云南大学“东陆国际名师讲坛”系列讲座（四）

“东陆国际名师讲坛”第四讲即将开讲！

讲座主题

Finding Your Voice and Telling Stories as a Researcher and Thesis Writer

学术研究者和论文作者应当如何叙事

会议详情

演讲嘉宾：Jonathan Newton, 新西兰惠灵顿维多利亚大学博士生导师

主持人：孟娜, 云南大学外国语学院讲师, 新西兰惠灵顿维多利亚大学语言学及应用语言学在读博士

时间：2022年4月29日下午2点-4点

线下会议室：外院楼303会议室

腾讯会议: 468-117-039  

高校师生的科研工作涉及学术论文创作，学术写作需遵循相关要求、写作风格、论文结构及表达的体裁规范。然而，过分强调体裁规范可能不适合某些特定的研究课题和研究方法。本次讲座将以英文进行，分析应用语言学（包括TESL/TESOL/TEFL）传统的学术论文写作模式，提出这种传统模式常常以牺牲创造性、忽略对教师、学生和课堂教学中固有的主观性和复杂性为代价。本次讲座嘉宾Newton教授将利用多年担任博士生导师、博士论文评审专家以及期刊、专著审稿人，具有丰富的专业经验，侧重阐述在撰写科研论文时如何通过写作者的视角来讲好故事，帮助科研写作者在叙事中摆脱传统研究范式僵硬的结构要求，丰富论文内容及写作，提升作者的叙述研究和科研写作水平。

At the core of the academic work that Master’s students and PhD candidates undertake is writing a substantial piece of academic research. Doing so required them to follow institutional requirements and established genre norms regarding style, structure, and expression in post-graduate academic writing. And yet, there are costs to an overemphasis on conformity, especially when that conformity draws on scientific and academic traditions that may be ill-suited to a particular research topic or research methodology. In this talk, Dr. Newton will draw on examples from his extensive experience as a PhD supervisor and external examiner to illustrate how thesis writing can be enriched by allowing more room for the author’s “voice” and perspectives and by exploring ways in which thinking of our research as narrative/ storytelling can help us break free from sometimes inappropriately rigid structural requirements.

主讲嘉宾介绍

    Jonathan Newton, 新西兰惠灵顿维多利亚大学TESOL和应用语言学硕士项目主任，博士生导师。在过去的三十年里他为亚洲许多高校的外语教师提供过指导，曾在中国等多个国家任教，现兼任上海外国语大学、斯威本科技大学分校及马来西亚国际伊斯兰大学顾问。牛顿教授担任Language Teaching Research, International Journal of Applied Linguistics, Journal on Task-Based Language Teaching and Learning, Profile Journal, TESOLANZ Journal, TEFLIN Joornal 和 Language Teaching for Young Learners Journal等多部期刊、专著的编辑和审稿人。迄今为止，他已出版五部专著，发表的文章及受邀撰写的专著章节超过七十篇。

PUBLICATIONS

向上滑动阅览

Books

Newton, J. (2021). How to teach speaking: Pedagogical content knowledge for English language teachers. Foreign Language Teaching and Research Press.

Newton, J. (2021) Using tasks in language teaching. RELC New Portfolio Series No. 9. SEAMEO Regional Language Centre.

Newton, J. & Nation, I. S. P. (2021).Teaching ESL/EFL listening and speaking (2nd ed). Routledge.

Newton, J., Ferris, D., Goh, C., Grabe, W., Stoller, F. L., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts: Reading, writing, listening, speaking. New York, N. Y. : Routledge.

Riddiford, N. & Newton, J. (2010). Workplace talk in action: An ESOL resource. Wellington, Victoria University of Wellington.

Journal articles and book chapters (2020-2022 only) For a full list see 

https://people.wgtn.ac.nz/jonathan.newton/publications 

Cao P. & Newton, J. (2022 In press) Interview with an Expert ELT: Why Should Teachers Do Research?ELT Research, 37. IATEFL Research SIG.

Newton, J., Bui, T., Nguyen, B.T.T & Tran, T.P.T. (2022 In press) Curriculum issues in teaching L2 Speaking. In Derwing, T., Munro, M., & R. Thompson (Eds), Routledge handbook of second language acquisition and speaking. Routledge.

Nguyen, B. T. & Newton, J. (2022). Production of third-person singular–s and be copula in communication tasks by Vietnamese EFL learners: Acquisition order and learner orientation to form.Canadian Review of Applied Linguistics.

Newton, J. (2021). The adoption of TBLT in diverse contexts: Challenges and opportunities. In M. H. Long & M. Ahmadian (Eds.), Cambridge handbook of task-based language teaching (pp. 649-670) Cambridge University Press.

Newton, J. (2021). Teacher and learner perspectives on vocabulary learning and teaching. In H. Mohebbi & C. A. Coombe (Eds.), Research questions in language education and applied linguistics (pp. 137-141). Springer. 

https://link.springer.com/book/10.1007/978-3-030-79143-8

Dao, H, & Newton, J. (2021). TBLT perspectives on teaching from an EFL textbook at a Vietnam university. Canadian Review of Applied Linguistics, 24(2), 99-126.

Yeo, M. & Newton, J. (2021). Inclusive transnational education partnerships in higher education: A case study of a Master of Arts in TESOL Program. RELC Journal.1-20.

https://doi.org/10.1177/00336882211011275

Bui, T. & J. Newton. (2021). A critical account of PPP: Insights from Vietnamese primary school EFL classrooms. Language Teaching for Young Learners. 3, 1, 93–116. https://doi.org/10.1075/ltyl

Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 1-6.

https://doi.org/10.1080/14708477.2020.1867155

Seals, C. A., Newton, J., Ash, M., & Nguyen, T. B. T. (2020). Translanguaging and TBLT: Cross-overs and challenges. In Z. Tian, L. Aghai, P. Sayer, & J. Schissel (Eds.), Envisioning TESOL through a translanguaging Lens - Global perspectives (pp, 275-292). New York, N.Y.: Springer.

Nguyen, L., & Newton, J. (2020). Enhancing EFL teachers’ pronunciation pedagogy through professional learning: A Vietnamese case study. RELC Journal.

Tait, C., Epstein, S., Navarro, D., Newton, J., & Black, A. (2020). Motivations and Disincentives in Studying the Languages of the Asia-Pacific Region in Aotearoa New Zealand. New Zealand Studies in Applied Linguistics (NZSAL), 26.

Bui, T., & Newton, J. (2020). Developing task- based lessons from PPP lessons: A case of primary English textbooks in Vietnam. RELC Journal.

https://doi.org/10.1177/0033688220912040

Newton, J., & Bui, T. (2020). Low-proficiency learners and task-based language teaching. In C. P. Lambert & R. Oliver (Eds.), Using Tasks in Second Language Teaching: Practice in Diverse Contexts (pp. 28-40). Bristol, U.K.: Multilingual Matters.

Nguyen, L., & Newton, J. (2020).Pronunciation Teaching: Vietnamese EFL Teachers' Beliefs and Practices. TESL-EJ Volume 24, Number 1 (May 2020)

Newton, J, Siregar, F. & Tran, T. P. T (2020). Intercultural awareness and the good language teacher. Griffiths, C & Tajeddin, Z. (Eds). Lessons from good language teachers. Cambridge: Cambridge University Press.

主持人介绍

  孟娜，云南大学外国语学院讲师。本科就读于四川大学，英语语言文学专业，2007年公派赴美国特洛伊大学学习，获理学硕士学位，现为新西兰惠灵顿维多利亚大学语言学及应用语言学在读博士，研究专长为二语习得、语言教育、跨文化能力培养，现主要研究方向为少数民族英语专业学生的跨文化交流能力培养。

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