Language Conversion and Cultural Communication in Nobrockxe2x80x99s Translationxe2x80x94Taking Xunzixe2x80x99s Persuasion of Learning as an Example The English version of Persuasion of Learning was translated by John Nobrock. This paper chooses several examples of its characteristics of understanding and expression, textually examines the exegesis of Xunzixe2x80x99s Persuasion of Learning, discusses the differences between its English expression and the Chinese source language, explores the gains and losses of the transmission of Chinese cultural images, analyses how to retain the linguistic and cultural characteristics of the original text in crosscultural communication, and puts forward the translation principles of xe2x80x9cChinese Englishxe2x80x9d and the excellent cooperation between Chinese and Western translators. They complement each other in order to promote the spread and development of English translation of ancient Chinese works.

Explaining Chinese university studentsxe2x80x99 continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective Abstract   To gain more insight into the issue of high dropout rate in MOOC learning, this study aims at exploring the factors underlying the continuance intention to learn in the Massive Open Online Course (MOOC) setting. By modifying and extending the Expectation Confirmation Model (ECM), the authors propose a research model that includes cognitive and affective variables, captures reflections of the past and expectations for the future and takes into account both intrinsic and extrinsic motives in the model construction to explain learnersu0027 intention to persist in learning a MOOC. The proposed model was tested with data from Chinese university students. The results show that the proposed model can explain 48% of continuance intention. The new variables (attitude and curiosity) added to the ECM were all found to be significant in explaining continuance intention. This study deepens our understanding of the development of learnersu0027 continuance intention in the MOOC setting in the following aspects: (a) although the personal trait, curiosity, was found to predict subsequent continuance intention, attitude played a considerably dominant role. In addition to respecting individual differences, practitioners can devise appropriate interventions to change attitudes and influence learnersu0027 retention in MOOCs; (b) the strong link between confirmation and both satisfaction and attitude suggests that MOOC instructors or designers must be prudent in advertising the courses to avoid exaggerating their benefits and the systemu0027s affordances.