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Volume 4 Number 9 September 2018

How Cognitive Anxiety Affects English Language Grammar and Punctuation Sub-scales; Does Gender Play any Role? A Case Study Among Iranian Medical Students


Authors: Akbar Azizifar
Pages: 153-156
Abstract
Introduction: The present study focuses on the relationship between cognitive anxiety and the knowledge of grammar and punctuation sub-scales among Iranian Medical Students. Materials and Methods: The Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) and also a writing performance test were applied to collect the data. 45 students were invited to participate in this study. Results: Revealed by T-test analysis, the male participants experience relatively greater amount of cognitive anxiety. Furthermore, significant differences were found in grammar and punctuation sub-scales of writing performance between male and female participants so that females were higher in two sub-scales than that of males. Conclusion: Based on the findings, cognitive anxiety was the most common type of anxiety, followed by somatic anxiety, and avoidance behavior. The results also highlighted the fact that in the classes teachers should be cautious of the dangers of  anxiety  and try  to  make  the  atmosphere  of  class  as  stress-free  as possible  in  order  to  improve  students’ performance.

English for Science and Technology Translation Under the Guidance of Functional Equivalence Theory


Authors: Xin Wang ; Hongping Chen
Pages: 148-152
Abstract
English for science and technology (EST) plays an important part in making exchanges of scientific and technological information around the world. Nida’s translation theory has exerted a profound influence on translation studies. Functional equivalence theory is one of the core concepts of his translation theory. This paper will analyze the guiding significance of functional equivalence theory to English for science and technology translation from the perspectives of lexical equivalence, syntactic equivalence and discourse equivalence.

The Effect of Formative Assessment on English Learning of Higher Vocational College Students


Authors: Zheng Ling-nan
Pages: 143-147
Abstract
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.

Place of Motivation in English Language Teaching


Authors: Ali Akbar Khansir ; Farhad Pakdel
Pages: 139-142
Abstract
This paper is intended to deal with place of motivation in English language teaching. Motivation as one of topics of second and foreign language acquisition has always influenced on learning and teaching of English language. Language can be defined as the bond that links people together and binds them to their culture. The study of language has always played a crucial role in the history man. Man has tried to know his language, know how speech sounds relate to meaning when he/she is speaking or writing. Today, English language is used as one of the major important of languages among people over the world. Learning English language has been the main subject in schools, colleges and universities in the world. English language is used as foreign or second and even lingua franca among people in this world.  English   language is used as target language among learners in their schools, colleges, and universities. It is interesting to see how an English language learner learns English through motivation.