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All Journal Sinolingua Translation and Linguistics
Jiang, Xuemei
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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英汉“哭”类动词的语义成分及词化模式分析 Jiang, Xuemei; Li, Chili
Sinolingua: Journal of Chinese Studies Vol 3, No 2 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i2.105743

Abstract

This study employs semantic component analysis and lexicalization theory to conduct a comparative analysis of the semantic components and lexicalization patterns of “cry” type verbs in English and Chinese. The findings reveal that these verbs in both languages exhibit both universality and specificity in their semantic components and lexicalization patterns. The core semantic components determine the semantic field of synonymous verbs, while peripheral components differentiate their nuances. Furthermore, “cry” type verbs in both languages follow the lexicalization pattern of “action + manner + cause + X”. This study advances the semantic and lexicalization analysis of “cry” type verbs in English and Chinese, offering novel theoretical and translational insights. Through systematic examination of their semantic components and lexicalization patterns, it enables more precise cross-linguistic understanding and application in translation practice.
Exploring the Interventional Effect of Languaging Activities on L2 Motivation Among Chinese EFL Learners Li, Chili; Jiang, Xuemei
Sinolingua: Journal of Chinese Studies Vol 3, No 2 (2025): Sinolingua: Journal of Chinese Studies
Publisher : Faculty of Cultural Sciences, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/sinolingua.v3i2.108658

Abstract

Motivational languaging activities (MLAs) encourage learners to externalize their self-perceptions through oral or written forms and promote learners’ cognitive development. However, limited research has investigated the impact of MLAs on learners’ L2 motivation. To bridge this gap, the present study sought to unveil the effect of MLAs on Chinese tertiary English as a foreign language (EFL) learners’ motivation. Participants were 156 Chinese tertiary EFL learners divided into four groups: Experimental Group 1 (EG1), EG2, EG3, and a Control Group (CG). The experimental groups performed the MLAs in spoken, written, and spoken plus written forms respectively, while the CG received no MLA intervention. Motivational dynamics were measured with an adapted questionnaire administered at the beginning and end of the intervention, and qualitative data were collected through group discussions and opinion writing. The results revealed various degrees of enhancement in L2 motivation across the three experimental groups, highlighting the effectiveness of spoken MLAs in significantly increasing the Ought-to L2 Self among the participants.
A Retrodictive Study of English Majors’ Language Motivational Dynamics: A Triangulation Approach Jiang, Xuemei; Li, Chili
Translation and Linguistics (Transling) Vol 5, No 2 (2025): Translation and Linguistics (Transling)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/transling.v5i2.105752

Abstract

This study investigates the motivational dynamics of English majors by integrating retrospective plotting, interviews, and narrative inquiry. Through triangulation, the research identifies key patterns and underlying causes of motivational shifts among three learners, proposing targeted strategies for remotivation. Findings reveal that English majors’ motivational trajectories exhibit marked dynamic complexity and individual variation, shaped by a multifaceted system of interacting factors—including teacher influence, academic performance, assessment pressures, emotional states, and career prospects. The study highlights the importance of understanding these dynamics to support learners effectively. Practical implications suggest that educators can foster remotivation by guiding students toward constructive attribution patterns, regulating academic emotions, enhancing self-regulatory skills, and clarifying future aspirations.
Co-Authors Li, Chili