shaoyun long | Jiangxi Normal University (original) (raw)

LONG Shaoyun, male, professor, master supervisor of both direction of foreign linguistics and Applied Linguistics and master of translation , 2007 - 2008 ,as a visiting scholar in foreign languages studies college , South China Normal University School, I studied psychological linguistics, corpus, language statistics that is closely related with the Applied Linguistics, 2008 saw the appointment of master supervisor. In 2010,visiting Australia Sydney College of English ,I received systematic training in bilingual teaching methods . In July,2012 , I participated in Shanghai Jiao Tong University for translation studies in such a program as the corpus-based translation studies technical workshop conducted by the Chinese Language Education Research Center and jointed by Beijing Foreign Studies University, School of foreign languages of Shanghai Jiao Tong University, School of Oriental and African Studies Centre, University of London, Translation Theory and Translation Teaching Contractor Association ,Chinese Translation Committee . In recent years,I lectured for the graduate student such courses as Psychology of language, seminar on modern English language and Literature (including corpus, statistics and modern linguistics theory.), language teaching methods, language action research theory and practice，English academic writing. Research interests: Applied Linguistics, corpus-based analysis of (translation)language. In recent years, in such journals as "Journal of Sichuan International Studies University", "Shandong foreign language teaching", "foreign language teaching", "Journal of Beijing International Studies University", "Journal of Tianjin Foreign Language University", "Chinese Language Education", "Chinese English Education", "Language Education", "Jiangxi Social Sciences" and other domestic and foreign academic journals or conference at all levels (including foreign language key and CSSCI journals) ,I published more than 40 papers, and edited 4 books and teaching materials , (key) hosted (or completed) 10 more projects supported by China Basic Foreign Language Education Research Center for Humanities and Social Sciences, the Youth Foundation of Ministry of education, Jiangxi Provincial Academy of Social Sciences Planning, Education Planning, College Teaching Reform at all levels. Participated in such international or domestic conferences as cognitive linguistics, psycholinguistics, applied linguistics, corpus linguistics and presented many academic papers or participate in seminars. Good at foreign language self-efficacy, I cut in language acquisition and foreign language teaching research from such emotional psychological perspectives as learning motivation, interest cultivation and metacognitive monitoring
Supervisors: master supervisor
Phone: 86-13767984486
Address: 99# ziyang road,Nanchang，Jiangxi Province,China.

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Papers by shaoyun long

Journal of Literature, Languages and Linguistics, Oct 1, 2020

Compared with different degrees of academic corpora(RC): BaREnLoB, this study conducted a CIA ana... more Compared with different degrees of academic corpora(RC): BaREnLoB, this study conducted a CIA analysis to find out whether the usage features owned by Chinese English majors in their argumentative texts in WECCL2.0 (the observation corpus,OC henceforth) can demonstrate different academic features except for non academic ones. Results show some academic features among the non-academic(i.e.almost the same strong narrative features, and insufficient epistemic comments, rare depiction and classification of particular things, i.e. similar to previous findings). It shows: (i) NN2 (mostly followed by should ) and we (the usual form to refer to the author himself /herself or the research group themselves) are usually incorporated as subjects; (ii) The standard frequency (PMW) of the top 20 verbs(including be, have, find, know, become, see, etc.) and all the 55 pointed common stative ones between OC and RC differ much although the standard frequency(PMW) of stative verbs among the 20 top between differs slightly. (iii) the occurrences of " they/he/she + modal verbs" in OC are many times more than those in RC, even "we/you/I + modal verbs" between show the nonnatives employ much less than the natives. (iv) there are 4 out of 19 carefully-picked abstract nouns before modal verbs are in OC while none in RC. In short, this research finds that the English argumentative writings by Chinese English majors display some academic features as mirrored by the reference corpus except for some non-academic features as we found before. Finally, some implications for the teaching and research of modal verbs are discussed.

Journal of Jiangsu Teachers University of Technology, 2005

This thesis has an analysis of the motivation-behaviour anticipating affecting factors of English... more This thesis has an analysis of the motivation-behaviour anticipating affecting factors of English majors in some vocational colleges.Through the first factor analysis then the regression analysis,which are all based on the original questionnaire data.The finding reveals that:① the foremost anticipating affecting factors for the unwilling learners are self-conception,parents′ requirements and companion influence;the secondary: learning goal and attribution.② the foremost anticipating affecting factors for the second-willing learners: self-inspection-and-control;the secondary: perseverance and willpower.They long for success?encouragement and approval.③ the foremost anticipating affecting factors for the willing learners are that they have an interest in English and have a life goal and that they have a strong consciousness in social competition and that they are more long thirsty for encouragement,regard and approval,comparing with the other two kinds.

US-China Foreign Language, 2020

In principles of language learning and teaching, Brown talks about 12 principles of second langua... more In principles of language learning and teaching, Brown talks about 12 principles of second language learning on which our teaching can be based. The authors chose two principles to further discuss and would give some practical suggestions. The principle of strategic investment is related to cognitive theory. Brown equates the learner's "methods"-a position of equal importance with teacher's methods. In other words, it emphasizes that a learner successfully masters the second language due to a large extent to his/her own personal "investment" of strategies. Thus, English teachers need to guide the learners to use different learning strategies. Another principle is the self-confidence. Self-confidence belongs to affective principles. Self-confidence has been directly connected the situation that a person believes in his/her own ability to accomplish the task. Self-confidence is the first step in learning English well because a confident student often play an active role in class and think quickly. This paper mainly discusses the functions of the self-confidence and strategies investment principles in students' learning and English teaching in second language. This study aims to encourage English teachers to employ the two principles during teaching process and enable students to enjoy the English learning. In the end, the authors also give some pedagogical implications to second language teaching.

DEStech Transactions on Social Science, Education and Human Science

The focus of the research is the different using features of modal verbs between Chinese students... more The focus of the research is the different using features of modal verbs between Chinese students and native speakers and through the comparison of the corpora, the findings are as follow: 1) modal verbs of deontic modality such as can, should, will are overused by Chinese students; 2) modal verbs characterized by epistemic modality like would, could, might are underused. 3) In two groups of Chinese students, there is no obvious difference and also no progress in the use of epistemic modal verbs over these years.

English Language and Literature Studies, 2019

Based on multiple dimensions, with a contemporary college students’ self-built English learning q... more Based on multiple dimensions, with a contemporary college students’ self-built English learning questionnaire (r = 0.872) of 775 subjects from two universities, and with a stratified sampling (120) and optimal oblique rotation, this study found some main factors of college Non-English major students. Results show that factor composition as a whole has a unique representation law. This study provides targeted psychological guidance for students to enhance their confidence and to improve their ability of meta-monitoring. Meanwhile, it has certain enlightenment for current college-English grading, classification and stratified teaching reform and improvement of students’ interest in learning English.

English Language and Literature Studies, 2019

Based on the result of the trends of modal sequences in Chinese English majors’ argumentation, th... more Based on the result of the trends of modal sequences in Chinese English majors’ argumentation, this research focuses on the relationship between English majors’ tendency to use modal sequences and their college campus time. The paper reveals that the tendency to use modal verbs is not related to their college campus time, and that epistemic and deontic modality to uses are not related to their college campus time, either. This study offers reference to the understanding of how Chinese students acquire modal verbs and gives suggestions for modal verb teaching which are the following: (1) We should bear in mind when compiling textbooks that more exposure to epistemic modal verbs with euphemism modality for students is needed in early senior high textbooks; (2) Native speakers’ tendency to use modal verbs should be explicitly clarified in class; (3) native speakers tend to use should be consciously presented both in and after class; (4) The proper pragmatic meaning of modal verbs, the ...

English Language and Literature Studies, 2019

This paper made an investigation into the motivation-behaviors affecting factors of the carefully... more This paper made an investigation into the motivation-behaviors affecting factors of the carefully-selected 20 willing learners, 20 unwilling learners among 597 students from foreign languages department in two higher vocational colleges. An analysis has been made in the learning-motivation-behavior affecting factors route paths of students in higher vocational colleges. We found that there are universality and individuality in factors that predict the motivation behavior of three categories of students. Predictive factors of motivational behavior include motivation levels and learning strategies. The regression effects of learning strategies on motivational behavior are the greatest in the three categories of path analysis. It shows that learning strategies determine the performance of their motivational behavior, at the same time, it shows individual variance.

English Language and Literature Studies, 2019

Reading is a key and focus in the process of students’ English learning (Chen…

Proceedings of the 2nd International Conference on Science and Social Research, 2013

Proceedings of the 2013 International Conference on Education, Management and Social Science, 2013

Intelligent Automation and Soft Computing

Intelligent Automation and Soft Computing

English Language and Literature Studies;, 2019

Based on multiple dimensions, with a contemporary college students' self-built English learning q... more Based on multiple dimensions, with a contemporary college students' self-built English learning questionnaire (r = 0.872) of 775 subjects from two universities, and with a stratified sampling (120) and optimal oblique rotation, this study found some main factors of college Non-English major students. Results show that factor composition as a whole has a unique representation law. This study provides targeted psychological guidance for students to enhance their confidence and to improve their ability of meta-monitoring. Meanwhile, it has certain enlightenment for current college-English grading, classification and stratified teaching reform and improvement of students' interest in learning English.

English Language and Literature Studies, 2019

This paper made an investigation into the motivation-behaviors affecting factors of the carefully... more This paper made an investigation into the motivation-behaviors affecting factors of the carefully-selected 20 willing learners, 20 unwilling learners among 597 students from foreign languages department in two higher vocational colleges. An analysis has been made in the learning-motivation-behavior affecting factors route paths of students in higher vocational colleges. We found that there are universality and individuality in factors that predict the motivation behavior of three categories of students. Predictive factors of motivational behavior include motivation levels and learning strategies. The regression effects of learning strategies on motivational behavior are the greatest in the three categories of path analysis. It shows that learning strategies determine the performance of their motivational behavior, at the same time, it shows individual variance.

English Language and Literature Studies, 2019

Reading is a key and focus in the process of students' English learning (Chen & Jiang, 2010). Res... more Reading is a key and focus in the process of students' English learning (Chen & Jiang, 2010). Research shows that graded reading materials based on students' reading ability will help students to improve their reading level step by step (Stern & Dich, 2017). The paper here explores the effects on middle school students' reading comprehension so as to find whether graded reading can cultivate students' positive reading attitude and improve their reading level or not, using qualitative and quantitative research methods. Results reveal that because of the rich content and active class atmosphere, graded reading is conductive to arouse students' reading interest and cultivate their positive reading attitude, and the graded reading materials adapted to students' current reading ability can reduce students' anxiety, improve their reading level effectively as well. In conclusion, graded reading has certain guiding significance for middle school English reading teaching.

English Language and Literature Studies, 2019

Based on the result of the trends of modal sequences in Chinese English majors' argumentation, th... more Based on the result of the trends of modal sequences in Chinese English majors' argumentation, this research focuses on the relationship between English majors' tendency to use modal sequences and their college campus time. The paper reveals that the tendency to use modal verbs is not related to their college campus time, and that epistemic and deontic modality to uses are not related to their college campus time, either. This study offers reference to the understanding of how Chinese students acquire modal verbs and gives suggestions for modal verb teaching which are the following: (1) We should bear in mind when compiling textbooks that more exposure to epistemic modal verbs with euphemism modality for students is needed in early senior high textbooks; (2) Native speakers' tendency to use modal verbs should be explicitly clarified in class; (3) native speakers tend to use should be consciously presented both in and after class; (4) The proper pragmatic meaning of modal verbs, the basic value view and social philosophy of Anglo-American Culture involved as well as the differences in cultural tradition and value between East and West should be underlined in English modal verbs teaching.

Proceedings of the 2nd International Conference on Science and Social Research (ICSSR 2013), 2013

This study examines the characteristics of modal sequences used in ST2 from CLEC ,with A Level fr... more This study examines the characteristics of modal sequences used in ST2 from CLEC ,with A Level from LOCNESS as a reference corpus. Main findings reveals: Firstly, modal sequences led by can, will and must are overused while those constructed by could, would and should are underused. Secondly, Chinese senior school students tend to overuse personal pronouns as subjects before modal verbs,and overuse verbs with unmarked aspect and voice after , making it rather difficult for students to express relatively complex modal meaning. Consequently, they overuse deontic modality and underuse epistemic modality , making their English comparatively strong on narrative and short on evaluation of their statements.

International Conference on Education, Management and Social Science (ICEMSS 2013), 2013

This study examines the characteristics of modal verbs used in ST2 from CLEC. 2. Methods: keyness... more This study examines the characteristics of modal verbs used in ST2 from CLEC. 2. Methods: keyness analysis: frequency of modal verbs used in ST2 from CLEC are unusually high in comparison with those in A Level from LOCNESS as a reference corpus, producing keywords. 3. Results: only the modal verb must which are introduced early in textbooks is overused by Chinese senior high students while would, could, should, will, can that are introduced comparatively late are underused, which shows that Chinese senior high students seldom use these modal verbs bearing the euphemistic meaning. And the paper gives some interpretations for such phenomena. Index Terms-modals, overuse and underuse, Chinese senior high school students

Journal of Literature, Languages and Linguistics, Oct 1, 2020

Compared with different degrees of academic corpora(RC): BaREnLoB, this study conducted a CIA ana... more Compared with different degrees of academic corpora(RC): BaREnLoB, this study conducted a CIA analysis to find out whether the usage features owned by Chinese English majors in their argumentative texts in WECCL2.0 (the observation corpus,OC henceforth) can demonstrate different academic features except for non academic ones. Results show some academic features among the non-academic(i.e.almost the same strong narrative features, and insufficient epistemic comments, rare depiction and classification of particular things, i.e. similar to previous findings). It shows: (i) NN2 (mostly followed by should ) and we (the usual form to refer to the author himself /herself or the research group themselves) are usually incorporated as subjects; (ii) The standard frequency (PMW) of the top 20 verbs(including be, have, find, know, become, see, etc.) and all the 55 pointed common stative ones between OC and RC differ much although the standard frequency(PMW) of stative verbs among the 20 top between differs slightly. (iii) the occurrences of " they/he/she + modal verbs" in OC are many times more than those in RC, even "we/you/I + modal verbs" between show the nonnatives employ much less than the natives. (iv) there are 4 out of 19 carefully-picked abstract nouns before modal verbs are in OC while none in RC. In short, this research finds that the English argumentative writings by Chinese English majors display some academic features as mirrored by the reference corpus except for some non-academic features as we found before. Finally, some implications for the teaching and research of modal verbs are discussed.

Journal of Jiangsu Teachers University of Technology, 2005

This thesis has an analysis of the motivation-behaviour anticipating affecting factors of English... more This thesis has an analysis of the motivation-behaviour anticipating affecting factors of English majors in some vocational colleges.Through the first factor analysis then the regression analysis,which are all based on the original questionnaire data.The finding reveals that:① the foremost anticipating affecting factors for the unwilling learners are self-conception,parents′ requirements and companion influence;the secondary: learning goal and attribution.② the foremost anticipating affecting factors for the second-willing learners: self-inspection-and-control;the secondary: perseverance and willpower.They long for success?encouragement and approval.③ the foremost anticipating affecting factors for the willing learners are that they have an interest in English and have a life goal and that they have a strong consciousness in social competition and that they are more long thirsty for encouragement,regard and approval,comparing with the other two kinds.

US-China Foreign Language, 2020

In principles of language learning and teaching, Brown talks about 12 principles of second langua... more In principles of language learning and teaching, Brown talks about 12 principles of second language learning on which our teaching can be based. The authors chose two principles to further discuss and would give some practical suggestions. The principle of strategic investment is related to cognitive theory. Brown equates the learner's "methods"-a position of equal importance with teacher's methods. In other words, it emphasizes that a learner successfully masters the second language due to a large extent to his/her own personal "investment" of strategies. Thus, English teachers need to guide the learners to use different learning strategies. Another principle is the self-confidence. Self-confidence belongs to affective principles. Self-confidence has been directly connected the situation that a person believes in his/her own ability to accomplish the task. Self-confidence is the first step in learning English well because a confident student often play an active role in class and think quickly. This paper mainly discusses the functions of the self-confidence and strategies investment principles in students' learning and English teaching in second language. This study aims to encourage English teachers to employ the two principles during teaching process and enable students to enjoy the English learning. In the end, the authors also give some pedagogical implications to second language teaching.

DEStech Transactions on Social Science, Education and Human Science

The focus of the research is the different using features of modal verbs between Chinese students... more The focus of the research is the different using features of modal verbs between Chinese students and native speakers and through the comparison of the corpora, the findings are as follow: 1) modal verbs of deontic modality such as can, should, will are overused by Chinese students; 2) modal verbs characterized by epistemic modality like would, could, might are underused. 3) In two groups of Chinese students, there is no obvious difference and also no progress in the use of epistemic modal verbs over these years.

English Language and Literature Studies, 2019

Based on multiple dimensions, with a contemporary college students’ self-built English learning q... more Based on multiple dimensions, with a contemporary college students’ self-built English learning questionnaire (r = 0.872) of 775 subjects from two universities, and with a stratified sampling (120) and optimal oblique rotation, this study found some main factors of college Non-English major students. Results show that factor composition as a whole has a unique representation law. This study provides targeted psychological guidance for students to enhance their confidence and to improve their ability of meta-monitoring. Meanwhile, it has certain enlightenment for current college-English grading, classification and stratified teaching reform and improvement of students’ interest in learning English.

English Language and Literature Studies, 2019

Based on the result of the trends of modal sequences in Chinese English majors’ argumentation, th... more Based on the result of the trends of modal sequences in Chinese English majors’ argumentation, this research focuses on the relationship between English majors’ tendency to use modal sequences and their college campus time. The paper reveals that the tendency to use modal verbs is not related to their college campus time, and that epistemic and deontic modality to uses are not related to their college campus time, either. This study offers reference to the understanding of how Chinese students acquire modal verbs and gives suggestions for modal verb teaching which are the following: (1) We should bear in mind when compiling textbooks that more exposure to epistemic modal verbs with euphemism modality for students is needed in early senior high textbooks; (2) Native speakers’ tendency to use modal verbs should be explicitly clarified in class; (3) native speakers tend to use should be consciously presented both in and after class; (4) The proper pragmatic meaning of modal verbs, the ...

English Language and Literature Studies, 2019

This paper made an investigation into the motivation-behaviors affecting factors of the carefully... more This paper made an investigation into the motivation-behaviors affecting factors of the carefully-selected 20 willing learners, 20 unwilling learners among 597 students from foreign languages department in two higher vocational colleges. An analysis has been made in the learning-motivation-behavior affecting factors route paths of students in higher vocational colleges. We found that there are universality and individuality in factors that predict the motivation behavior of three categories of students. Predictive factors of motivational behavior include motivation levels and learning strategies. The regression effects of learning strategies on motivational behavior are the greatest in the three categories of path analysis. It shows that learning strategies determine the performance of their motivational behavior, at the same time, it shows individual variance.

English Language and Literature Studies, 2019

Reading is a key and focus in the process of students’ English learning (Chen…

Proceedings of the 2nd International Conference on Science and Social Research, 2013

Proceedings of the 2013 International Conference on Education, Management and Social Science, 2013

Intelligent Automation and Soft Computing

Intelligent Automation and Soft Computing

English Language and Literature Studies;, 2019

Based on multiple dimensions, with a contemporary college students' self-built English learning q... more Based on multiple dimensions, with a contemporary college students' self-built English learning questionnaire (r = 0.872) of 775 subjects from two universities, and with a stratified sampling (120) and optimal oblique rotation, this study found some main factors of college Non-English major students. Results show that factor composition as a whole has a unique representation law. This study provides targeted psychological guidance for students to enhance their confidence and to improve their ability of meta-monitoring. Meanwhile, it has certain enlightenment for current college-English grading, classification and stratified teaching reform and improvement of students' interest in learning English.

English Language and Literature Studies, 2019

This paper made an investigation into the motivation-behaviors affecting factors of the carefully... more This paper made an investigation into the motivation-behaviors affecting factors of the carefully-selected 20 willing learners, 20 unwilling learners among 597 students from foreign languages department in two higher vocational colleges. An analysis has been made in the learning-motivation-behavior affecting factors route paths of students in higher vocational colleges. We found that there are universality and individuality in factors that predict the motivation behavior of three categories of students. Predictive factors of motivational behavior include motivation levels and learning strategies. The regression effects of learning strategies on motivational behavior are the greatest in the three categories of path analysis. It shows that learning strategies determine the performance of their motivational behavior, at the same time, it shows individual variance.

English Language and Literature Studies, 2019

Reading is a key and focus in the process of students' English learning (Chen & Jiang, 2010). Res... more Reading is a key and focus in the process of students' English learning (Chen & Jiang, 2010). Research shows that graded reading materials based on students' reading ability will help students to improve their reading level step by step (Stern & Dich, 2017). The paper here explores the effects on middle school students' reading comprehension so as to find whether graded reading can cultivate students' positive reading attitude and improve their reading level or not, using qualitative and quantitative research methods. Results reveal that because of the rich content and active class atmosphere, graded reading is conductive to arouse students' reading interest and cultivate their positive reading attitude, and the graded reading materials adapted to students' current reading ability can reduce students' anxiety, improve their reading level effectively as well. In conclusion, graded reading has certain guiding significance for middle school English reading teaching.

English Language and Literature Studies, 2019

Based on the result of the trends of modal sequences in Chinese English majors' argumentation, th... more Based on the result of the trends of modal sequences in Chinese English majors' argumentation, this research focuses on the relationship between English majors' tendency to use modal sequences and their college campus time. The paper reveals that the tendency to use modal verbs is not related to their college campus time, and that epistemic and deontic modality to uses are not related to their college campus time, either. This study offers reference to the understanding of how Chinese students acquire modal verbs and gives suggestions for modal verb teaching which are the following: (1) We should bear in mind when compiling textbooks that more exposure to epistemic modal verbs with euphemism modality for students is needed in early senior high textbooks; (2) Native speakers' tendency to use modal verbs should be explicitly clarified in class; (3) native speakers tend to use should be consciously presented both in and after class; (4) The proper pragmatic meaning of modal verbs, the basic value view and social philosophy of Anglo-American Culture involved as well as the differences in cultural tradition and value between East and West should be underlined in English modal verbs teaching.

Proceedings of the 2nd International Conference on Science and Social Research (ICSSR 2013), 2013

This study examines the characteristics of modal sequences used in ST2 from CLEC ,with A Level fr... more This study examines the characteristics of modal sequences used in ST2 from CLEC ,with A Level from LOCNESS as a reference corpus. Main findings reveals: Firstly, modal sequences led by can, will and must are overused while those constructed by could, would and should are underused. Secondly, Chinese senior school students tend to overuse personal pronouns as subjects before modal verbs,and overuse verbs with unmarked aspect and voice after , making it rather difficult for students to express relatively complex modal meaning. Consequently, they overuse deontic modality and underuse epistemic modality , making their English comparatively strong on narrative and short on evaluation of their statements.

International Conference on Education, Management and Social Science (ICEMSS 2013), 2013

This study examines the characteristics of modal verbs used in ST2 from CLEC. 2. Methods: keyness... more This study examines the characteristics of modal verbs used in ST2 from CLEC. 2. Methods: keyness analysis: frequency of modal verbs used in ST2 from CLEC are unusually high in comparison with those in A Level from LOCNESS as a reference corpus, producing keywords. 3. Results: only the modal verb must which are introduced early in textbooks is overused by Chinese senior high students while would, could, should, will, can that are introduced comparatively late are underused, which shows that Chinese senior high students seldom use these modal verbs bearing the euphemistic meaning. And the paper gives some interpretations for such phenomena. Index Terms-modals, overuse and underuse, Chinese senior high school students