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Relevant bibliographies by topics / Learning, Psychology of. English language Chinese language

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Academic literature on the topic 'Learning, Psychology of. English language Chinese language'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Learning, Psychology of. English language Chinese language"

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AU, TERRY KIT-FONG, WINNIE WAILAN CHAN, LIAO CHENG, LINDA S. SIEGEL, and RICKY VAN YIP TSO. "Can non-interactive language input benefit young second-language learners?" Journal of Child Language 42, no. 2 (2014): 323–50. http://dx.doi.org/10.1017/s0305000913000627.

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ABSTRACTTo fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.

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Lee, Kang, Catherine Ann Cameron, Murrary J. Linton, and Anne K. Hunt. "Referential place-holding in Chinese children's acquisition of English articles." Applied Psycholinguistics 15, no. 1 (1994): 29–43. http://dx.doi.org/10.1017/s0142716400006962.

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ABSTRACTThis longitudinal study examines the acquisition of English articles by three 6-year-old, second language learning children whose native tongue is Chinese, a language without articles. Brown's coding scheme and an extended coding scheme were used in scoring the corpora of children's responses to a Syntax Elicitation Task. Results revealed that the Chinese children's acquisition of the definite article differed from- what had been previously found using Brown's coding scheme with English as first language learners and second language learning children of other native language origins. Chinese children's use of the definite article developed through an unmarked phase, a referential place-holding phase, a marked phase, and a referential substitution phase before the definite article was fully acquired. The acquisition of the indefinite article, on the other hand, was similar to the acquisition pattern already reported for children learning English as a first language or as a second language. It is suggested that referential place-holding, as well as referential substitution, might not be a Chinese-specific second language learning phenomenon; rather, they might be derived from a universal referential strategy for learning articles.

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Spring, Ryan, and Kaoru Horie. "How cognitive typology affects second language acquisition: A study of Japanese and Chinese learners of English." Cognitive Linguistics 24, no. 4 (2013): 689–710. http://dx.doi.org/10.1515/cog-2013-0024.

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AbstractThis study looks at the effect of one's first language type, as proposed by Talmy (2000) and Slobin (2004), on their second language acquisition. Talmy (2000) gives an account of languages as being either verb-framed or satellite-framed based on how path and manner of motion are encoded in motion events. Meanwhile, Slobin (2004) argues for a third language type, which he calls equipollently-framed. This study compares and contrasts the learning curves of equipollently-framed language (Mandarin Chinese) native speakers and verb-framed language (Japanese) native speakers as they learn a satellite-framed language (English). It examines not only the learner's pattern preferences, but also their manner of motion encoding preferences and deictic verb usage to show that there is a clear difference in how the two groups of learners acquire a second language of a different type from their own native language.

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Ho, Connie Suk-Han, and Kin-Man Fong. "Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language?" Journal of Psycholinguistic Research 34, no. 6 (2005): 603–18. http://dx.doi.org/10.1007/s10936-005-9166-1.

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Rao, Zhenhui, and Lin Huang. "Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning." Applied Linguistics Review 10, no. 2 (2019): 117–36. http://dx.doi.org/10.1515/applirev-2017-0022.

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AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs’ 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide.

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Li, Fan, Si Fan, Yanjun Wang, and Jinjin Lu. "Chinese University Students’ Experience of WeChat-Based English-Language Vocabulary Learning." Education Sciences 11, no. 9 (2021): 554. http://dx.doi.org/10.3390/educsci11090554.

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The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students’ language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students’ English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students’ academic years, genders, and academic faculties/disciplines, and their lexical proficiency; and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students’ lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies.

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McBride-Chang, Catherine, and Rebecca Treiman. "Hong Kong Chinese Kindergartners Learn to Read English Analytically." Psychological Science 14, no. 2 (2003): 138–43. http://dx.doi.org/10.1111/1467-9280.t01-1-01432.

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We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic “look and say” method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.

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Golinkoff, Roberta Michnick, and Anthony Alioto. "Infant-directed speech facilitates lexical learning in adults hearing Chinese: implications for language acquisition." Journal of Child Language 22, no. 3 (1995): 703–26. http://dx.doi.org/10.1017/s0305000900010011.

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ABSTRACTExperiments 1 and 2 examined the effects of infant-directed (ID) speech on adults' ability to learn an individual target word in sentences in an unfamiliar, non-Western language (Chinese). English-speaking adults heard pairs of sentences read by a female, native Chinese speaker in either ID or adult-directed (AD) speech. The pairs of sentences described slides of 10 common objects. The Chinese name for the object (the target word) was placed in an utterance-final position in experiment? (n= 61) and in a medial position in experiment 2 (n= 79). At test, each Chinese target word was presented in isolation in AD speech in a recognition task. Only subjects who heard ID speech with the target word in utterance-final position demonstrated learning of the target words. The results support assertions that ID speech, which tends to put target words in sentence-final position, may assist infants in segmenting and remembering portions of the linguistic stream. In experiment 3 (n= 23), subjects judged whether each of the ID and AD speech samples prepared for experiments ? and 2 were directed to an adult or to an infant. Judgements were above chance for two types of sentence: ID speech with the target word in the final position and AD speech with the target word in a medial position. In addition to indirectly confirming the results of experiments 1 and 2, these findings suggest that at least some of the prosodic features which comprise ID speech in Chinese and English must overlap.

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Jin, Yinxing, and Lawrence Jun Zhang. "A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment." Perceptual and Motor Skills 126, no. 5 (2019): 1024–41. http://dx.doi.org/10.1177/0031512519864471.

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This article reports on a study that tested Jin and Zhang's Chinese version of the Foreign Language Enjoyment Scale for classroom learning through confirmatory factor analysis and compared the resulting scale with Li, Jiang, and Dewaele's 11-item scale. Four hundred five Chinese first language senior high school students of English in years 1–3 participated in this study. We found that Jin and Zhang's version of the Foreign Language Enjoyment Scale could be reduced to a 16-item scale that preserved the same factor structure as the original scale. This revised 16-item scale showed a more solid dimensional division and better psychometric properties than Li et al.'s scale. We discussed our findings in relation to the scale's wider application for improving foreign language teaching and learning.

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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.

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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

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Dissertations / Theses on the topic "Learning, Psychology of. English language Chinese language"

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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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Wong, Wai-Lap. "A longitudinal twin study of Chinese children learning to read English as a second language." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:b9a5fc85-e01e-4042-9577-273573f0c27b.

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This thesis investigated reading and related skills in Chinese children learning English as a second language (ESL) in 279 Chinese twin pairs aged from 3 to 11 years. Children were tested twice, a year apart, with measures of visual word recognition, receptive vocabulary, phonological awareness, phonological memory and speech perception in both Chinese and English and Chinese tone awareness. The thesis was divided into two sections with the first section exploring the phenotypic relationships and the second section estimating the genetic and environmental influences. In the first section, the causal relationships among the five ESL skills were modelled (chapter 4) and the relationships between Chinese and ESL skills were sought (chapter 4). In section two, the univariate heritability (chapter 6), the cross-linguistic genetic overlap (chapter 7) and the stability and instability of heritability estimates (chapter 8) for all skills were examined. Findings have shown that ESL speech perception is important to the development of ESL phonological awareness, phonological memory and receptive vocabulary, in turn, has an impact on ESL reading development. Genes play an important role in ESL and Chinese reading development. The differential environmental effects may be due to the differences in the ESL and Chinese acquisition ecologies.

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Lau, Foon Kwan. "A study of language anxiety and motivational intensity in learning English as a second language in Hong Kong secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/555.

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Lennane, B. Michael. "Cross-cultural influences on corrective feedback preferences in English language instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112502.

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This cross-cultural study examined the preferences of 137 Taiwanese EFL students and 97 ESL Quebecois students for specific types of corrective feedback, as well as their attitudes and beliefs about error correction, and those of 12 Taiwanese English instructors and 12 native English teachers in Quebec. All participants completed two questionnaires, the first eliciting overall preferences and attitudes for corrective feedback, and the second eliciting preferences for specific types of feedback aurally modeled through a digital recording designed for the purpose of this study. In addition, a subsample of participants was selected for follow-up interviews. Descriptive analysis of the initial questionnaire coupled with trends found in interview data revealed cross-cultural differences in preferences for types of errors to correct, the use of correction, rates of correction and affective reactions to error correction. However, statistical analysis of the data yielded by the main elicitation instrument revealed similar preferences within both cultural groups, with explicit correction being ranked highest, followed by recasts and then prompts.

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Huang, Huizhu, and 黄慧珠. "Mutual influences between learners' identity construction and English language learning in the first year of university study in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330176.

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This thesis explores the mutual impacts between English learners’ identity construction and their English learning at university level of education in the People’s Republic of China. Grounded in the sociocultural perspective on second language learning and based on the theory of communities of practice and the concepts of imagined communities and investment, the research focuses on two non-English major students’ English learning in a comprehensive university and investigates the social, historical and individualistic factors causing identity continuity and/or identity change in the first year of university study and explores how identity construction and English learning mutually impacted each other. This research adopted a qualitative case study method and employed weekly diaries and interviews as data collection instruments. Data collection lasted six months. Weekly diaries guided by prompt questions were collected per week to track learners’ English learning and identity construction. Semi-structured face-to-face interviews were conducted every five to six weeks to gain rich contextual, historical and individual information and to retrospectively find out learners’ English learning and identities before entering the university and in the first semester in university. Their English teacher was interviewed for data enrichment and triangulation. Thematic analysis and Fairclough’s model of discourse analysis were used to identify evidence which shows identity continuity, identity change, and English learning. Findings show that in English learning in the university, language learners experienced either identity continuity or change in English learner identities, future career expectations and the sense of belonging to learning communities in the university. Learners’ imagined identities in future careers and future social status remained continuous in the first year and the imagined identities in future careers and future social status strongly promoted learners’ investments in English learning. By engaging in the learning communities in the university with imagination of learning communities they desired to participate in and imagination of their future, learners built their sense of belonging to the university, their classes and their dormitories. The growth of the sense of belonging reflects learners’ identity change. The sense of belonging facilitated their full participation in English learning in the university, classes and dormitories as learning communities. The findings also show that when congruence between the actual and imagined communities appeared, learners’ English learning were promoted, whereas incongruence negatively impacted English learning. The findings of this study reveal the importance of learners’ imagined communities and imagined identities in future careers and future social status and also reveal the effects of learners’ non-academic factors on their English learning. This thesis suggests that learners’ diverse backgrounds and multiple identities should be taken into consideration when English curricular are designed. Career counselling and buddy schemes are also suggested. Accordingly, this study enhances the understanding of the first-year non-English major undergraduates’ identity construction in EFL learning in China. This study also attracts educators’ and researchers’ attention to the needs of non-English major students’ English learning in China as well as the needs of first-year undergraduates who experience a transition from high school to university.<br>published_or_final_version<br>Education<br>Master<br>Master of Philosophy

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Pia, Alex Albert. "Preferred perceptual learning styles of Chinese students." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.

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The basis for this study was work done by Joy Reid (1987) of Colorado State University. Reid's work analyzed the pref erred perceptual learning styles of several groups of English as a Second Language students and one group of American students. The learning styles concept has been established on the theory that students have a particular mode through which they learn best. The learning styles analyzed in this study were: auditory, visual, kinesthetic, tactile, individual, and group. The objectives of this study were to determine the relationships that exist between the preferred perceptual learning styles of P.R.C. and American students and such variables as country where student is studying, native language, length of time in the U.S., and sex.

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Hoff, Meagan. "Ethnic Identity and Accent: Exploring Phonological Acquisition for International Students from China." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395176320.

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Lin, Hsing-Yin Cynthia. "Phonological interference between English and Chinese when learning Mandarin." online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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Zhan, Ying. "Washback and possible selves Chinese non-English-major undergraduates' English learning experiences /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43943779.

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Books on the topic "Learning, Psychology of. English language Chinese language"

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Qiongxian, Huang, ed. Ji le you wang... dan zi shi yi bei dao si!: Fan yi wang dan zi ji yi shu. Taiwan guang xia chu ban ji tuan, 2014.

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Language learning motivation in Japan. Multilingual Matters, 2013.

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Dang zi ji zui bang de Ying wen lao shi: Yi sheng dou shou yong de ba da xue xi fa. Da tian chu ban you xian gong si, 2011.

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Chinese learners and the Lexis learning rainbow. Peter Lang, 2009.

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Children's language and learning. 2nd ed. Prentice-Hall, 1987.

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Interlanguage and learnability: From Chinese to English. J. Benjamins, 1995.

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Learning teaching: A guidebook for English language teachers. Macmillan Heinemann, 2003.

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Learning teaching: A guidebook for English language teachers. 2nd ed. Macmillan Education, 2005.

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Zeng, Xiaohong. The way of learning Chinese. U.S. Social Science Publisher, 2010.

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Xia, Jingchun. Mandarin Chinese: A distance learning programme. University of South Africa, 2005.

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Book chapters on the topic "Learning, Psychology of. English language Chinese language"

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Shi, Dingxu. "Learning Pidgin English Trough Chinese Characters." In Creole Language Library. John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.45shi.

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Halliday, M. A. K. "English and Chinese: Similarities and Differences." In Aspects of Language and Learning. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-47821-9_6.

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Gu, Peiya. "EFL Teacher Learning in the Chinese Sociocultural Context." In English Language Education and Assessment. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1_5.

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Zhang, Danyang, and Pascual Pérez-Paredes. "Exploring Chinese EFL Teachers’ Perceptions of Augmented Reality in English Language Education." In Language Learning with Technology. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2697-5_16.

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Han, Jinghe. "The Debatable Role of English (L1) in Duiwai Hanyu (L2) Jiaoxue (Teaching Chinese as a Foreign Language)." In Post-Lingual Chinese Language Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59840-0_3.

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Soh, Kaycheng. "Strategies for Preventing Orthographical Errors: What Psychology of Learning Suggests." In Teaching Chinese Language in Singapore. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_7.

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Qian, Longhua, JiaXin Liu, Guodong Zhou, and Qiaoming Zhu. "Bilingual Parallel Active Learning Between Chinese and English." In Natural Language Understanding and Intelligent Applications. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50496-4_10.

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Changsheng, Jiang, Zhang Jie, Liang Xiaohua, Yuan Yuan, and Xie Qun. "6. Piecing Together the Jigsaw: Understanding Motivations of English Learners in Chinese Primary School through a Questionnaire and Elicited Metaphor Analysis." In Early Language Learning, edited by Janet Enever and Eva Lindgren. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-008.

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Genesee, Fred, and Kathryn Lindholm-Leary. "The education of English language learners." In APA educational psychology handbook, Vol 3: Application to learning and teaching. American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-020.

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Thomas, Lee, and Harry L. Gradman. "A Comparison of Performance on Chinese and English Dichotic Listening Tasks by Billingual Native Mandarin Speakers." In Learning, Keeping and Using Language. John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/z.lkul1.23tho.

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Conference papers on the topic "Learning, Psychology of. English language Chinese language"

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Fung, Pascale, Wu Zhaojun, Yang Yongsheng, and Dekai Wu. "Automatic Learning of Chinese English Semantic Structure Mapping." In 2006 IEEE Spoken Language Technology Workshop. IEEE, 2006. http://dx.doi.org/10.1109/slt.2006.326797.

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Zhang, Yue-Jie, and Tao Zhang. "Research on English-Chinese Cross-Language Information Retrieval." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370744.

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Tao Zhang and Yue-Jie Zhang. "Research on Chinese-English Cross-Language Information Retrieval." In 2008 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2008. http://dx.doi.org/10.1109/icmlc.2008.4620845.

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Wang, Xiaohui, and Yuehui Niu. "Second Language Learning on Chinese Student's Influence in Learning Oral English." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.47.

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Chen, Rung-Ching, Chung-Yi Huang, and Yu-Len Huang. "Clustering Synonymous English and Chinese Keywords for Cross-Language Queries." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370454.

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Liu, Ze, Nianci Ren, Hangyuan Dong, et al. "Language Factors Influencing Chinese College Students’ English Learning Attitude Towards E-learning." In 2020 International Conference on Advanced Education, Management and Information Technology (AEMIT 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.045.

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Zhang, Tao, Rui Feng, and Yue-Jie Zhang. "Realizing Target Language Generation in Data-Oriented English-Chinese Machine Translation." In Proceedings of 2006 International Conference on Machine Learning and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icmlc.2006.258915.

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Li, XinGuang, Shuai Chen, ZhiChao Zhou, XiaoLan Long, ZeMing Chen, and WeiYuan Wu. "A method of English-Chinese language recognition and its application in oral English learning system." In EITCE 2020: 2020 4th International Conference on Electronic Information Technology and Computer Engineering. ACM, 2020. http://dx.doi.org/10.1145/3443467.3443844.

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Lv, Ming, and Xuesong Liu. "A Survey on Online English Learning Motivation of Chinese College Students." In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.047.

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Xiao, Huazhi. "Study on Main Factors Influencing Chinese Students’ English Grammar Learning." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.071.

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