Pusat Pengajian Bahasa, Literasi dan Terjemahan - Tesis

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English Translation Of Culture-Specific Items In Classical Chinese Literature: An Analysis Of Water Margin
(2025-07)
An, Gang
This study focuses on the culture-specific items (CSIs) found in the classical literary work Water Margin (水浒传). Water Margin (水浒传) is regarded as one of the Four Great Classical Works of China and has been translated into various languages. The present study compares the CSIs in the source text against their English renditions in H.S.’s (1872) translated version, titled The Adventures of a Chinese Giant.
Development Of A Formative Assessment Regime For Chinese-English Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration
(2024-12)
Yan, Da
In china’s interpreter training programs, efforts to systematically develop and enact a formative assessment regime has been rarely documented in the extant body of scholarship. To gain a more comprehensive understanding of the applicability and impact of formative assessment regime, the present study adopted a multi-phase approach to explore the development, implementation, and learned lessons of a formative assessment regime in an interpreter training program at xinyang agriculture and forestry university, a focal and representative institution of higher education in china. The researcher recruited 129 second-year interpreter learners, 7 lecturers, and 10 experts as participants in the study. Methodologically, an embedded experimental design was adhered to in the study to comprehensively include the pre-intervention, intervention, and post-intervention phases within a unified research framework. For the pre-, and post-intervention phases, the research used in-depth interview and focus group discussions to obtain viewpoints and understandings of trainees and trainers, and delphi method for evaluative judgement of the experts. For the intervention phase, mixed-method quasi experimental approach was chosen to examine the effects of the developed formative assessment regime on the academic achievement, motivation, and collaboration in interpreter training, which were measured through a summative interpreting achievement test (siat), an interpreter learning motivation questionnaire (ilmq), and naturalistic observation of classroom conversations respectively.
The Impact Of Images In Developing The Esl Vocabulary Knowledge Of Malaysian Standard 4 Pupils
(2024-11)
Loo, Xin Ying
In recent years, the role of vocabulary plays in contributing to one’s language competency and literacy development has been progressively eminent in language acquisition studies, especially within the domain of second language acquisition. In malaysia, learners generally flounder in their academics, predominantly due to their rudimentary esl vocabulary repository. This present research was conducted to study on how the use of images in a malaysian national primary school’s esl classrooms affects the esl receptive vocabulary knowledge development via the adapted picture word inductive model (pwim) intervention. The recall (short term) and retention (long term) of the esl receptive vocabulary knowledge of the two intact groups were also juxtaposed. The two intact groups consisted of standard four pupils. The whole intervention programme of the study lasted approximately 26 weeks, with each of the 140 participants subjected to a pre-test, post-test, and delayed post-test using the esl receptive vocabulary knowledge test. Concurrently, they were required to answer the questionnaires once they had completed their delayed post-tests. Two semistructured interview sessions were conducted with the two esl teachers who partook in the study; the first session was prior to the intervention, while the second session was after the intervention to garner their thoughts and recommendations on the study
Translation And Communication Model Of Chinese Literature: A Case Study Of Cultural Communication Of English Translation Of Li Bai’S Selected Poems
(2024-11)
Chang, Hongjing
Translation acts as a vital bridge in intercultural communication. However, significant inequalities persist in the international communication of translated literature, including english translations of chinese literature. At present, most studies focus on isolated elements of translation and communication (tc) within chinese literature, leaving the translation and communication model for chinese literature—especially classical chinese poetry—yet to be fully developed. This study aims to investigate the translation and communication model of chinese literature in the west taking li bai’s poetry as an example. Quantitative analysis was applied to data obtained from the translation and communication questionnaire, the reader response questionnaire on translations of classical chinese poetry, and the worldcat database, while qualitative analysis was conducted on data from interviews and english translations of li bai’s poetry. Additionally, both quantitative and qualitative analyses were applied to data from the jastor database, amazon, and goodreads websites.
The Effect Of Blended Learning And Critical Thinking On Tertiary Efl Argumentative Writing In China
(2024-10)
Wang, Yuling
With the rapid development of information and communications technology (ict), the blended learning method is widespread in english-as-a-foreign-language (efl) instruction. It is viable for tertiary english instructors to utilise online platforms like wechat and pigai.Org to integrate face-to-face instruction, online learning, and critical thinking training to improve efl argumentative writing. As no single standard for blending exists, more research reports on blended learning cases are needed. This study aims to examine the effect of blended learning and critical thinking on efl students’ performance in argumentative writing, and the factors that influence students’ argumentative writing performance in a blended learning environment were explored in the current study. This study used a mixed research method on 66 firstyear undergraduates majoring in english at a university in chongqing, china. These participants were from two intact classes randomly assigned to the control (n=33) and experimental (n=33) groups. The data on critical thinking skills and writing performance were measured by argumentative writing pre- and post-tests, and the data on influencing factors were measured through questionnaires and semi-structured interviews.

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