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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2019
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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
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