2018TESOL中國大會
TESOL International Association
China Assembly
倒計時已開啟
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讓各位久等啦
前方高能，第一波議題來襲
國內主旨發言
（按姓氏首字母排序）
程曉堂
北京師範大學外國語言文學學院教授、學術委員會主任，兼任教育部高等學校外語專業教學指導委員會英語分委員會委員，教育部基礎教育課程教材專家工作委員會委員（至2018年）、中國教育學會外語教學專業委員會副理事長、教育部英語課程標準研製組核心成員。主要研究方向包括功能語言學、應用語言學、外語教育、外語教師教育等。
題目
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.
龔亞夫
全國政協第九、第十、第十一屆委員會委員，中國教育科學研究院研究員，加拿大約克大學教育學院語言、文化、教育專業碩士學位。現擔任中國教育學會外語教學專業委員會理事長，教育部教師資源專家委員會委員。長期從事中小學英語教育，自1988年參加中英合編初中英語教材，參加編寫、改編、主編數套中小學英語教材，其中包括《PEP小學英語》、《新目標英語》、《新維度英語》等，並設計製作、主講數部大型電視教學片，如《走遍美國》、《澳洲之旅》等。出版有《任務型語言教學》、《英語教育新論：多元目標英語課程》以及有關英語教育的文章數十篇。感興趣的研究領域包括交際語言教學、任務型語言教學、第二語言習得、英語課程設計以及教師教育等。
題目
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.
劉建達
博士、教授、博士生導師，教育部”新世紀優秀人才培養計劃“入選者。現任廣東外語外貿大學副校長，全國人文社科重點研究基地、外國語言學及應用語言學研究中心主任。廣東省大學英語課程教學指導委員會主任、教育部大學英語教學指導委員會委員。主要研究方向包括語言測試、外語教育、語用習得。曾主持教育部社科重大攻關項目、國家社科、教育部人文社會科學重點研究基地重大研究項目等多項科研項目。代表論著有 Measuring Interlanguage Pragmatic Knowledge of EFL Learners（Peter Lang）。論文曾發表於Language Testing等國內外權威學術刊物。現主持教育部社科重大攻關項目“中國英語能力等級量表建設研究”。曾獲廣東省哲學社會科學優秀成果獎、廣東省高等學校“千百十工程”省級先進個人。現擔任Applied Linguistics，Language Learning, Language Testing, Language Assessment Quarterly等國際權威學術刊物的審稿專家。
題目
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
上海外國語大學教授、博士生導師，中國外語戰略研究中心學術委員會主任，國家教材委員會專家委員會委員，教育部高中英語課標修訂組組長，中國學術英語教學研究會副會長，上海教育考試命題與評價指導委員會委員，上海國際教育考試服務中心主任。兩次獲國家級教學成果獎，並獲寶鋼全國優秀教師獎、上海市高校教學名師獎、國家級高等教育精品教材獎、上海市高等教育優秀教材獎。曾任上海外國語大學大學英語學院院長、海外合作學院院長等。主要從事語言學及應用語言學、外語教學理論及課程建設與評價研究。著有《現代句法學》、《現代語言學簡明教程》、《大中小學一條龍英語人才培養模式研究》、《大中小學英語教學現狀調查》、《國際化創新型外語人才培養模式研究》、《V′-域內詞序及中心語方位性研究》、《什麼是最簡方案》、《思想本質》、《新編英語教程》、《高級口譯教程》、《口譯技能教程》、《海外留學英語系列教程》、《語言學及應用語言學百科全書》、《漢英口譯詞典》等專著、譯著、教材、辭書等50餘部，主編普通高校國家規劃教材10餘套。
題目
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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