讲座题目一：对40年外语学习者策略研究的再思考
讲座时间：2017年5月5日上午10:00
讲座题目二：教学研究与国际学术期刊论文的写作及发表
讲座时间：2017年5月5日下午2:00
讲座地点：bwin必赢5楼学术会议厅
主 讲 人：张军 教授
内容简介：
对40年外语学习者策略研究的再思考：
It has taken over 40 years for language learning/learner strategies (LLS) research to come to terms with the status quo it enjoys today (Cohen & Griffiths, 2015; Cohen & Macaro, 2007a; Oxford, 2014). Criticisms against LLS research abound (Dörnyei, 2005; Ellis, 1994, 2008; Rees-Miller, 1993; Tseng & Dörnyei, 2006), which are beneficial to advancing the field. Reactions are equally vehement (Chamot & Rubin, 1994; Cohen & Macaro, 2007b; Gao, 2006; Rubin & Chamot, 1994; Rose, 2012). I would like to participate in this discussion as an academic exercise by bringing to the fore metacognition in relation to learner autonomy (Barnard, 2016), because central to what has been proposed by Dörnyei as a replacement of LLS is self-regulated learning (SRL), which, unfortunately, is equally problematic exactly the same way LLS research suffered setbacks. Theorising metacognition as being complex and dynamic entails that the construct has to maintain continuous change and adaptation. Such change and adaptation are to be enacted upon by learners and induced by the learning tasks, task environments, and sociocultural-sociopolitical contexts, where learning takes place in its “situated” locales. In order to become strategic in language learning, with an ultimate aim of “taking control” (Pamberton, 1996) of their learning, learners need to reconsider their actions and decisions in the learning process towards learner autonomy. As a way to conclude my seminar, I would like to invite colleagues to participate in this discussion, particularly about how such positioning might be able to offer insight into research on L2 learner development in both theoretical and practical terms. I argue that such dynamic metacognitive views on L2 learner development provide a useful lens through which 40 years of language learner strategy research can be invigorated and revitalised for benefiting L2 learners.
教学研究与国际学术期刊论文的写作及发表：
There is an obviously unnecessary division between the two camps of researchers in Chinese research communities. Pure or theoretical researchers and practical or pedagogical researchers are given different social statuses in most institutions of higher education in China. I argue that this mentality has created a boundary that prevents knowledge production, and as a result is not conducive to improving student learning. Instead, I would assume that researching teaching to inform pedagogies for improving student learning is an important agenda in universities’ mission statements. The key point is to get this body of research published in international journals or other platforms so that researchers who share similar interest in the West can echo what has been done in Chinese universities. Nonetheless, writing is a challenge facing many emergent scholars. The challenge is exacerbated for non-native English-speaking writers, who, on the one hand, have to juggle linguistic demands, and on the other hand, consider the logical organisation for expressing the intended meanings coherently. Issues germane to such a challenge probably relate to non-native English-speaking writers’ lack of genre awareness, discourse knowledge, rhetorical disparities, and any other minor but significant aspects that affect reader-reviewer-editor judgment about the quality of the work presented in a submitted manuscript. Such a challenge, in all likelihood, is greater for Chinese scholars who have limited access to international journals to which they can potentially contribute their pedagogical research articles. Come and join Dr Zhang in this seminar, where he will share his personal experience as co-editor of TESOL Quarterly (SSCI), co-Editor-in-Chief for System (SSCI), an editorial board member of several leading journals, The Applied Linguistics Review (SSCI), Journal of Second Language Writing (SSCI), Metacognition and Learning (SSCI), and a reviewer for a number of eminent SSCI-indexed journals such as Educational Psychology, Instructional Science, Review of Educational Research, Language Learning, Applied Linguistics, Modern Language Journal, Language Teaching Research, Language, Culture & Curriculum, Journal of Multilingual and Multicultural Development, and Assessing Writing. He will present an overview of a range of journals for possible publications and share strategies for success. A Q&A segment will follow, which will allow audience to interact with the speaker.
主讲人简介：
张军(Lawrence Jun Zhang)，新西兰奥克兰大学教授、博导、教育学部副部长，吉林大学“长白山”讲座教授。TESOL国际学会常任理事（2017-2020），美国应用语言学学会 “优秀论文奖评选委员会”副会长（2015-2018）。知名SSCI索引期刊TESOL Quarterly的常任栏目主编，26家SSCI索引期刊论文特邀评阅人，16家国际期刊（其中6家SSCI）编委，6家国际出版社书稿审阅人；加拿大社会科学与人文科学研究基金会年度基金项目、新加坡教育部下属国家教育学院教育研究院年度科研基金项目和香港特区政府年度科研基金项目特邀评审。张军教授主要从事心理语言学、二语习得、元认知、学习策略、量化研究方法、语言测试、阅读教学设计及外语教师认知发展等方面的研究。近五年先后主持了由新加坡教育部资助的多项科研项目；在British Journal of Educational Psychology, TESOL Quarterly, Language Awareness, Language and Education, Instructional Science, Journal of Psycholinguistic Research, System, Journal of Second Language Writing等国际权威期刊发表论文100余篇，其中第一作者及通讯作者41 篇， SSCI 收录论文33篇，累计引用次数为1500次（Google Scholar谷歌学术网）。其代表作《动态系统论元认知观：中国外语学生外语阅读元认知能力的培养》是2011年度“TESOL国际学会最佳年度优秀科研论文奖”的唯一得主；2016年被评为TESOL国际学会50年来全球最有影响力的50个TESOL学者之一。张军教授的研究成果从理论和实践上推动了英语作为外语或者第二语言的研究，为中国英语学习者解决英语学习中所面临的问题指明了方向。
