2018TESOL中国大会
TESOL International Association
China Assembly
倒计时已开启
期待已久的议题终于来了
让各位久等啦
前方高能，第一波议题来袭
国内主旨发言
（按姓氏首字母排序）
程晓堂
北京师范大学外国语言文学学院教授、学术委员会主任，兼任教育部高等学校外语专业教学指导委员会英语分委员会委员，教育部基础教育课程教材专家工作委员会委员（至2018年）、中国教育学会外语教学专业委员会副理事长、教育部英语课程标准研制组核心成员。主要研究方向包括功能语言学、应用语言学、外语教育、外语教师教育等。
题目
What Do We Learn from Students’ Memory of Their Past English Textbooks?
摘要
It has been well documented in the literature that ELT materials should be developed in a way that enhances learners’ motivation and interest, which can be achieved through providing interesting learning content and engaging learning activities. It has also been assumed that interesting content and engaging activities not only facilitate English learning but also stay in learners’ memory for a longer period of time. Similarly what learners dislike most will also stay in their memory for a long time. This talk reports the preliminary results of a study which aims to find out college students’ deepest impression of the English textbooks they used prior to college. It is hoped that investigating what students still remember about their past textbooks will provide useful information about what students like or dislike about English textbooks.
龚亚夫
全国政协第九、第十、第十一届委员会委员，中国教育科学研究院研究员，加拿大约克大学教育学院语言、文化、教育专业硕士学位。现担任中国教育学会外语教学专业委员会理事长，教育部教师资源专家委员会委员。长期从事中小学英语教育，自1988年参加中英合编初中英语教材，参加编写、改编、主编数套中小学英语教材，其中包括《PEP小学英语》、《新目标英语》、《新维度英语》等，并设计制作、主讲数部大型电视教学片，如《走遍美国》、《澳洲之旅》等。出版有《任务型语言教学》、《英语教育新论：多元目标英语课程》以及有关英语教育的文章数十篇。感兴趣的研究领域包括交际语言教学、任务型语言教学、第二语言习得、英语课程设计以及教师教育等。
题目
Re-conceptualizing Communication — Going beyond the Language and Culture
摘要
English language education (ESL or EFL) has long been focused on developing learners’ communicative competence or language ability for use. Textbook writers tend to use language structures and functions as units of analysis (Long, 2015). However, the new goal of ‘whole-person’ development in basic education calls for a shift in ideology, goals, thematic content and teaching approach as well as curriculum framework. This paper argues that “communication” needs to be re-conceptualized as it involves not only linguistic factors, but also our characters, mindsets and values. Our choice of language in communication originates from the deep roots of our personality (Clark, 1987) and the already existed definite patterns of linguistic routines (Hymes,1971). One’s behaviors and habits also affect the success of communication. Thus, to help students become good communicators through English language teaching, educators need to consider what character attributes and core competencies our students should develop and how to integrate language learning with character education and thinking skills development. We also need to go beyond the linguistic domain and learn more about character education, developmental psychology, and essential life skills needed for the 21st century.
刘建达
博士、教授、博士生导师，教育部”新世纪优秀人才培养计划“入选者。现任广东外语外贸大学副校长，全国人文社科重点研究基地、外国语言学及应用语言学研究中心主任。广东省大学英语课程教学指导委员会主任、教育部大学英语教学指导委员会委员。主要研究方向包括语言测试、外语教育、语用习得。曾主持教育部社科重大攻关项目、国家社科、教育部人文社会科学重点研究基地重大研究项目等多项科研项目。代表论著有 Measuring Interlanguage Pragmatic Knowledge of EFL Learners（Peter Lang）。论文曾发表于Language Testing等国内外权威学术刊物。现主持教育部社科重大攻关项目“中国英语能力等级量表建设研究”。曾获广东省哲学社会科学优秀成果奖、广东省高等学校“千百十工程”省级先进个人。现担任Applied Linguistics，Language Learning, Language Testing, Language Assessment Quarterly等国际权威学术刊物的审稿专家。
题目
The Possible Impact of CSE on ELT in China
摘要
The Ministry of Education of China has issued the China’s Standards of English Language Ability (CSE). This document is the first of its kind to specify the standards learners should reach in language testing and assessment. The CSE is use-oriented, and differentiates the levels of the standards in three stages (all together 9 levels): elementary, independent, and proficient. Each level was described in detail with “can-do” statements. The CSE is not intended to be a teaching curriculum or a syllabus. Rather, it provides a link among English learning, teaching, and assessment in China. This talk first briefly introduces the CSE, then provides some context for the influence of the CSE on language learning, teaching, and assessment in China, and finishes with a discussion of the possible impact of the CSE on English learning and teaching, and especially on English testing and assessment in China.
梅德明
上海外国语大学教授、博士生导师，中国外语战略研究中心学术委员会主任，国家教材委员会专家委员会委员，教育部高中英语课标修订组组长，中国学术英语教学研究会副会长，上海教育考试命题与评价指导委员会委员，上海国际教育考试服务中心主任。两次获国家级教学成果奖，并获宝钢全国优秀教师奖、上海市高校教学名师奖、国家级高等教育精品教材奖、上海市高等教育优秀教材奖。曾任上海外国语大学大学英语学院院长、海外合作学院院长等。主要从事语言学及应用语言学、外语教学理论及课程建设与评价研究。著有《现代句法学》、《现代语言学简明教程》、《大中小学一条龙英语人才培养模式研究》、《大中小学英语教学现状调查》、《国际化创新型外语人才培养模式研究》、《V′-域内词序及中心语方位性研究》、《什么是最简方案》、《思想本质》、《新编英语教程》、《高级口译教程》、《口译技能教程》、《海外留学英语系列教程》、《语言学及应用语言学百科全书》、《汉英口译词典》等专著、译著、教材、辞书等50余部，主编普通高校国家规划教材10余套。
题目
China’s English Key Competency Framework
– Educating Students for the World with a Shared Future
摘要
This report reviews the recent development of China’s English education reform and a significant breakthrough documented in the newly published National Senior High School English Curriculum Standards (2017), focusing on the major mission of school curriculum redesign with the subsequent outcome of China’s English Key Competency Framework (EKCF). The EKCF advocates a major paradigm shift in China’s English language education at the secondary level, from promoting the learner’s English competence with linguistic knowledge and language skills at the core, to developing the learner’s key competencies in terms of educating students as “whole-person” with both moral integrity and academic scholarship for the world with a shared future. According to the new framework, the learner’s English language competence, cross-cultural charisma, cognitive distinction and critical thinking, and learning ability, should be developed in a parallel and integrated manner to bring up future citizens with Chinese passion, world vision and proficiency in cross-cultural communication. The competency-oriented objectives of the EKCF on school education agree in fundamental ways with those in the OECD’s Key Competency Framework (2005) and the PISA Global Competency Framework (2017)，all of which embrace the “big idea” that 21st century school curricula should prepare students for life in the world with a shared future. The competency-oriented, student-centered, activity-based, task-contextualized and assessment-reinforced methodology, with substantial implications for teaching and learning English as a foreign language, is proposed and considered vital to achieving the well-defined curriculum objectives of China’s English education at the secondary level, spelled out explicitly in the National Senior High School English Curriculum Standards (2017).
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