Unit 8: Language Sense

Language competence is like a resilient and invisible web, encompassing not only one’s perception and feelings about a target language but also the capacity for insightful understanding. At the intersection of all these capabilities lies what we call “language sense (語感)”, a holistic construct that cannot be simply developed through breaking down texts or analyzing sentences one by one. Rather, language sense involves broad, integrated experiences with the language. In Asia, it is not uncommon to find some students who are exceptionally accurate at guessing answers in multiple-choice questions. This ability is often a reflection of language sense – an intuitive grasp of how the language functions.

Applied linguist Dr. Kumaravadivelu (2003) once said, “Language is intricately woven into the fabric of human life”. If we examine each word or phrase in isolation, we may miss its deeper meaning. However, when we view language as deeply intertwined with culture and society, we are better able to move beyond surface-level analysis and appreciate the richness and layered meanings embedded within. Instead of focusing solely on mechanical analysis, developing language sense enables learners to understand complex metaphors and subtle meanings that go beyond the literal level.

So how can this skill be cultivated? Since “language sense” lacks a standardized definition in the international academic community, we adopt the interpretation proposed by Dr. Rose (2007), who describes the development of language awareness as a process of habit formation.

As shown in the diagram, this development typically progresses in the following sequence:  Sounds → Syllables → Words → Phrases → Sentences → Paragraphs → Essays → Register → Style. Language sense can be nurtured by sustained exposure to the language through reading books, listening to podcasts, closely observing usage patterns, and engaging in active imitation and regular practice. Creating meaningful and frequent interactions with the target language further helps foster a sense of familiarity and connection. With time and consistent effort, learners can build a strong sense of connection with the language, making it feel less foreign and more natural.

With this in mind, let’s now explore some tips for enhancing language sense from the following aspects.

1.Developing Language Sense through Personal Interests

Starting with topics or content that genuinely interest you can be one of the most effective strategies for enhancing language sense. When learning is tied to something you genuinely care about, motivation increases, and repeated exposure to real-world language becomes natural and enjoyable.

A striking example from class was a student from College of Science stood out for his exceptional English proficiency from his peers. Though as a student of non-language major who is not exposed to English training as intensively as students of language-major, his peers were all very impressed with how naturally he used English in both speaking and writing. To everyone’s surprise, he never studied abroad or had private lessons with native speakers. Everyone was eager to know the secret behind his success. He later shared that his English learning experience stemmed largely from his passion for basketball. Since his teenage years, he had immersed himself in English-language basketball content: subscribing to magazines, watching interviews and press conferences, and following every post from his favorite players on Twitter and Instagram. He even took notes on how players and coaches spoke, paying close attention to everything from formal expressions and slang to sentence structures, tone, pacing, and dialogue flow.

For him, learning a foreign language wasn’t simply about becoming fluent. It was a means of engaging more deeply with what he loved. He believed that being able to share his interests in English was a joyful and meaningful experience. Because of this, he wasn’t afraid to speak up, start conversations, or express himself in English. Whether communication went smoothly or not, every interaction was an opportunity to grow. To him, English was not just a communication tool, but also gave him the chance to understand himself better.

This example shows that language sense can grow naturally when we learn through what we love. By actively engaging with authentic content, observing how language is used, and applying it in meaningful contexts, learners will build not only proficiency but also confidence. When we treat English as a tool for passion and connection, rather than just a skill to master, language sense becomes a natural part of our lives.

2.Reflecting on Target Language Learning Orientation and Motivation

Besides following your interests, it is also helpful to reflect on your orientation and motivation in learning the target language. Understanding your orientation means identifying your long-term goals for language learning, while being aware of your motivation relates to the level of effort and commitment you are willing to invest. Drawing on the influential framework by Canadian scholar Gardner and other scholars (Gardner, 1985; Gardner and Lambert, 1972; Gardner, Masgoret, Tennant, and Mihic, 2004), language learners’ orientations generally fall into two types: instrumental and integrative. Instrumental learners often view English as a means to achieve external goals, such as getting a job, writing emails, or passing proficiency tests (e.g., TOEIC or IELTS), without showing interest in a deeper understanding of the language itself. These learners are often goal-oriented, but their language sense may be limited to textbook-based usage and formal accuracy. For instance, they may correctly choose answers on grammar tests without fully understanding the reasoning, or use vocabulary and expressions exactly as presented in instructional materials. Integrative learners, by contrast, go beyond short-term goals or immediate practical needs; they are inspired by the opportunity to connect with the people and culture behind the language. This orientation is often observed among those passionate about travel or preparing for overseas study.

While some researchers question the rigid instrumental/integrative dichotomy and propose that both orientations can coexist (Ely, 1986; Dörnyei, 1990), studies have consistently shown that learners with an integrative orientation, regardless of their background, tend to demonstrate stronger motivation, more sustained effort, and higher overall achievement in the target language.

Building on this perspective and drawing from past interviews with both local and international students, we found that learners driven mainly by external pressures or who focus excessively on short-term goals or stressors often struggle to develop a natural sense of the language. On the other hand, those who take time to understand their orientation and motivation are more likely to adopt effective learning strategies, stay motivated, handle challenges with greater ease, and remain open to new learning experiences. In short, clearly identifying and aligning your orientation and motivation with suitable learning methods will help you cultivate stronger language sense and maintain a more meaningful connection with the target language.

3.Using Chunking to Enhance Language Sense

(a) Listening-Based Language Awareness

Having examined strategies for developing language sense through interest-based learning and by identifying our learning orientation and motivation, we now examine how language sense can be further enhanced through direct exposure to the target language. Our brain typically has a limited capacity for processing information, managing about “seven plus or minus two” discrete items at a time. This is why we tend to segment long pieces of information into smaller, more manageable units, such as breaking a 10-digit number into smaller chunks like “xxxx-xxx-xxx” or “xx-xxxx-xxxx” to reduce cognitive load and enhance recall. This strategy is known as “chunking” (Miller, 1956). The following section will offer tips on how apply chunking to develop language sense through listening and reading. To learn more about chunking, visit: https://tw.voicetube.com/videos/72507.

When training language sense through listening, having “an ear for language” plays a crucial role. Learners can train their auditory skills by paying close attention to the distinctive features of native speaker speech, including intonation patterns and segmental pauses. Research indicates that this auditory skill is closely correlated with language learning effectiveness. Students with a stronger “ear for language” are better able to segment and comprehend information while listening to the target language without the aid of transcripts (Marecka et al., 2020). Developing and “ear for language” and becoming accustomed to speech segmentation do not demand excessive time or effort as along as learners make effective use of spare time. Online resources such as podcasts, news audiobooks, and TED Talks can be highly efficient tools. Through repeated listening, learners’ ability to process auditory chunks and overall listening skills can be significantly improved. Furthermore, listening to diverse speakers can enhance learners’ sensitivity to different accents.

In selecting a podcast appropriate to their proficiency level, learners are encouraged to prioritize those that provide full transcripts, in addition to choosing content based on personal interests or trending topics. When encountering unfamiliar words or expressions, learners can consult the transcript to determine whether the difficulty lies in accent recognition or vocabulary comprehension. For news audiobooks (e.g., BBC, CNN, or VOA), attention to the newscasters’ pronunciation, intonation, and delivery can provide valuable models for improving learners’ own oral articulation. When searching for videos the TED Talks website, learners may begin with topics related to everyday life or speakers who exhibit clearly chunked speech. Videos with everyday topics  are easier to follow, and speakers with clear segmentation and pacing help listeners identify pausing, tone modulation, and speech rhythm. These resources are particularly useful when preparing for oral presentations.

The three excerpts below demonstrate how to use online tools to facilitate your auditory skills and improve your ability to recognize speech chunks, tone, and pauses by observing speakers’ delivery features. The VoiceTube platform shown in the excerpts provides a sentence-by-sentence replay function, which is particularly beneficial for practicing pronunciation and analyze chunking.

In short, while there are many ways to develop listening-based language sense, one of the most effective and accessible methods is regular exposure to authentic online materials such as podcasts, news broadcasts, and TED Talks to foster greater familiarity with the target language and enhance language sense through repetition and imitation.

(b) Reading-Based Language Awareness

The chunking strategy plays a critical role not only in strengthening learners’ listening-based language sense but also in fostering their analytical skills in written language comprehension. Unlike spoken language, written texts lacks auditory signals such as intonation, pace, and pauses that help learners process meanings. Therefore, instead of relying on word for word translation, learners should adopt a more holistic approach by identifying and interpreting grammatical chunks and learning how different parts of speech function within them. Consider the following example:

 

Statistics prove that the traffic accident rate for teenagers is the highest among all age groups in the U.S., showing that teenagers can be seen as the most dangerous drivers on the road in the country.

 

To analyze this sentence, we can first identify it as a complex sentence based on its grammatical sentence structure, and then break it down into hierarchical chunks. In the main clause, we can label the key components of a sentence – S (subject), V (verb), O (object), using brackets to distinguish them from supplementary elements (e.g., parenthetical phrases or sentence-end participle clauses). In the following analysis, these supplementary elements can be analyzed to determine how they relate to the main clause.

 

{Statistics} {prove} {that the traffic accident rate for teenagers is the highest among all age groups in the U.S.}, showing that teenagers can be seen as the most dangerous drivers on the road in the country.

 

Looking at these chunks, we see that almost every noun phrase is followed by prepositional phrases (e.g., “for teenagers”) that functions to define, narrow, or elaborate on the noun. The participial phrase following the main clause must be interpreted contextually to determine whether it modifies the subject alone or the entire main clause. When modifying the subject, it typically acts as a subject complement or an appositive; when it modifies the entire clause, the participial phrase tends to indicate a causal relationship between the two clauses. In this example, the participial phrase serves the latter function.

As illustrated in the preceding examples, effective English learning should not rely on word-for-word interpretation but rather on thinking in chunks which facilitates more accurate and meaningful comprehension. The chunking technique is not only useful in reading but also in listening, particularly through observing native speakers’ speaking styles, including where they pause and how they structure their speech.

In summary, by following this process, the chunking method, when aligned with learning orientation and motivation, can help learners break free from Taiwan’s conventional language instruction model, which often adopts a “pragmatic language standards” approach due to time constraints and large class sizes. While we do not oppose pedagogical designs that prioritize “pragmatic standards”, including collocation (Unit 6) and grammar (Unit 7),  we encourage learners to reflect on their personal goals and motivations use chunking as a strategy to develop a stronger language sense. We believe that learners can discover effective methods that increase their interest in language learning and help them cultivate a rich, natural language sense whether through TV series, movies, YouTube Shorts, podcasts, novels, resource books, or academic journals, even dictionaries.

Next, let’s discuss how to develop a good language sense in Chinese academic writing. Since academic papers serve as a platform through which researchers communicate and understand each other, the ability to clearly express one’s ideas and perspectives becomes particularly important. Compared to general essay writing, academic writing is more formal, placing greater emphasis on clear logic, concise expression, and careful word choice. It is common for novice researchers to find it difficult to internalize this academic tone at first, which often results in vague or imprecise descriptions.

To develop a strong sense of language in Chinese academic writing, the first step is to immerse yourself in an academic environment. This includes reading high-quality academic journal articles or theses in your field and actively participating in academic events. This immersion not only provides insights relevant to your research focus but, more importantly, helps you cultivate a solid academic writing sense. By observing how experienced scholars present their thoughts, structure their writing, and use precise academic language, learners can gain valuable guidance for producing well-written academic papers. A well-written academic paper not only not only enables general readers to understand the surface-level discussion but also allows expert readers to immediately recognize its academic significance. (Tsai, 2014, p. 61). Thus, consistent exposure to quality academic texts in one’s field can enhance both your academic writing sense in Chinese and your understanding of deeper meanings in academic texts.

In addition to cultivating a sense of academic writing in Chinese through reading, it is also benefitial to actively engage in academic events such as conferences and workshops. Observing how professors and experienced scholars organize their ideas and use academic language during their conference presentations or lectures can help learners become more familiar with academic discourse through constant exposure, thereby encouraging them to present their own research more confidently. Prior to presenting, it is helpful to prepare a written script and practice multiple times. If time permits, rehearsing in front of peers or senior students and seek their feedback can help identify blind spots and further strengthen oral presentation skills.

Persistent exposure to academic writing and participation in scholarly events i are undoubtedly valuable ways to improve one’s academic writing sense in Chinese. However, developing a strong sense of Chinese academic writing involves more than replicating established structures or forcing one’s research content into predetermined formats. Rather, it is important to internalize what has been learned and gradually cultivate one’s own academic writing skills through ongoing practice. When writing, one must think logically in Chinese and pay careful attention to lexical choice and grammatical accuracy. The following are several key points that require particular attention in Chinese academic writing.

1.Become Familiar with Academic Language Use

Academic writing often involves the extensive use of specialized terminology and language specific to particular research fields. This type of language is central to academic writing, but it differs significantly from the everyday language we use in daily communication. An example of Chinese academic writing is presented below:

從連續的動詞結構（即復句）來說，NP承前或啓後省略結構的一種主要類型也反映了領屬NP的作用。承前或啓後NP省略的位置只有主語（NP1）位置或賓語（NP2/3）位置，但這些省略了的NP的語義同指成分的位置卻除了前句或後句中相應的主語、賓語以外，還包括主語或賓語的定語。能夠充當省略NP的同指成分，也就是可以造成前句或後句中出現省略成分的這個定語成分，絕無例外地一定是能和它所修飾的中心語NP構成領屬關係（而且多是「狹義領屬」關係）。反過來說即承這個定語省略的NP也一定和前句或後句中某個受該定語修飾的NP構成領屬關係。從這個角度看，NP省略結構的這種類型的特點，仍然是領屬NP分置造成的。（沈陽，2000：222-223）

This excerpted passage, taken from a thesis in linguistics, demonstrates how academic writing uses discipline-specific jargons – nouns, concepts or theories to support arguments. Every discipline has its own technical language; therefore, the appropriate use of acadmeic language is essential. Failure to use discipline-specific language may result in writing that sounds overly casual, while excessive use of jargon or technical terms can render the text difficult to understand.

Moreover, the author’s use of modifiers can reflect their stance or degree of judgment. For instance, using words such as “claim,” “speculate,” or “believe” when citing sources often indicate caution or partial agreement with the cited view (Tsai, 2014, p. 71-73). In the field of philosophy, the word “loosen”, commonly defined as “to make something less tight or more relaxed,” could imply that the writer is attempting to challenge traditional ideas by introducing new ways of thinking.

2.Use Synonyms for Lexical Variety

While academic writing differs from literary or creative writing, maintaining lexical variety is still essential. Excessive repetition of words or sentence structures can make your writing bland and lacking in depth and interest.

The MOE Revised Mandarin Chinese Dictionary website provides access to definitions, synonyms, and antonyms. However, while some words may share similar meanings, not all synonyms are fully interchangeable. This highlights the importance of cultivating a strong language sense in Chinese academic writing and paying careful attention to word choice. For instance, when writing the introduction of an academic paper, one might use 「期望」(“anticipate” or “expect”) to express the intended goal of the research. Although the terms such as「渴望」(“long for” or “desire”)、「希冀」(“hope”)、「指望」(“count on”) are listed as sysnonyms in the MOE Revised Mandarin Chinese Dictionary, they are not interchangeable in this context. Substituting them directly with 「期望」without careful consideration may produce awkward or even inappropriate sentences. See the following example:

期望自己的研究能夠達成OO目標 X渴望自己的研究能夠達成OO目標 X希冀自己的研究能夠達成OO目標 X指望自己的研究能夠達成OO目標

Therefore, selecting suitable synonyms requires more than checking dictionary definitions. One must carefully consider whether the substitution aligns with proper language use and tone in academic Chinese.

3.Avoid Word Misuse and Improper Word Order

Since Chinese grammar is relatively flexible and and allows for various word combinations, it can result in poorly constructed sentences that seem correct but are actually flawed, often lacking clarity or causing confusion. Here is an example:

國內對於環文蛤的研究並不多，目前發表有關環文蛤的研究論文，只有生殖生物學（莊，2006）方面的研究，對於環文蛤野外資源現況及分佈情形卻相對地簡略與缺乏。（蔡柏盈，2014：181）

In this example, the use of 「對於」(“as for” or “toward/to”) at the beginning of the sentence should be replaced with「關於」(“concerning” or “with respect to”), which is more appropriate for the formal context and ensures structural consistency. Alternatively, if 「對於」is used, the subject should be revised to 「國內學者對於環文蛤的研究」(Local research on Cyclina sinensis (black clams)) to improve grammatical clarity and coherence.

4. Avoid Europeanized (Western-Influenced) Chinese Structures

“Europeanized” or “Western-Influenced” Chinese refers to syntactic structures in Chinese that are affected by English. With increasing cross-linguistic interaction and greater exposure to English-language materials, it has become increasingly common to see writing styles that do not reflect authentic Chinese usage.

The “bei-construction” (被字句) is a typical example of Europeanized or Western-influenced grammar in Chinese as in English academic writing, as passive voice is often used in English academic writing to convey objectivity. However, this structure is not common in Chinese writing. In Chinese, passive constructions often omit the subject entirely, allowing objectivity to be expressed naturally and concisely. When the bei-construction(“被”)  is overused, the writing may sound awkward, redundant, and less fluent. Consider the following example:

「這個現象最近被注意到，幾篇研究隨之出現」

A more natural revision should be::「學界最近注意到這個現象，幾篇研究隨之出現」

This revision improves clarity and fluency by avoiding unnecessary passive construction. Another commonly seen Westernized structure in academic texts is the phrase 「用於○○，但不限於○○」, which is directly influenced by the English phrase “…but not limited to…”. This is not a natural expression in Chinese and should therefore be avoided in academic writing.

To further illustrate this point, Yu Kwang-chung (1998) referenced an excerpt from Ai Qing’s preface to Selected Poems of Dai Wangshu as a representative example of Westernized syntactic influences in modern Chinese:

這個時期的作品，雖然那種個人的狹窄的感情的詠歎，依舊佔有最大的篇幅，但調子卻比過去明朗，較多地採用現代的日常口語，給人帶來了清新的感覺⋯⋯不幸這種努力並沒有持續多久，他又很快地回到一個思想上紊亂的境地，越來越深地走進了虛無主義，對自己的才能作了無益的消耗⋯⋯詩人在敵人的佔領的區域過著災難的歲月。他吞嚥著沈哀地過著日子，懷念著戰鬥的祖國。（余光中，1998：278-279）

The passage was critically assessed as being heavily influenced by Western (Europeanized) structures, with none of the sentences reflecting natural Chinese usage. In Kao Da-wei’s article “Rhetorical Modes of Thoughts from the Comparative Perspective: Yu Kwang-chung on the Europeanization of Modern Chinese” (2014), he summarizes the problematic features of Europeanized Chinese identified by Yu Kwang-chung as follows:

1. Overuse of abstract nouns
2. Excessive use of pronouns
3. Redundant use of the plural marker “們”
4. Overreliance on the conjunction “和”
5. Overuse of prepositions such as “關於” and “有關”
6. Use of awkward or unnatural prepositional phrases to describe identity or roles
7. Vague or semantically empty verbs
8. Misuse of the aspect marker “著”
9. Redundant translated expressions
10. English-style post-modifying relative clauses
11. Use of split pre-modifiers or dangling modifiers that separate adjectives too far from the nouns or verbs they modify
12. English-style adverb forms
13. English-influenced adverbial clauses
14. Overuse of expressions “之一” and “一定的”
15. Excessive use of passive voice
16. Overuse of the particle “的”

Writers should be aware of these sixteen features of Europeanized/Westernized Chinese and avoid them to preserve the clarity, fluency, and authenticity of Chinese academic writing.

5.Maintain Consistency in Language Style

Academic writing tends to be more formal than general writing, leading to frequent use of classical Chinese. However, in an attempt to demonstrate their academic writing skills, some students inappropriately mix classical and vernacular Chinese, or overuse particles such as “之” and “以”. This usage can result in awkward sentence structures and disrupt the flow. For example:

若以機械論之觀點切入，溝通的定義為傳送者經由特定管道傳送訊息給接受者稱之，而依其定義之描述可推敲出，若特定管道中某一個環節出了問題則會造成溝通上的障礙。對於心理層面而言，若以心理論之觀點切入，其溝通之定義為兩個人藉由互動表達彼此間對相互刺激的認知。（蔡柏盈，2014：187）

Deleting the underlined words such as “之” and “其” can improve the natural flow of the sentence, contributing to greater clarity and fluency.  Therefore, one should avoid using unnatural unnecessarily complex sentences in an attempt to appear more academic or “sophisticated”.

Practicing the strategies outlined in this unit and maintaining regular exposure to Chinese academic discourse will steadily enhance both your language sensitivity and writing proficiency in Chinese.

 

Chinese Writing Websites and Reference Books

 

1. Chinese Grammar Wiki
   https://resources.allsetlearning.com/chinese/grammar/Main_Page
   The Chinese Grammar Wiki organizes grammar topics by proficiency levels, allowing learners to select specific vocabulary and sentence structures based on their needs. It offers precise definitions, clear explanations of grammatical structures, and numerous real-life examples, especially useful for non-native speakers of Chinese.
2. Modern Chinese Grammar
   https://chiculture.org.hk/tc/china-five-thousand-years/2069
   Published by the Hong Kong China Culture Research Institute, this grammar guide explains different types of sentence structures, definitions, and usage with examples. It offers practical support for improving Chinese grammar skills.
3. The Centre for Teaching Chinese as a Foreign Language (CTCFL) at the University of Oxford – Grammar Exercises
   https://www.ctcfl.ox.ac.uk/materials/
   This is a Chinese grammar learning resource provided by the University of Oxford. It offers clear definitions, examples, practice exercises with answers, and explanations of common mistakes. It is especially helpful for non-native speakers to understand grammatical rules and improve their language sense.
4. HSK Grammar Exercises
   http://www.chinese-grammar.com/
   HSK Grammar Exercises is an online Chinese learning platform designed for non-native Chinese learners, aiming to support learners in passing the HSK (Chinese Proficiency Test). It provides step-by-step grammar lessons and real-life examples, helping users build their language sense through practice.
5. Chinese Writing Test (CWT)
   https://www.cwt.org.tw/CWTFrontEnd/SelfTest.aspx
   The Chinese Writing Test, also known as CWT, is a standardized assessment developed by the Chinese Language Proficiency Testing Center of the Computer Skills Foundation (Taiwan). Targeting native speakers, this platform offers self-assessment tools and downloadable practice tests including grammar exercises and language sense quizzes for learners to practice independently.
6. Language Teachers and the Teaching of Language Sense
   https://bibliography.lib.eduhk.hk/tc/bibs/90eff555
   In this article, Professor Zhou Hankuang from CUHK explores insights from renowned language educators on language sense and explains why developing language sense matters and how it can be effectively taught.
7. Word & Character Search System
   This online dictionary platform, developed by the National Science and Technology Council’s Digital Museum Project, provides three ways to search: by character, word, or sentence. The system integrates lexical databases and dictionaries from various historical periods and continues to expand. It is a helpful tool for learners to strengthen their vocabulary knowledge and usage of Chinese, thereby enhancing their language sense.
8. Chinese and English Word-focused Extensive Reading (Academia Sinica)
   https://elearning.ling.sinica.edu.tw/introduction.html
   This platform simplifies the process of learning collocations by focusing on one word at a time. Users can find detailed information about a target word, including example sentences, paragraphs where the word appears, and common collocations. This helps learners understand how the word is used in context and develop stronger language sense.
9. On Language Sense
   This book explores the concept of language sense through the lenses of philosophy, psychology and education. It explains its definition, types, and functions, and shows how language sense reveals aspects of the speaker’s background, including mindset, life experience, and context.
10. From Words to Structure: A Structural Guide to Academic Writing

• Chapter 5: Words, Sentences, Paragraphs and Essays
• Chapter 6: Common Writing Problems
  Chapter 5 details sentence structure conventions, writing logic and the use of punctuation for linking clauses, while Chapter 6 addresses common grammar challenges with practical solutions. Both chapters are helpful for enhancing language sense in Chinese writing.

11. How to Boost Your Academic Vocabulary for Writing
    This is a practical reference book for anyone seeking to expand their writing vocabulary across a wide range of topics. Each unit features clear definitions and sample sentences to support more precise writing and develop a better sense of language. The full series includes five volumes spanned diverse themes: nature, people, communication, food, and poetry, catering to varied reader interests and writing contexts.
12. Modern Chinese Grammar
    Written in simplified Chinese, this book covers all aspects of modern Chinese grammar, from basic parts of speech to compound sentences and word order. It also includes tips for identifying and correcting grammatical errors. With detailed explanations and a wide range of examples, it is a great resource for enhancing one’s language sense in modern Chinese.

 

English Writing Websites and Reference Books

 

1. Breaking News English
   https://breakingnewsenglish.com/
   This reading-focused website adapts current news into six levels (Level 1 to 6), allowing learners at different English proficiency levels to find suitable reading materials. Each article includes vocabulary and comprehension exercises for self-study.

2. The Economist
   https://www.economist.com/
   This website compiles weekly international headlines as well as current events across various geographic regions and industries, including “International,” “Science & Technology,” “Books & Arts,” and “Finance & Economics.” It’s suitable for learners aiming to build language sense and practice discussing global issues through extensive reading.

3. Longman Dictionary of Contemporary English Online
   https://www.ldoceonline.com/
   An English–English dictionary from Longman offers clear definitions for words, phrases, and slangs. Its intuitive visual layout and color-coded sections clarify meanings and parts of speech. Numerous example sentences help users observe natural usage and avoid Chinglish.

4. NPR
   https://www.npr.org/
   NPR provides regularly updated international news and podcasts. Each podcast comes with a transcript, although the speaking speed is relatively fast, making it best for advanced listening practice. The site also features “NPR News Now,” a capsule-style news program updated hourly. Each episode is five minutes long and available for free on podcast platforms.

5. Ted-Ed: Lessons Worth Sharing
   https://ed.ted.com/
   An educational branch of TED Talks offering short videos on science and education topics. Its semi-formal language is ideal for practicing sentence chunking and language sense development.

6. Ted Talks
   https://www.ted.com/talks/
   The website offers a wide range of topics for learners to choose from. Subtitle options allow for listening practice. While it lacks VoiceTube-style chunk replay, the variety of talks makes it easy to find topics of personal interest.

7. Time
   https://time.com/
   This site mainly reports on U.S. news but also includes global headlines from different regions. Articles are organized into categories such as “The Brief,” “The View,” “Time Off,” and “Features.” It is well-suited for learners who want to improve language sense and discuss current events through regular reading.

8. VoiceTube: Learn English through videos
   https://www.voicetube.com/
   This Taiwan-based learning platform focuses on “learning English through videos”, including TED Talks, news clips (e.g., BBC, CNN), movie scenes, and YouTuber content. Videos are categorized using the CEFR levels (Common European Framework of Reference for Languages), helping users select suitable materials by proficiency and interest.

 

  

References

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2. Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70, 28-34.
3. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, U.K.: Edward Arnold Publishers Ltd.
4. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Massachusetts: Newbury House.
5. Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language. Language Learning, 54, 1-34.
6. Marecka, M., Fosker, T., Szewczyk, J., Kałamała, P., & Wodniecka, Z. (2020). An Ear for Language: Sensitivity to fast Amplitude Rise Times predicts novel vocabulary learning.Studies in Second Language Acquisition, 42(5), 987-1014.
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