scholarly journals EFFICIENCY ANALYSIS OF SECOND LANGUAGE ACQUISITION BASED ON MENTAL HEALTH OF COLLEGE STUDENTS AND A NEW TEACHER-STUDENT RELATIONSHIP

2020 ◽  
Keyword(s):  
Mental Health ◽  
College Students ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
New Teacher ◽  
Efficiency Analysis ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

An Analysis of the Characteristics of Chinese Female College Students’ English Conversation

2020 ◽  
Vol 10 (4) ◽  
pp. 395
Author(s):  
Daowei Liu ◽  
Yu Yin
Keyword(s):  
College Students ◽  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Female Students ◽  
Female College Students ◽  
Female College ◽  
New Information ◽  
The Face

This article analyzed the characteristics of Chinese female college students’ English conversation from the perspective of second language acquisition by using some theories of sociolinguistics and discourse analysis. After analysis, it was found that female students used hedges and intensifiers extensively in second language conversations. Additionally, the participants consciously maintained the face of their peers and made the conversation take place in an atmosphere of equality and solidarity. Through the use of deixis, the conversation was well organized and carried out smoothly. The participants changed their roles, gave and took the floors, and offered new information to prolong the conversation. Although female language had many characteristics, it cannot be fully reflected in this sample conducted in a second language.

scholarly journals Ethnic Differences in Teacher–Student Relationship Quality and Associations With Teachers’ Informal Help for Adolescents’ Internalizing Problems

2018 ◽  
Vol 27 (2) ◽  
pp. 101-109 ◽  
Author(s):  
Esmée E. Verhulp ◽  
Gonneke W. J. M. Stevens ◽  
Jochem Thijs ◽  
Trees V. M. Pels ◽  
Wilma A. M. Vollebergh
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Relationship Quality ◽  
Ethnic Differences ◽  
Internalizing Problems ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Informal Help

Ethnic minority adolescents receive not only less formal mental health services than their ethnic majority peers but also less school-based mental health services. Little is known about the extent to which adolescents indicate their teachers help them with their mental health problems. The aim of the current study was to investigate ethnic differences in teacher-provided informal help for adolescents’ internalizing problems, and whether these could be explained by differences in teacher-reported internalizing problems and teacher–adolescent relationship quality. A sample of adolescents at risk of internalizing problems and their teachers participated in the study ( n = 229). Adolescents originated from four ethnic groups in the Netherlands: three ethnic minority groups (Surinamese Dutch, Turkish Dutch, Moroccan Dutch) and the ethnic majority (native Dutch). Results showed that only Moroccan Dutch adolescents reported considerably less informal help from their teachers for their internalizing problems than native Dutch adolescents, whereas Turkish Dutch and Surinamese Dutch adolescents were not found to differ from native Dutch adolescents. Teacher–student relationship quality and teacher-reported internalizing problems could not explain the differences in informal help between Moroccan Dutch and Dutch adolescents. Teachers reported significantly higher levels of conflict in their relationships with Moroccan Dutch than native Dutch adolescents, and for Moroccan Dutch adolescents, higher levels of conflict were associated with lower levels of informal help by the teacher.

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