学术讲座 | 大连海事大学语言学及外语教学“国际专家云”讲座

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大连海事大学外国语学院语言学及外语教学“国际专家云”讲座

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各位学友好，自5月20日起，大连海事大学外语学院将陆续邀请六位应用语言学及外语教学的国际专家与大家交流各自方向的研究前沿，欢迎各位学友关注。

系列讲座主持人：高洋

参与方式：ZOOM  ID:936 924 3028

主办单位：大连海事大学外国语学院

系列讲座

 

主讲人：李少峰 （佛罗里达州立大学，美国）

讲座关键词：Working Memory

日期和时间：2020年5月20日晚8:00

讲座内容

讲座题目：Working Memory in Second Language Acquisition: Clarifying the Construct and Examining the Evidence

Working memory is a cognitive space for simultaneous information manipulation and storage. In the field of second language acquisition, working memory has been investigated as a key individual difference variable mediating various aspects of the process and outcome of language learning. Despite the voluminous body of research, there has been confusion over its conceptualization, measurement, and mechanism, and the research has yielded disparate, and sometimes contradictory, findings. This talk seeks to clarify the construct and navigate through the empirical evidence that has been accumulated over the past three decades with a view to extracting meaningful patterns and trends emerging from the research. The talk starts with a discussion of the theories, architecture, and measurement of working memory, followed by a synthesis of the research findings on its associations with other individual difference variables and with learning outcomes, and concludes by identifying issues, proposing remedies, and pointing out future directions.    

 

主讲人：陆小飞 （宾州州立大学，美国）

讲座关键词：Altmetric & EAP Reading

日期和时间：2020年5月25日晚8:00

讲座内容

讲座题目：学术英语网络资源话题推荐、教材课文难度调控与课堂小组合作阅读

摘要：该工作坊为大家介绍数据驱动的智能型资源话题推荐与素材难度调控和学术英语课堂小组合作阅读设计方案。就话题推荐和难度调控话题，介绍如何针对网络资源的话题进行热度排行、如何基于不同的学科专业和读者群体进行内容推荐，如何快速、准确地判断素材的语言难度、如何对素材的文本特征进行修改从而调整语言难度，并为大家讲解智能工具Altmetric和“英语阅读分级指难针”的研发原理与使用方法，帮助一线教师从海量网络资源中推荐合适的话题，为学术英语教材准备合适的素材资源。就合作阅读话题，重点介绍如何准备合作阅读课堂的素材资源、如何进行学生分组完成课堂任务、如何对学生的合作阅读结果进行课堂评估，以帮助一线教师开展有质量、有秩序、有效果的阅读教学。

 

主讲人：Rod Ellis （科廷大学，澳大利亚）

讲座1关键词：Learner Creativity

日期和时间：2020年6月3日下午3:00

讲座2关键词：Learner Pragmatic Competence

日期和时间：2020年6月12日晚7:00

讲座内容

1.讲座题目：学习者语言的创造性及其对语言教学的启示

Creativity in Learner Language and its Implications for Language Teaching

摘要：

我们一般会从三个层面来考虑及检验第二语言学习的创造性，，即学习者的创造性、学习对象的创造性、以及学习过程的创造性。然而，迄今为止，认为更具创造力的个体能够更好地学习语言这一观点缺少足够证据支撑。在理解创造力是如何在语言学习中起作用时，更重要的是过程的创造性和对象的创造性。创造性会在第二语言的交际使用中不经意地展现出来，也会更多地表现在语言游戏中。只要被给予恰当的机会，所有的语言学习者都会对自己的语言系统进行创造性的构建和使用，即他们会自发自觉地对语言输入的原材料进行创造性的加工，组合单词或将词组拆分，从而逐渐得出目的语的抽象规则。本次讲座，我会展示创造性过程和创造性结果对于语言学习的重要性，并认为教师需要创造机会去创造性使用语言，同时尽力遵循目的语规范，而这能通过任务型教学法来完美实现。

2.Assessing L2 Learners’ Pragmatic Competence

Current tests of pragmatic competence – for example, the Discourse Completion Test – only assess learners’ explicit knowledge (i.e. their ability to behave appropriately when making conscious effort).  I will argue that we need tests that can distinguish learners’ implicit pragmatic knowledge (i.e. their ability to use the L2 appropriately online and without deliberation) from their explicit knowledge and begin by explaining the difference between these two types of knowledge.  I will then describe and provide examples of tests of English designed to measure them. These tests include a Role Play Test, an Oral Elicited Imitation Test, an Irony Test, and a Meta-pragmatic Knowledge Test. Participants in the workshop will have the opportunity to try out some of the tests for themselves and to comment on them.

 

主讲人：John Read (奥克兰大学，新西兰)

讲座关键词：Vocabulary Assessment

日期和时间：2020年6月17日晚8:00

讲座内容

Assessing learners' vocabulary knowledge in greater depth

In second language vocabulary studies, the distinction is made between breadth and depth of vocabulary knowledge. A test that focuses on breadth typically assesses learners’ knowledge of the basic meanings of quite a large number of words that learners might be expected to know. Such tests have a role in classroom teaching, as well as for placement, diagnosis and research purposes, giving an indication of the overall size of a learner’s vocabulary. However, these tests provide only a limited view of the state of a learner’s knowledge of words. They do not probe the multiple aspects of form, meaning and use that are involved in being able to use vocabulary knowledge effectively for both receptive and productive use. In general terms, then, measures of vocabulary depth seek to assess learners’ knowledge of words from this broader perspective.

In this talk I will discuss various approaches to measuring depth of word knowledge, with particular reference to my own word associate format. I will also report on some recent work I have undertaken to design tests of academic vocabulary knowledge for particular educational contexts.

 

主讲人：Hossein Nassaji (维多利亚大学，加拿大)

讲座关键词：Corrective Feedback

日期和内容：另行通知

 

主讲人：Wiiliam P. Bintz (肯特州立大学，美国)

讲座关键词：Picture Books & Reading Theories

日期和内容：另行通知

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