School of Humanities

Du Fu holds an extremely important position in the history of Chinese literature whose poems are regarded as treasures in Chinese literature. With the fast dissemination of Chinese classical culture and art overseas, especially in English- speaking world, Du Fu himself and his works have gradually received the attention of overseas sinologists. By studying Du Fu’s poems in four representative English anthologies of Chinese literary works, this paper analyzes foreign selection criteria from the content, genre, and situation of the poems. Special attentions are paid to perceptual narrative observations, personal destiny trends’ reflection of social reality, and historical significance of classic works, so as to understand the deconstruction of traditional Du Fu classic works by English anthologies and the re-establishment of Du Fu’s image. 杜甫在中国文学史上占据着极其重要的地位，其诗作被视为中国文学传统的瑰宝。随着中国古典文化艺术在海外的广泛传播，尤其在英语世界，杜甫本人及其作品也逐渐受到海外汉学家的重视。本文以四本具有代表性的中国文学作品英译选集为中心，通过研究其中的杜甫诗歌，从诗歌内容、体裁、情境三方面分析不同于国内的择选标准，格外关注到诗歌内容中“对感性叙事的观照”“个人命运走向对社会现实的折射”“经典作品的时代意义”，从而认识英译选集对传统的杜诗经典作品的新颖解读、对杜甫形象的多面阐释，为国内杜诗研究提供新思路。

In the early days of ancient Chinese society, the goddesses of the Wushan Mountains, influenced by the witch culture, presented a very different image from that of later re-writings. As Confucianism became dominant in ancient Chinese society, the status of the Wushan goddesses in the Chinese mythological and religious system gradually declined, and the primitive religious meaning and witchcraft mystery of their images in the Wushan poems also diminished. The Wushan goddesses have undergone a number of changes and deconstructions in different historical and cultural contexts, and a chemical rationalization of this literary imagery system is conducive to enriching and improving the discourse system of Chongqing's history and culture, and consolidating its position in the history of Chinese vernacular regional culture. 中国古代社会早期，受到巫文化影响的巫山神女呈现出与后世再书写中迥然不同的形象特征。随着儒家思想在中国古代社会逐渐占据主导地位，巫山神女在中国神话与宗教体系中的地位也逐渐下降，其形象在巫山诗中的原始宗教意味和巫术神秘色彩也随之减弱。巫山神女经历了不同的历史语境和文化语境下的形象流变和解构，将这一文学意象系统化学理化，有利于充实和完善重庆历史文化的话语系统，巩固其在中国乡土地域文化史上的地位。

Speaking and writing skills are essential communication skills for
engineering students to excel in academic classrooms and professional
workplaces. This study examines the effects of co-teaching
(CT) on engineering students’ learning outcomes in oral presentations
and report-writing skills and students’ perceptions of their
learning experience in a CT classroom, as compared to the traditional
solo-teaching methods. A mixed method approach was
employed, combining a true experimental design with pre-and
post-tests, reflection papers, and a focus group discussion. Seventyeight
engineering students were randomly selected into three
treatment and one control groups: 1) CT group (n = 20), 2)
Engineering instructor (EI)-led (n = 21) group, 3) Communication
skills instructor (CI)-led group (n = 22) and 4) Control group (n =
15). The results showed that CT provided a positive learning experience
for engineering students, though it did not show any significant
effect on speaking. Nonetheless, the CT method significantly
outperformed the EI method in writing. Participants perceived CT
positively in enhancing their learning experiences in promoting
engagement in learning, reinforcing language awareness for specific
purposes, and enhancing metalanguage use. In this way, this
study offers insights into CT as a pedagogical tool for speaking and
writing in an engineering context.

Gaze and facial expression are non-verbal communicative modes that help presenters to reinforce their verbal messages and perform communicative functions to meet oral presentation goals. However, there are limited studies on how gaze and facial expression are used in engineering student presentations, especially in areas related to their occurrence, frequency, and duration incurred during delivery. This case study used multimodal discourse analysis and coding statistics to compare the ways gaze and facial expression were used by two engineering students who scored the highest and lowest marks in an engineering presentation assessment. The findings showed the high-performing presenter used comparatively lesser gaze fixation shifts and longer durations of direct and sustained gaze at the audience during her delivery when compared to the low-performing presenter. Serious and smiling facial expressions were used predominantly throughout the presentation by the high-performing presenter, as compared to the low-performing presenter who used mostly neutral facial expressions. It was concluded that the high-performing presenter used gaze and facial expression more successfully to perform communicative functions to emphasise co-occurring verbal messages, evaluate and promote her product, foster a competent impression, and establish rapport with the audience.

This paper reports on the implementation of video production during curriculum time with 14 year-old students. The purpose of this study is to describe and analyse how secondary school students produce video clips that influence their perception of learner autonomy. A major component of the intervention is a digital video production project where students create video clips of advertisements. The intervention is based on the Creative Problem Solving (CPS): The Thinking Skills Model (TSM). It combines elements of critical and reflective thinking exercises as part of the multimodal composition process. Data drawn from students' accounts provide evidence that at different stages of the video production, there were varying opportunities for students to exercise their capacities as autonomous learners. We found that interplay of the creativity arising through the CPS model and digital video production holds a powerful affective capacity for students' sense making and construction of identities. In addition, results from the Personal Performance Profile (Maurice Gibbons, 2008) support and highlight the potential that such media rich environment fosters language learner autonomy, particularly in self-regulation.

This paper presents how a collaboration script informed by the Funnel Model was appropriated by a class of students in a secondary science class lesson. Based on the script, a class of 33 tenth grade students enacted four stages of a technology-supported collaborative learning activity: individual construction, intra-group construction, inter-group rating, and intra-group refining. Quantitative and qualitative analyses of students' behaviors and perceptions were conducted to identify and explain how students appropriated the collaboration script. Introduction Collaboration script is an important topic in the field of computer-supported collaborative learning (CSCL) (Fischer, Kollar, Stegmann, & Wecker, 2013; Yun & Kim, 2015). While collaborative learning when aptly designed and enacted has been shown to be helpful for students’ higher-order thinking (Lazarou, Sutherland, & Erduran, 2016), students may not be substantively engaged in the process of sharing, communication or negot...

As discussed in Assignment I: Research Concept Brief, the modelling technique that this study is going to employ is SEM or structural equation modelling. SEM tests hypothesised theoretical models systematically and are compared with the data to see whether it fits the data. SEM allows individual variables and other data to be included as part of the structural model. Thus, unreliability can be accounted for in the model. Because Communication Modelling Technique Delante Nimrod Lawsin working in Singapore. SEM can be used to track whether the levels of the mediating communication variables (dosage) and their effects (potency) do vary across different