Home
Author Guide
Editor Guide
Reviewer Guide
Special Issue
Introduction
Special Issues List
Published Issues
journal menu
Aims and Scope
Editorial Board
Indexing Service
Article Processing Charge
Open Access Policy
Publication Ethics
Editorial Process
Subscription
Contact Us
General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Quarterly
Editor-in-Chief:
Prof. Xabier Basogain
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
E-mail questions
or comments to
IJLT Editorial Office
.
Editor-in-Chief
Prof. Xabier Basogain
University of the Basque Country, Vitoria-Gasteiz, Spain
I am very excited to serve as the first Editor-in-Chief of the International Journal of Learning and Teaching...[
Read More
]
What's New
2020-04-28
[Call for Paper] Special Issue "Significance of STEM Education in Teaching and Learning for the Changing World with COVID19"
2022-11-24
Vol. 8, No. 4, December 2022 issue has been published online!
2022-08-08
Vol. 8, No. 3, September 2022 issue has been published online!
Home
>
Published Issues
>
2019
>
Volume 5, No. 4, December 2019
>
Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students
Wei Xia
1
, Zhizhou Zhang
2
, and Changlu Guo
2
1. School of Languages and Literature, Harbin Institute of Technology, Weihai, China
2. BIOX Biotechnology Center, Harbin Institute of Technology, Weihai, China
Abstract
—In this paper, English-Chinese translation-based writing error types of twenty-one graduate students in the same class for the same course were collected to search for the correlation with language gene polymorphism as single nucleic polymorphism (SNP) of FOXP2 gene. Students’ genome DNA was extracted from the finger-tip blood and subjected to DNA sequencing to characterize SNP information. Attention scores measured by Schulte grid
were also included plus the class score. PCA (principal component analysis) correlation analysis indicated that attention score seems irrelevant to writing error types and SNPs, while two SNP alleles, rs2253478 (SNP3) and rs2396722 (SNP4), displayed preliminary correlation with writing error types. This study provided methodologically a scheme ho
w to associate important learning behavior (phenotype) in classroom with students’ genotype (SNPs in this study) as a preparation to develop genome-based personalized education protocol in the future.
Index Terms
—language gene; English-Chinese translation; writing error; gene polymorphism; personalized education;
genome
Cite: Wei Xia, Zhizhou Zhang, and Changlu Guo, "Correlation Analysis between English-Chinese Translation-Based Writing Error Types and Language Gene Polymorphisms for Chinese Graduate Students," International Journal of Learning and Teaching, Vol. 5, No. 4, pp. 333-338, December 2019. doi: 10.18178/ijlt.5.4.333-338
11-L042
PREVIOUS PAPER
Research on the Model of Graduates' Innovative Ability Cultivation
NEXT PAPER
A Review of Interventions to Support the Development of Social Cognition in Children with Autism