主旨发言专家一：

BruceMorrison, PhD

Director,English Language Centre

TheHong Kong Polytechnic University

 

DrBruce Morrison is Director of the English Language Centre at The Hong KongPolytechnic University where, in 1996, he established and coordinated theCentre for Independent Language Learning. Having previouslyworked in the Chinese mainland, Italy, South Korea, Malaysia, Spain and the UK,he has extensive experience in language teaching, curriculum development,teacher education, educational research and pedagogic administration. He earnedhis PhD in 2003 focusing on the evaluation of independent language learningenvironments. His research interests include the non-native speaker tertiarylearning experience, independent and self-access language learning, andtechnology enhanced language learning. His more recent research has focusedspecifically on the transition to an EMI university environment for non-nativeEnglish speaking students – the challenges they face and the strategies theydevelop to overcome these. As well as serving on a number of journal editorialand review boards and participating in numerousfunded projects, he has published widely andhas presented at international conferences in the fields of education, Englishlanguage learning and teaching, independent learning, and technology-enhancedlearning and teaching. In addition to co-editing three books, he edited thebook Independent Learning: Building on experience, seeking newperspectives (Hong Kong University Press).

Title

EAPinstruction in Hong Kong universities: Bridging the gap between school andtertiary English Medium Instruction (EMI)

 

Abstract

Thetransition from secondary to tertiary education is one that can be a cause ofconcern for any school-leaver, situating them as it does in an unfamiliarlearning environment which presents a number of challenges. For non-nativeEnglish speakers whose previous learning experience was in a first-languagemedium, the challenges can be very much greater. In this presentation, I willexamine some ways in which Hong Kong universities help primarilyCantonese-speaking undergraduate freshmen study effectively in anEnglish-medium instruction environment, briefly discuss findings from aresearch project that investigated the challenges that these learners face, andsuggest some ways in which EMI universities might better support such students

  

  

主旨发言专家二：

Jinyan Huang, Ph.D.

Professor and Ph.D. Faculty

College of Education

Niagara University

Lewiston, New York

 

Dr. Jinyan Huang iscurrently a tenured full professor and full-timePh.D. faculty member at the College of Education of Niagara University,responsible for teaching advanced quantitative research methods coursesincluding assessment and measurement and supervising Ph.D. dissertations. Dr. Huang earned his Ph.D. (2007) in measurement and quantitativeresearch methods from Queen's University at Kingston in Canada. As part of hisPh.D. program, he studied at the Centre for Research in Applied Measurement andEvaluation (2004) at the University of Alberta in Canada. Dr. Huang’s areas ofresearch center on large-scale assessment, leadership, and policy issues.Specifically, he is interested in the following three issues: a) factors orlevel of factors that affect students’ large-scale standardized test scores; b)assessment issues (reliability, validity, and fairness) in schools anduniversities; and c) the use of assessment data for supporting leadership andpolicies. Such a focus enables Dr. Huang to concentrate on the use of hisresearch expertise in multivariate statistical methods, factor analysis andstructural equation modeling, hierarchal linear modeling, generalizability theory, item response theory,and geographic information system. Heis currently serving as editor of Languageand Communication Quarterly and Leadership and Policy Quarterly. He is also serving as an editorial review boardmember of TESOL Journal and World Journal of Education, and areviewer forTheModern Language Journal,Assessing Writing, Language Assessment Quarterly,Contemporary Educational Research Quarterly, Journal ofEducational Administration, Asia-Pacific Journal of Education, Journal ofExcellence in College Teaching, Measurement, International Journal of Testing,Behavior Research Methods, and Learning and IndividualDifferences.  

 

Title

Dual-degreeEducation and the Internationalization of Chinese Higher Education: Challengesand Implications

 

Abstract

Internationalization is a major trend in higher education. It hasbecome a worldwide phenomenon. The internationalization in higher education isthe process of integrating an international perspective into a college oruniversity system. The internationalized curricula, theinternationalized classrooms, the internationalizedcampuses, the internationalized talents, and dual degree programs are the hot topics in thecurrent research of the internationalization of higher education. Thiskeynote speech provides an overview of dual degree programs in American highereducation as well as the internationalization of Chinese Higher Education. Italso reports the results of an empirical study examining undergraduatestudents’ satisfaction with the English dual degree programs at Wuhan Instituteof Technology. Important educational implications are discussed.

 

 

主旨发言专家三：

Dr. John Spiridakis

Interim Chair and Professor Education

The School Of Education

St. John’s University

New York, U.S.A

 

Dr. John Spiridakis obtained his Ph.D. from The Florida StateUniversity and J.D. from Cardozo School of Law.  He serves as InterimChair, Department of Education Specialties, and is Professor of Graduateeducation programs in Teaching English to Speakers of Other Languages (TESOL)and Bilingual Education, in the School of Education.  He is responsiblefor leading the Graduate Special Education, Literacy and TESOL EducationPrograms including the Distance Learning option for students and Global TESOLcourses and field experiences in several countries. He also has led many, andcurrently leads, national and state funded projects to research best practicesfor preparing educators and enhancing the achievement of English learners andneglected immigrant students. He was director of a multi-country European Unionproject to research and improve Greek second and heritage language educationacross the U.S.A. that included the collaboration of several universities inEurope, Australia, Canada and South America. Dr. Spiridakis has also lecturedat, facilitated partnerships between, St. John’s University’s School ofEducation and several universities in China to promote joint programs andstudent/faculty exchange programs. He has recently served as a consultant forthe European Union to evaluate Schools of Education and universities in Greece.Dr. Spiridakis has numerous publications and has lectured at international,national and local conferences in the field of education for language minoritygroups. He co-authored the chapter “Greek in New York City” in theMultilingual Apple: Languages in a City and recently co-edited a book Interculturalismin the 21^st Century: prospects and challenges.

 

Title

Designing,Managing and Evaluating Higher Education Exemplary Practices Programs for Englishas a New Language Educators

 

Abstract

Thiskeynote speech articulates the critical curricular themes, content, managementplan and evaluation components of a professional development program that seeksto assure its quality in preparing teachers and administrators working withEnglish learners. Different governments have provided funds to help handle theeducational needs of these children and adolescent and adults learning Englishas a new language. Educators around the world can benefit from identifying keylanguage scaffolding techniques, for example, and other exemplary approaches toEnglish as a new language instruction. By the same token, management andevaluation strategies pose special challenges for educators in the public aswell as private sectors. This speech seeks to illuminate these areas withspecific examples of successful programs.

  

主旨发言专家四：

KarlMaton

Director,LCT Centre for Knowledge-Building, University of Sydney

 

ProfessorKarl Maton is Director of the LCT Centre for Knowledge-Building at theUniversity of Sydney in Australia and Visiting Professor at Rhodes Universityand the University of the Witwatersrand in South Africa. Professor Matoncompleted three degrees at the University of Cambridge in England and moved toAustralia in 2005. Professor Maton is the creator and architect of LegitimationCode Theory (LCT), a framework for studying and shaping knowledge practices.LCT is now the basis of a multidisciplinary and international community ofscholars and educators (see www.legitimationcodetheory.com or www.karlmaton.com).  ProfessorMaton’s work includes: the founding text of LCT, Knowledge and Knowers:Towards a realist sociology of education, (2014); a collection showing howto enact LCT in research Knowledge-building: Educational studies inLegitimation Code Theory (2016); and forthcoming collections on how LCT hasinfluenced systemic functional linguistics (Accessing Academic Discourse)and using both approaches to explore science education (Studying Science). Professor Maton is the editor of the book series ‘Legitimation CodeTheory: Knowledge-building in research and practice’, published by Routledge.The book Knowledge and Knowers has been translated into Chinese and willbe published by Foreign Language Teaching & Research Press by October 2019.

Title

Integrating knowledge: How LCT could helpsupport English with other subjects 

Abstract

Akey question for education is how to bring together different forms ofknowledge. In many countries school teachers and university lecturers mustintegrate teaching study skills with teaching their subject areas. Scholarsoften need to bring together different disciplines in their research. In‘interdisciplinary English’, how to integrate English with subject areas is acrucial question.

 

Inthis talk I will briefly illustrate how concepts from Legitimation Code Theory(LCT) may be able to help address this question. LCT is a theoretical frameworkfor analysing and shaping practice. LCT is the focus of a multidisciplinary andinternational community of scholars and educators who use the approach toexamine teaching and learning across the disciplinary map. Specifically, Ishall discuss new LCT concepts of ‘autonomy codes’ which conceptualize whereknowledge practices come from and for what purpose they are used. I illustratewhat these concepts can reveal through analyses of classroom data from a majorresearch project on teaching practice. My example is not from‘interdisciplinary English’, but one of the strengths of LCT is that the conceptsand analysis are valuable in any subject area. My example comes from theteaching of History in secondary school in Australia. I shall analyse howteachers attempt to integrate two different forms of knowledge (academicHistory and everyday knowledge). The analysis shows how a particular way ofteaching called ‘autonomy tours’ is the key to successfully bringing togetherdifferent kinds of knowledge. The analysis also shows how teachers can fail tointegrate different kinds knowledge.  

主旨发言专家五：

蔡基刚

 

复旦大学外国语言文学学院教授，博士生导师。研究方向：对比语言学和应用语言学。目前担任上海市高校大学英语教学指导委员会主任委员、中国专门用途英语专业委员会会长，中国学术英语教学研究会会长。

 

发言题目

伪专业vs.真专业：理工院校的“英语专业”何去何从

The way out for the Englishundergraduate programs in the University of Science and Engineering

 

摘要

英语是一个语言载体或工具，只有和某种知识结合，有着学科体系支撑才能成为专业。我国绝大多数理工类院校的英语专业都缺乏应有的英美文学或语言学学科知识体系，已沉沦为颁发学历文凭的新东方语言技能培训课程。英语专业是一个“伪专业”。这也是造成英语专业危机的根本。如果承认英语本身是一门工具，可以用来学习英美文学知识，为什么不可以用来学习科学技术知识。从英美文学专业发展到商务英语专业，已经突破了纯人文学科的界限。既然可以涉足社会学科，为什么不可再进一步到自然学科广阔天地去发展。发言围绕下面四点：1）探讨国家对新工科新理科复合型科技创新人才培养的急迫需要：2）阐述专业与学科的关系和学科学理标准；3）设计与“英美文学专业”和“商务英语专业”平行的 “工程英语专业”或“医学英语专业”的学科体系和课程体系：4）讨论新兴“工程英语专业”等的师资来源和培训。

 

 

 

主旨发言专家六：

程晓堂

 

北京师范大学外国语言文学学院，教授，博士生导师，《中小学外语教学》主编，《山东师范大学外国语学院学报》（基础英语教育）主编。教育部外语专业教学指导委员会英语分委员会委员；中国英语教学研究会常务理事；中国功能语言学研究会常务理事；中国教育学会外语教学专业委员会副理事长；中国语言教育研究会副会长。 

 

发言题目

跨学科、多语种国际化的人才培育新模式

 

摘要

随着中国在国际舞台发挥着越来越重要的作用，既懂专业又懂能熟练使用外语的复合型人才称为稀缺资源。培养具有国际胜任力的人才越来越紧迫。为此，国内高校近些年来一直在探索复合型外语（特别是英语）人才的培养途径与方法，也取得了一些成绩。但是，总的来看，“英语+专业”的复合型人才培养未得到广泛的认可，实际操作中也面临各种挑战。一个关键问题是，复合型人才到底由外语专业（学院）来培养，还是由其他专业（学院）来培养？是一种外语加一个专业还是多种外语加多个专业？本报告介绍北京师范大学实施的一种跨学科、多语种国际化的人才培育新模式：跨学科、多语种的国际化人才培养模式。学生主修一个专业（如经济）和一门外语（如法语），兼修一个专业（如法律）和一门外语（如英语）。

 

主旨发言专家七：

郭桂航

 

广东外语外贸大学教授，硕士生导师，英国皇家特许管理会计师（ACMA），全球特许管理会计师（CGMA），广东省南粤优秀教师，省级教学名师。教育部高等学校商务英语专业教学协作组副组长，中国国际贸易学会国际商务英语研究会副理事长兼秘书长，广东省本科高校外语类专业教学指导委员会委员、商务英语专业分委员会副主任委员，中国英汉语比较研究会专门用途英语专业委员会常务理事。主要从事商务英语以及会计等管理课程的全英教学与研究。

发言题目：

跨学科复合型人才培养需求下教师的身份转型与职业发展─以商务英语教师为例

 

摘要：

2018年1月教育部颁布的《外国语言文学类专业本科教学质量国家标准》提出了培养跨学科复合型外语人才的要求。商务英语作为商务领域的通用语，在专门用途英语和商务沟通领域引起了与日俱增的研究兴趣。在我国，商务英语于2006年获教育部批准为本科专业；2008年，商务英语研究成为外国语言文学一级学科下自主设立的目录外二级学科硕士研究生专业，并于2012年成为外国语言文学一级学科下自主设立的目录外二级学科博士研究生专业。近10年来，共有4所高校开设了商务英语研究博士研究生专业，29所院校开设有商务英语研究硕士研究生专业，367所高校开设有商务英语本科专业。学科和专业的发展需要大量的商务英语类教师以培养跨学科复合型外语人才，普通英语教师面临着巨大的身份转型挑战和职业发展瓶颈。本研究探讨了商务英语类教师需具备的职业素质和能力，基于国内高校商务英语教师发展现状，分析教师身份转型过程存在的主要挑战和职业发展瓶颈，从后建构主义和社会文化视角，探讨商务英语教师职业发展瓶颈背后的成因，并提出促进教师身份转型的相应建议。

 

主旨发言专家八：

雷蕾

文学博士，华中科技大学外国语学院教授、博士生导师，华中科技大学“华中学者”。研究兴趣涉及二语习得、语料库语言学、学术英语、计量语言学、语言研究方法、文献计量学等领域。目前担任中国学术英语教学研究会常务理事、中国英汉语比较研究会语料库语言学专业委员会理事；International Journal of Corpus Linguistics, Journal of English forAcademic Purposes, Studies in Higher Education 等国内外十余家期刊匿名审稿人。

发言题目

学术英语词表开发的重要问题与建议

Developing academic word lists: Keyissues and suggestions

 

摘要

English Academic vocabulary plays acritical role in the teaching and learning of academic English, and may affectlanguage learners’ academic achievement. In this talk, I review importantacademic word lists such as Academic Word List, Academic Vocabulary List, andAcademic Spoken Word List. I will also discuss key issues concerning thedevelopment of academic word lists, such as academic or general words, and theuse of word families, lemmatization, and part-of-speech tagging. I end the talkwith some suggestions for future research in the development of academic wordlists, particularly from a multidisciplinary perspective.

 

主旨发言专家九：

韩高军

 

武汉工程大学外语学院教授。英语专业本科毕业，华中科技大学工商管理硕士，北京大学教育学院博士。现任武汉工程大学教务处处长，国家人才培养模式创新实验区教学团队责任教授，高等教育学科研团队骨干。

 

发言题目

“E+”双专业一体化复合型人才培养模式的研究与实践

 

摘要

学科发展从“高度分化”走向“交叉融合”、人才培养从“专业教育”迈向“跨学科教育”是各大学面临的任务和挑战。设置跨学科专业是发达国家高等学校专业建设的共同趋势。武汉工程大学“E+”国家人才培养模式创新实验区按照“通识教育基础上的专业教育”理念,提出了双专业一体化复合型人才培养模式并实施。其基本设计是“两个专业、一个培养方案、两个学位”，即将两个专业的课程有机整合为一个培养方案，毕业时学生可获得两个同等学位。其途径可归纳为五个整合：一是汲取古典通识教育与现代专业教育的先进理论要素，借鉴外语教学的工具功能和一体化功能，整合提出了一个“通识教育基础上的专业教育”人才培养理念。二是将英语专业与另一专业的课程和其它教学环节精简、优化，整合形成了一个设置合理、学习量适当的人才培养方案。三是调动校内外优质师资，整合组建了一个跨学院、跨学科的教学团队。四是通过优化教育教学内容和方法，形成部分课程、实践环节和毕业论文双语或全英文教学，整合实现了一个英语学习“学专业”，专业学习“用英语”的培养过程。五是充分利用校内外教育教学资源，通过多年的探索，整合设计并实施了一个“专业实践与社会实践相结合”的实践育人特色体系。“E+”模式的提出和实施,可为各高校探索不同学科专业之间的融合,在教学理念、管理机制等方面进行创新提供参考和借鉴。

主旨发言专家十：

 

卢晓东

博士，北京大学教育学院研究员。曾任北京大学教务部副部长，北京大学元培学院副院长。个人研究领域为教育财政、高等教育管理、比较高等教育、院校研究、课程和教学论。2004－2007年担任北京市高等学校专业设置评议委员会委员，2002－2011年担任北京市高等教育质量监控工作专家组成员，担任教育部“质量工程”总结与论证专家组成员、本科专业目录修订专家组成员、教育部“高等教育人才培养模式改革指导意见起草工作专家组”成员、“高等理科教育改革调研组”成员，中国高教学会素质教育分会学术委员会委员，中国教育发展战略学会教育财政专委会常务理事、中国教育发展战略学会高等教育专委会常务理事等。

发言题目

跨学科复合型人才培养的多种模式

摘要

专业是一组课程组合而非实体。培养跨学科复合型人才有以下模式：跨学科本科专业，例如“外国语言与外国历史”专业；个人专业；辅修专业、双学位专业；第二学士学位专业。当下，“新工科”、“新文科”专业都具有跨学科专业特征。跨学科专业组织和人才培养需要校内财务和编制核算、核心教师发展、住宿学院制度、专业管理制度改革相配合，需要逐步扩大学生的学习自由。

 

 

 

主旨发言专家十一：  

杨信彰

厦门大学外文学院教授、博士生导师。国务院学位委员会全国翻译硕士专业学位教育指导委员会委员、教育部高等学校英语专业教学指导分委员会委员、全国功能语言学研究会副会长、中国英汉语篇分析研究会副会长、福建省外国语文学会会长、全国英语教学研究会常务理事、全国语言与符号学研究会常务理事、全国文体学研究会常务理事。

 

发言题目

英语科学教材中名词和动词

 

摘  要

科学教材是学生获取学科知识的一项重要来源。然而，教材中的学科知识因涉及的学科领域不同而不同，每个学科都有自己的一套词汇语法特征。从系统功能语言学的视角看，及物性体现话语的语场，而语场又是语篇的重要语境变量，与所涉及的社会活动内容有密切的联系，包括语篇的主题。名词和动词这两个语法范畴分别是及物性系统中体现过程和参加者的资源。为了更好地观察学科知识在科学教材中的语言表征情况，本文拟探讨动词和名词在英语的生态学和天文学教材中的使用，分析其中的及物性模式，尤其是“过程+参加者”这一经验核心的配置。本文的分析说明，知识领域在构建科学教材的及物性模式中起着重要作用；对教材进行语言分析有助于提高学生对垂直语篇的认识，也有助于提高学术英语教学的效度。

关键词：名词；动词；及物性；科学教材

 

 

 

主旨发言专家十二：

杨雪燕

 

复旦大学外国语言文学学院教授，博士生导师，主要研究方向为功能语言学、语篇分析（方法）、文体学、应用语言学。中国英汉语比较研究会功能语言学专业委员会常务理事，中国英汉语比较研究会英汉语篇分析专业委员会常务理事，中国修辞学会文体学研究会常务理事。

 

发言题目

外语教师课堂话语的互动性研究

 

摘要

课堂互动在外语教学中的作用一直备受关注，但外语教师的课堂互动能力未得到足够重视。教师在课堂上能否做到与学生互动顺畅，虽然取决于教师的教学理念、方法、技巧等，但这些最终要通过教师的话语来实现。本研究聚焦外语教师课堂话语的互动性，在系统功能语言学的框架内，在语境、语义、语法多层面对教师话语进行分析，找出教师话语中存在的互动性模式，并通过课堂实验以及问卷等手段检验不同模式的互动效果，旨在对教师话语的互动性差异进行描述和解释，为教师如何加强课堂话语的互动性提供建议，促进教师提高课堂互动能力。