Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 1064-1073
DOI: 10.24205/03276716.2020.347 1064
P
SYCHOLOGICAL
S
TATUS OF
C
OLLEGE
S
TUDENTS IN
L
EARNING
B
RITISH
AND
A
MERICAN
L
ITERATURE
Fang Ren
Abstract
Many college students have psychological problems in learning British and American literature, such as the lack of motivation and interests. To solve the problem, this paper carries out a questionnaire survey on the psychological status of college students in learning British and American literature. The questionnaire covers two key aspects of the learning process, i.e. learning strategy and learning motivation. A total of 300 students from several colleges received the survey. Through the analysis on the survey results, it is found that the college students differed greatly in both aspects in learning British and American literature; the external motivation of the students were generally stronger than internal motivation, and most of them had a relatively poor learning strategy; the students showed a high self-efficacy, except a very few with low self-efficacy. This research fully demonstrates the psychology of learners of British and American literature, shedding new light on how to improve the learning effect.
Key words: Learning Psychology, English and American Literature, College Students, Learning Motivation, Learning Strategies.
Received: 09-03-19 | Accepted: 15-10-19
INTRODUCTION
Before educational psychology became an independent discipline, many philosophers discussed the psychological issues of learning, such as the ancient Greek philosophers Plato and Aristotle. Aristotle's three association laws— adjacent laws, similar laws, and contrast laws— have become the main foundations of later psychological associations (Gurung, Hackathorn, Enns et al., 2016). The great educator Confucius also said some classic theories about the law of learning. Since the modern times, the development of educational thought and the deepening of the study of learning psychology in psychology have promoted the emergence of "educational psychology", and educational psychology came into being (Norcross, Hailstorks, Aiken et al., 2016). The study of the psychological
School of Foreign Languages, Xinyang Normal University, Xinyang 464000, China.
E-Mail: [email protected]
law of learning in educational psychology has become an indispensable theoretical basis in education and teaching, and also an important theoretical reference for studying and solving students' psychological problems (Destin, Rheinschmidt-Same, & Richeson, 2017). In the process of college students' English and American literature learning, the various problems that arise in student learning are caused by various reasons, but in the final analysis, they are learning psychological problems (Gummadam, Pittman, & Ioffe, 2016). The phenomenon of low motivation, tired of learning, and not learning is a common psychological problem for students in the study of English and American literature. These problems lead to low learning efficiency and poor learning. The psychological problems of college students' English and American literature learning cannot be solved very well, and the solution to students' learning problems cannot be discussed (Manstead, 2018). Therefore, it is necessary and urgent to conduct a purposeful
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and systematic investigation and analysis of students' learning psychology.
The research on learning psychology has a long history (Edmondson, Higgins, Singer et al., 2016). Many scholars have put forward many opinions on learning phenomena long before the birth of educational psychology (Spitzer & Aronson, 2015). At the end of the 19th century, psychology was separated from philosophy and physiology, and the psychology community has done a lot of research on learning problems (Okonofua, Walton, & Eberhardt, 2016). Many psychologists in the West have proposed and developed some systematic learning theories and experimentally verified them (Hirai, Frazier, & Syed, 2015). In these theories, the nature of learning and the mechanisms of occurrence are expounded. These learning theories are mainly divided into two major schools: behavioral schools and cognitive schools (Szymanski & Lewis, 2016). The main representatives of the behaviorist genre are Sandek, Pavlov and Skinner. Behaviorism believes that learning is the process by which organisms form a connection between stimulus and response under certain conditions to gain new experience (Carlson & Witschey, 2018). Cognitive genre believes that learning is not a simple connection of stimuli and reactions, but that organisms actively form new gestalts or cognitive structures. The main representatives of the Cognitive School are psychologists of the Gestalt School and Tolman, Bruner, and Ausubel. Later, the study of cognitiveism replaced the study of behaviorism and became the dominant research paradigm of learning psychology (Brinthaupt, Hurst, & Johnson, 2016). At present, the main influences on the study of college students' English and American literature are cognitive psychology, cognitive neuroscience and social constructivism. There are two organizational clues about the content of college students' English and American literature: one is to use the theory of learning theory as the organizational clue to introduce the learning theories of various theoretical schools; the other is to use the learning results as organizational clues to design all aspects of the learning results. The theory of learning psychology is comprehensively discussed. Different scholars choose different research perspectives, and the research process is similar. The students are surveyed by the selected learning psychological factors to understand the current situation of students' learning psychology, and then explore the solution strategies for the problems exposed in the survey results. In this kind of research, the research on the study of college English and
American literature is very scarce. Relevant papers cover learning interests, learning motivations, learning strategies, etc. Different scholars have different research perspectives and starting points in various aspects, mainly involving current situation analysis, influencing factors, optimization methods and guiding college students' English and American literature learning based on relevant theories. Taking the aspect of college students' English and American literature learning psychology as the theme, the advantage is that they can conduct in-depth research on a psychological factor. The shortcoming is that the students' learning mental state cannot be grasped as a whole, and it is difficult to consider the interaction between different learning psychological factors.
Based on the above research at home and abroad, the current research on general learning psychology is comprehensive, and the related theoretical results are relatively mature. However, there is no systematic and scientific study on the learning psychology of college students in English and American literature. There are also some shortcomings and deficiencies in the existing research on the optimization of college students' English and American literature learning psychology, which requires further research and exploration. This paper uses the questionnaire survey method to build a questionnaire based on the requirements and procedures of college students' English and American literature learning, and collect data for analysis. In this study, according to the requirements and procedures of questionnaire preparation, the questionnaire of learning psychological characteristics was compiled. The current situation of college students' English and American literature was investigated. The data were analyzed to understand the current situation of college students' English and American literature. This study attempts to combine the optimization methods and optimization measures in the general learning psychology theory with the study of college students' English and American literature, explore the migration of general learning psychology theory to college students' English and American literature learning, and systematically accumulate materials for college students' English and American literature learning psychology theory.
THE THEORY OF MIND ABOUT THE STUDY OF COLLEGE STUDENTS' ENGLISH AND AMERICAN LITERATURE
PSYCHOLOGICAL STATUS OF COLLEGE STUDENTS IN LEARNING BRITISH AND AMERICAN LITERATURE 1066
English and American literature study
The theory of interaction is also called intermediate theory. Its viewpoint is between behaviorism and congenitalism. It believes that language learning is inextricably linked with the innate "language acquisition mechanism" and the constant "stimulus" of the day after tomorrow. The language learning environment of reaction-imitation-enhancement is closely related. According to the surgical anatomy experiment, the human left brain is in charge of the language. According to the fetal anatomy, the human left hemisphere is larger than the right hemisphere before birth. This shows that the language advantage of the left hemisphere of the brain can be seen genetically, indicating that human beings have a natural language function. The support of different theories for collaborative learning and the interaction between them are shown in Figure 1.
It can be seen that, like innate theory, interaction theory holds that language development is equivalent to the acquisition of grammatical rules, emphasizing that language has structure, and that certain rules must be followed to make it unique and different from other behaviors. At the same time, it also agrees with the viewpoint of behaviorism and emphasizes the role of the objective environment in generating language structure. In summary, the theory of interaction argues that innate language functions must be fully utilized under the corresponding environmental stimuli. The effective development of language users' language skills needs to be stimulated by the acquired environment under the preconditions of human language function, and the training methods are appropriate
and perfect.
The behaviorism of college students' study of English and American literature
Behaviorism is also called acquired theory. It is believed that language behavior is derived from
learning and is a process of “stimulus
-response-imitation-enhancement”. This theory holds that when a person is born, the brain is blank and does not have the ability to learn a language. The acquisition of knowledge needs to be stimulated by external conditions to fill the gap. Therefore, the process of learning the language is nothing more than cultivating a set of talking habits, and cultivating the habit of speaking, without paying attention to the mind and inner behavior, as long as it pays attention to how the external environment changes the individual's behavior, that is, continuous stimulation and repetition. Skinner is a representative of modern behaviorism. His work, speech act, which represents the highest achievement of behaviorist psychology, has had a major impact in academia. Skinner advocates the principle of operational conditioning to explain human speech behavior. He particularly emphasizes the role of 'enhancement' in speech acts, and believes that reinforcement is a necessary condition for language learning, and it also makes adult language reactions continue to occur. Necessary conditions, and asserts that the acquisition and maintenance of 'intensity' of all speech acts are strengthened. Children learn to respond to the external environment through imitation, and repeatedly strengthen and reinforce these reactions.
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Figure 2
.
Research ideas of behaviorist incentive theory
The research ideas of behavioral incentive theory are shown in Figure 2.
The congenital theory of college students' study of English and American literature
Congenitalism is also called the theory of spiritualism. Because it emphasizes nature, it can also be called the theory of nature. This theory focuses on the language as the innate knowledge of human beings and the result of human actual speech acts. Specifically, unlike the behaviorist view, the innate theory headed by Chomsky believes that there is some kind of genetic learning ability in life, not like the viewpoint of behaviorism: language learning mainly depends on the environment,
“Stimulus-Reaction-Imitation-Strengthening” is
carried out in a specific environment. They believe that language is a creative activity. Because the world is so diverse, life is so rich, and if people are trained in language according to the "stimulus-response-imitation-enhancement" rule of behaviorism, how can the different ideas expressed by people be limited? Sentence pattern repeated "stimulus-response-imitation-enhancement" success? As Miller, a well-known American psychology professor, said: "The number of sentences is infinite, and the number of meanings that sentences can represent is also infinite." At the same time, Chomsky emphasized that it is wrong to study the language only by contacting the external environment. The role of children in language habits should be studied. The theory of learning should show that all normal children can learn extremely complicated in a short time. But the fact is that it is
roughly the same grammar, because it proves that humans have a natural ability to process materials. Therefore, it is congenital that learners can use this once they are exposed to language phenomena. The innate ability is to learn to make assumptions about language input in order to determine the grammatical structure of the newly heard language, and then transform this deep structure. Rules become a superficial structure, and the process of learning is to promote learning through appropriate methods. The "language acquisition mechanism" that such a person has in his lifetime is exactly the view of the innate theory represented by Chomsky.
Input hypothesis of college students' English and American literature study
Input hypothesis is a theory put forward by the famous American linguist Krashen. His theory of "language monitoring" proposed in "Second Language Acquisition Theory and Practice" has caused great repercussions in the North American linguistic community. The theory consists of five hypotheses, namely the acquisition/learning hypothesis, the natural order hypothesis, the monitoring hypothesis, the input hypothesis, and the emotional filtering hypothesis.
Among them, the "input hypothesis" is the core part of Krashen's second language acquisition theory. Krashen believes that in the second language or foreign language learning, only the input information that the learner is exposed to is understandable, that is, the input information should be slightly higher than the acquirer's existing language skill level in order to generate the
PSYCHOLOGICAL STATUS OF COLLEGE STUDENTS IN LEARNING BRITISH AND AMERICAN LITERATURE 1068
acquisition. For the “intelligibility input”, Krashen expressed it with “i+1”. “i” is the level of language skills that the learner has; “1” represents the knowledge that the teacher has given the learner in the classroom to the learner above their current level. Therefore, the grasp of the quantity of "1" deserves the attention of every teacher. That is to say, the knowledge that the teacher imparts to the learner cannot be lower than the current level of the learner, cannot achieve the effect of classroom training, and cannot far exceed the level of the existing language skills of the learner, greatly damaging the students. Therefore, Krashen believes that the ideal input should have four necessary conditions:
(1) The input language is understandable; (2) The content is interesting and interrelated; (3) Non-grammatical programming is required; (4) It need to ensure enough input.
INVESTIGATION ON THE PSYCHOLOGICAL STATUS OF COLLEGE STUDENTS' ENGLISH AND AMERICAN LITERATURE
Questionnaire preparation and statistical methods
The college students' English and American literature learning psychology questionnaire consists of two parts. The first part is the learning strategy and the second part is the learning motivation. The learning strategy questionnaire was compiled according to the learning strategy classification method of McKee et al., including three sub-questions: I cognitive strategy questionnaire, II metacognitive strategy questionnaire, and III resource management utilization strategy questionnaire. The motivation questionnaire includes three aspects: IV learning motivation level, V achievement attribution and VI self-efficacy.
(1) Preparation of the questionnaire
1) Collecting items. Based on the structural analysis of the learning psychology questionnaire, 120 items of behaviors and thoughts of relevant project students were initially collected. The organized projects were discussed and analyzed with the same professional students, the relevant items were merged and the invalid items were eliminated, and 52 items were selected. In strict accordance with the preparation requirements of the questionnaire, the questionnaire items are prepared in the form of self-reported statements.
2) Prepare the questionnaire. The selected questionnaire items will be submitted to the expert
for appraisal, and the project will be further increased or decreased, and the project will be initially identified. Among them, the learning strategy questionnaire includes 25 items, and the motivation questionnaire includes 31 items. The order was disrupted and the questionnaire was compiled into the questionnaire on the psychological status of college students in English and American literature.
3) Select a small range of samples for prediction. The forecast sample selected 200 college students from a number of colleges and universities, and 170 questionnaires were returned, including 160 valid questionnaires. We conduct a preliminary statistical analysis of the test results, modify and delete some items in the questionnaire, and improve the arrangement and presentation of the questionnaire. 4) Form a formal questionnaire. After preliminary examination, statistical analysis and project modification of the preliminary questionnaire on the psychological status of college students' English and American literature, the final decision was made on 26 items. The first part of the study strategy questionnaire contained 14 items, and the second part of the study motivation questionnaire contained 12 items. We reorganize the order of the questions to form a formal questionnaire.
(2) Statistical methods for questionnaires The scoring method adopts the 5-point scale method. After each question, there are five options with different degrees of conformity: very non-conforming, less inconsistent, somewhat consistent, more consistent, and very consistent. Students choose an option based on their own situation. For the problem of positive scoring, the scores are 1, 2, 3, 4, and 5 points, and the problem of reverse scoring is scored by 5, 4, 3, 2, and 1. The collected data was analyzed using SPSS 19.0.
Reliability analysis of the questionnaire The reliability of the questionnaire was analyzed using the internal consistency coefficient (Cronbach's Alpha coefficient). The Cronbach's Alpha coefficient of the entire questionnaire was 0.942. It is generally believed that the overall reliability coefficient of the questionnaire is above 0.80, and the questionnaire has good reliability, which is an acceptable range between 0.70 and 0.80. Therefore, it can be judged that the "Question Questionnaire for College Students' English and American Literature Psychological Status" has high reliability, and the analysis results are shown in Table 1.
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Table 1.
Cronbach's alpha reliability test
Reliability statistics
Cronbach's Alpha Cronbach's Alpha based on standardized items Number of items
0.93 0.946 91
Table 2.
Learning strategy questionnaire reliability test
Cronbach's Alpha Cronbach's Alpha based on standardized items Number of items
0.94 0.936 29
Table 3.
Learning strategy questionnaire test reliability test
Learning strategy questionnaire Cognitive strategy Metacognitive strategy Resource management utilization strategy
Cronbach's Alpha 0.82 0.89 0.74
Table 4. Learning motivation questionnaire reliability coefficient
Cronbach's Alpha Cronbach's Alpha based on standardized items Number of items
0.86 0.86 22
Table 5.
Learning motivation questionnaire test reliability coefficient
Motivation questionnaire test Motivation level Achievement attribution Self-efficacy
Cronbach's Alpha 0.82 0.87 0.74
Table 6.
Motivation Description Statistics
N Mean Standard deviation Variance
Internal motivation 221 3.19 0.97 0.91
External motivation 221 3.58 0.86 0.69
After the reliability analysis of the whole, the reliability analysis was performed on each sub-question. The Cronbach's Alpha coefficient of the first part of the learning strategy questionnaire was 0.932, and the Cronbach's Alpha coefficient of the second part of the learning motivation questionnaire was 0.871, which had high reliability. Tables 2 and 3 show the reliability coefficient analysis results of the three subtests in the learning strategy questionnaire and the learning strategy questionnaire. Tables 4 and 5 show the reliability coefficient analysis results of the three motivational questionnaires and the learning motivation questionnaire. It can be seen from the reliability coefficients displayed in the table that both the learning strategy questionnaire and the learning motivation questionnaire have good reliability.
Questionnaire measurement and questionnaire data preprocessing
The questionnaire test process is completed by the students who have been guided to study English and American literature. The measurement process
is strictly in accordance with the requirements of the questionnaire. Before the questionnaire is issued, we explain the answering method to the students, and declare that the questionnaire survey is only used for academic research, and is not named, in order to eliminate the concerns of the participants and let the subjects answer the questions as truthfully as possible.
After entering the data, we pre-process the data before data analysis. First, the processing of missing values is replaced by the replacement values in SPSS 19.0 for the missing values with the average of all values of the variable. Second, we re-scoring the title of the reverse scoring. Finally, the different variables measuring the same project are combined to form a new variable. After pre-processing the data, the data is analyzed.
SURVEY RESULTS AND ANALYSIS
Investigation and analysis of learning motivation level
PSYCHOLOGICAL STATUS OF COLLEGE STUDENTS IN LEARNING BRITISH AND AMERICAN LITERATURE 1070
(1) Analysis of the overall level of learning motivation. Descriptive analysis of sample data using SPSS19.0, the statistical analysis of the motivation level of college students' English and American literature learning is shown in Table 6.
The 95% confidence interval for the average internal motivation score based on the sample data is 3.1536~3.4093, which means that the student's overall internal motivation score is between 3.1536 and 3.4093, and the overall internal motivation of the student is above the general level. The 95% confidence interval for overall external motivation is 3.4613~3.8010, which is above the general level. From the mean of internal and external motivation, students' external motivation is higher than internal motivation. Next, a detailed statistical analysis of the distribution of scores of internal and external motivations of students is carried out through frequency analysis.
(2) Analysis of internal motivation level. There are three topics for measuring the level of internal motivation. In the statistics, as three variables, three variables have been integrated into one variable in the preprocessing of data, namely internal motivation. We perform variable conversion on the new variable "internal motivation", the score is converted into fractional segment for statistics, 1.0 to 1.5 points are assigned to 1, 1.5 to 2.5 points are assigned to 2, 2.5 to 3.5 are assigned to 3, 3.5 to 4.5 are assigned to 4, 4.5 to 5 are assigned to 5. After the variables were converted, the data was analyzed using spss.19.0 software.
Figure 3
.
Internal motivation frequency
distribution histogram
Figure 3 is a histogram of the distribution of students' internal motivation scores. It can be seen from the figure that the frequency distribution of students' internal motivation scores is higher at 2.5~4.5 points, medium and above internal motivation, and the internal motivation is extremely high.
(3) Analysis of external motivation levels. There are four topics for measuring external motivation, namely question (1), question (2), question (3) and question (4), of which question (1) is the measurement topic of external motivation level, and the other three are three different types of external motivation. First, the frequency distribution of the external motivation level is analyzed. Figure 4 is the frequency distribution histogram of the question (1) problem. It can be seen intuitively from Figure 4 that the frequency distribution of students' options on external motivation is concentrated in the high segmentation, that is, the students as a whole have strong external learning motivation.
Different students have different types of external motivations, and the questionnaire topics are designed to cover the types of external motivations. The three topics for measuring external motivation types are as follows:
1) I learned English and American literature in order to get the appreciation and praise of the teacher.
2) I have a good score in English and American literature in order to get rewards.
3) I learned English and American literature to get the worship of my classmates.
Figure 4
.
External motivation frequency
distribution histogram
1 2
3 4
5 0
10 20 30 40 50 60 70 80 90
Internal motivation
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1 2
3 4
5 0
10 20 30 40 50 60 70 80
External motivation
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We conducted descriptive statistical analysis of the three topics, and the results are shown in Table 7.
Table 7.
Analysis of external motivation topics
N Mean Standard deviation
Question (1) 221 2.28 1.36
Question (2) 221 1.79 1.16
Question (3) 221 1.88 1.19
Effective N 221 - -
From the comparison of the mean values of the three topics, it can be seen that the mean values of the three external motivations are below the general level, and the average score of the first question (1) “Getting Appreciation and Appreciation from the Teachers of English and American Literature” is slightly higher than the other two. Then we compare the score distribution of the three external motivations by frequency analysis. Figure 5(a), Figure 5(b) and Figure 5(c) respectively show the frequency distribution bar graphs of the questions (1), (2) and (3), which can be roughly seen from the bar graph.
Figure 5
.
Frequency distribution of three
questions
(a) Frequency of question (1); (b) Frequency of question (2); (c) Frequency of question (3)
It can be seen from the frequency distribution that the frequency distribution of the three external motivations is concentrated on the low scores, and each external motivation is only consistent with the external motivation types of a few individuals. This phenomenon occurs because there are too many types of specific external motivations, and the types of external motivations between individuals are very different. Questionnaire topics cannot be involved one by one. Moreover, the external motivations of individuals themselves are also very complicated, sometimes not simple. Therefore, using the questionnaire method to investigate the types of students' external learning motivation has certain limitations. To further understand the types of
students' external motivations, other research methods are needed.
Investigation and analysis of learning strategy level
(1) Analysis of the overall level of learning strategies. We descriptively analyze the overall situation of students' learning strategies, and the items analyzed are: mean, minimum, maximum, standard deviation and variance. The frequency of the converted variable "learning strategy 2" is analyzed and the frequency distribution is plotted, as shown in Figure 6.
From Figure 6, it can be concluded that the score distribution of students' learning strategies is concentrated between 2.5 and 4.5, and the scores are extremely high and very low. The frequency distribution of the sample can be clearly seen from the percentage of each score segment. Individuals with a learning strategy score below 3.5 in the sample accounted for 42.6% of the total, and the level of strategy use was lower. Individuals with scores between 3.5 and 4.5 accounted for 51.2% of the total, accounting for about half of the total number of samples, and the level of strategy use was above average. Individuals with scores ranging from 4.5 to 5.0 accounted for 6.2% of the total, and this part of the individual strategy was used at a higher level.
Figure 6
.
Learning strategy frequency
distribution
(2) Analysis of the application of cognitive strategies. The descriptive statistics of the sample cognitive strategy scores, the maximum value of the sample score is 5, the minimum value is 1.45, and the 95% confidence interval of the estimated population mean is 3.4733~3.6516.
1 2 3 4 5 0 50 100 Question (1) F re q u e n cy 1 2 3 4 5 0 50 100 150 Question (2) F re q u e n cy 1 2 3 4 5 0 50 100 150 Question (3) F re q u e n cy 200 250 300 350 400 450 500 0 10 20 30 40 0 20 40 60 80 100 120 Learning strategy Score F re q u e n c y
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Figure 7
.
Cognitive strategy frequency
distribution
From the speculated overall mean, the cognitive strategy average is above the general level. Then, the frequency distribution of the sample is further analyzed by frequency analysis, and the distribution of the overall learning strategy is sprung through the frequency distribution. Variable transformation of cognitive strategies, scores are divided into segments for statistics, 1.0 to 1.5 points are assigned to 1, 1.5 to 2.5 points are assigned 2, 2.5 to 3.5 are assigned 3, and 3.5 to 4.5 are assigned 4, 4.5~ 5.0 are assigned 5, and the frequency of the transformed variable cognition strategy 2 is analyzed. The frequency analysis results are shown in Figure 7.
From the frequency distribution histogram, the frequency distribution of the sample cognitive strategy scores can be visually seen: the distribution is concentrated in the 2.5~4.5 fractional segment, and there are very few individuals distributed at the extremely low level of 1.0~1.5.
CONCLUSION
The internal motivation level of college students' English and American literature learning is still a large proportion of students below the middle level, and there is a great blindness in the attribution of achievement, which is in a state of lack of guidance. The level of learning strategies is uneven, and there is almost no teaching of students' strategies in the teaching of English and American literature. Therefore, the level of students' strategies needs to be improved. When the external environment places too much emphasis on the importance of learning outcomes and rewards or punishes learning outcomes, students are more concerned about the
impact of learning outcomes, external learning opportunities, and even internal motivation. But this does not mean that the external motivation is not good. On the contrary, some students whose internal motivation is weaker mainly rely on external motivation to carry out learning activities. Appropriate external learning motivation can also promote the learning activities of students with high internal motivation, so the use and optimization of external motivation should be well grasped. The proportion of students with a medium level of learning strategies is large, and there is still much room for optimization. There are a small number of students who have large defects in the storage of learning strategy knowledge and the use of strategies. They belong to the type of “cannot learn”. These students should pay special attention to help them master certain strategies and methods. The average scores of students in cognitive strategies, metacognitive strategies, and resource management utilization strategies are all above 3 points, exceeding the general level. The distribution of scores in the three dimensions is similar. Most of the students are at a medium level, and the proportion of students at the higher and lower levels is small.
Acknowledgements
2016 National Social Science Fund Project "Study on the Complexity of College Students' Written English Text Based on Corpus" (Project No.: 16CYY029); 2018 Henan Education Science Planning Project "Application of Corpus in English Teaching" (Project No.: 2018-JKGHYB-0203); Funded by the Young Teachers of Xinyang Normal University in 2017 (Project No.: 2017GGJS-14)
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