “50岁及以上” 的被试与其他年龄阶段的教师倦怠状况有显著差异；3）性别、教学年级、学校等因素与职业倦怠不存在显著相关，但年龄和教龄与职业倦怠中的 “个人成就感维度” 具有显著相关；4）引起中学英语教师职业倦怠原因有外部原因（如学校不合理的评价体系、应试压力、管理学生压力等）和教师本身原因（如知识枯竭，缺乏自我调节能力等）。

This paper reports a study into the use of amplifiers and amplifier collocations in the doctoral dissertations of Chinese EFL learners. A sample corpus of doctoral dissertations by Chinese doctoral students and a control corpus of doctoral dissertations by native speaker doctoral students were compiled and used for the analyses. Results showed that the overall number of amplifiers used by the Chinese students and the native speaker students were comparable. However, the Chinese learners overused totally, very and really and underused entirely and highly in their writing. Moreover, the Chinese learners tended to use more amplifier collocations than their native speaker counterparts. In particular, they tended to use clearly much more frequently to intensify the reporting verbs and to use the amplifiers to intensify the meaning of general adjectives in their writing. It was also found that many amplifier collocations used by the Chinese learners were congruent collocations. The findings may indicate a non-native style within Chinese learners' writing. We argue that Chinese learners overuse amplifiers and amplifier collocations in order to focus the reader's attention as well as to enhance the meaning of general adjectives. Meanwhile, the Chinese learners' mother tongue exerts a clear influence on their use of amplifiers and amplifier collocations. Pedagogical implications are also discussed within the paper. 本文报告一项中国英语学习者博士论文中强势词使用情况的研究。研究者自建了中国学生博士论文语料库和英语本族学生博士论文语料库来进行本项研究。结果显示，中国学生和本族语学生使用强势词的总频数相当。然而，中国学生超用了totally, very和really，少用了entirely和 highly。同时，中国学生使用的强势词搭配多于本族语学生，他们倾向于使用 clearly来强化转述动词，并倾向于使用强势词来强化普通形容词的词义。另外，中国学生使用的强势词搭配多为与汉语意义一致的搭配。这些都显示了中国学生学术写作中的非本族语特征。我们认为，中国学生超用强势词及其搭配，其主要目的是引起读者的关注及增强一般形容词的意义。同时，中国学生的母语对他们使用强势词及其搭配产生了影响。本文还讨论了本研究的教学有意义。

The present study employs a word association test to investigate the nature of Chinese English learners' mental lexicon by comparing the association responses of native speakers and Chinese English learners. The result shows that there are significant differences in the structure of mental lexicons between Chinese English learners and native speakers. With regard to L1 mental lexicons, Chinese English learners have poorer concentricity of association and weaker association strength. Their association is more dependent on forms. They have no established systematic and stable networks between words. The semantic network in their mental lexicon is underdeveloped. The results of the experiments have some implications for L2 vocabulary teaching and learning. 本文采用词汇联想测试方法，通过比较中国英语学习者和母语者的反应词的不同，来探究中国英语学习者二语心理词汇的特点。结果表明：中国英语学习者和母语者的心理词汇结构存在显著差异。与母语者相比，中国英语学习者的联想集中性较差，联想强度较弱；中国英语学习者过分依赖词的形态来联想；词与词之间没有形成系统的、稳固的联系网络；语义网络不完善。实验结果对二语词汇教学有一定的启示和帮助。

This paper explores the extent to which Chinese rhetorical patterns influence EFL writing, the reasons behind such an influence, and how Chinese EFL learners think about this influence. A multivariate method was used to achieve this purpose: discourse analysis, text-based interviews, a questionnaire, and an analysis of high school textbooks in China. The findings show that only one third of the 26 students who participated the study exhibited “circular” or “indirect” characteristics (Kaplan, Language Learning 16: 1-20, 1966), and, more interestingly, these characteristics were not directly influenced by the “eight-legged essay” pattern (Matalene, College English 7: 789-808, 1985) but rather derived from the modern Chinese prose. The learners held that it is beneficial to know English rhetorical structures, but it is also important to preserve Chinese writing conventions. 本文探讨母语修辞模式对中国学生英语写作的影响、其原因及学生对此的态度。调查手段包括语篇分析、访谈、问卷和初中语文课本分析。结果显示，只有三分之一学生作文存在论题滞后、衔接不当和离题等问题。这些影响不直接来自 “八股文” 等中国古代散文模式，而与中学语文课本中现代汉语散文的写作模式相关。受调查学生认为，了解英语写作规范很有益处。但同时保持中国人的写作习惯也十分重要。因为这种传统已经深入我们的血液，具有独特价值。

It has been widely agreed that the approaches teachers apply to language teaching, the attitudes students have, their motivation and target language proficiency are directly influenced or determined by their beliefs about language teaching and language learning respectively. This paper reports on a study which explored Mongolian teacher, Han teacher and Mongolian learner beliefs about the English teaching and learning of Inner Mongolian university students, with particular focus on the students' second language ability, the languages for classroom instruction and materials development. The results of the study indicate that there are belief differences among teachers and students; in particular, the beliefs of the Han teachers differ from those of Mongolian students. This study concludes that in order to improve Mongolian students' English teaching and learning, it is of vital importance to fill the belief discrepancy between teachers and students with regard to L3 acquisition, which is regarded as one of the crucial factors influencing the teaching and learning of English for Mongolian students in multilingual contexts in Inner Mongolia, China. 教师和学习者对语言教与学的信念直接影响或决定着教师在教学过程中采取的措施及学习者学习过程中的学习态度、学习动机和学习成绩。本文主要调查了蒙古族英语教师、汉族英语教师和蒙古族英语学习者对蒙古族大学生的第二语言能力，课堂教学和编写教材所使用的语言的信念。结果表明教师和学生之间，尤其是汉族英语教师和蒙古族英语学习者之间关于蒙古族大学生的第二语言能力，课堂教学和编写教材所使用的语言等方面存在着不同的信念。为了有效提高蒙古族学生的英语教学，应尽快解决影响蒙古族学生英语教学的重要因素，即教师与学生之间的信念差异。

This paper aims to make a contrastive study on complaining strategies between American and Chinese university students, based on the descriptive study of the collected data, with reference to the social variables of social status and social distance. It is found that Chinese and American university students are significantly different in the choice of complaining strategies produced to professors, intimates, friends and strangers. The Chinese show greater respect to professors than Americans do. Generally, as to interlocutors with equal social status, Americans' complaining degree displays a gradually descending tendency along a social distance continuum, while the Chinese have intimates and strangers at the both ends, with friends in the middle. No significant difference has been revealed in the choice of complaining strategies to parents, but Americans tend to be more polite than the Chinese. This challenges Brown and Levinson's formula, Wx = D (S, H) + P (H, S) +Rx, which implies the same weight for each of these three factors. The study proves that in private conversations, the variable of social distance carries more importance than the variable of social status. 本文以社会地位和社会距离为变量，通过小组座谈和调查问卷的方式收集语料，对比中美大学生选择抱怨策略的差异。文章发现,社会地位与社会距离对说话人语言形式的选择具有很强的制约性与调控性。中美大学生在对教授、知己、朋友、陌生人实施抱怨时均具有显著性差异。美国大学生对社会地位比自己高的教授采取更为直接的抱怨策略；在社会地位相当的情况下，随着社会距离的拉大，美国大学生的抱怨强度随之降低，而中国大学生则在社会距离连续统上呈现出两头高中间低的趋势：从知己到朋友,其强度随之下降,从朋友到陌生人则随之上升。文章提出在估算面子威胁行为因素时必须考虑到相对权势（社会地位）、社会距离、相对文化强加值三个因素的不同权重，在相对文化强加值等同的私人会话中，社会距离比社会地位拥有更高的权重。