Lawrence Jun Zhang(张军)博士现任新西兰奥克兰大学教育与社会工作学院副院长、应用语言学教授,在元认知、二语读写教学、学术英语写作、语言教师教育等领域著述颇丰,并于2016年世界英语教师协会(TESOL International Association)成...Lawrence Jun Zhang(张军)博士现任新西兰奥克兰大学教育与社会工作学院副院长、应用语言学教授,在元认知、二语读写教学、学术英语写作、语言教师教育等领域著述颇丰,并于2016年世界英语教师协会(TESOL International Association)成立50周年之际,荣获英语教学领域“全球50名领军学者”称号。受《山东外语教学》编辑部委托,笔者对张军教授进行了专访。此次访谈围绕当下外语教师教育研究的热点以及重点展开。张军教授结合在中国、美国、新加坡、英国和新西兰多年的教学与科研经历,从跨文化的视角,探讨了外语教师教育课程设置、语言政策、理论的引进与输出等话题。展开更多
Lawrence Jun Zhang(张军)教授长期致力于二语习得和外语教学研究,其研究兴趣广泛。他在二语习得、双语教学、学习策略、阅读与写作教学和教师教育等诸多领域都有研究,尤其对元认知与外语教学颇感兴趣,并取得了丰硕的研究成果。TESOL国...Lawrence Jun Zhang(张军)教授长期致力于二语习得和外语教学研究,其研究兴趣广泛。他在二语习得、双语教学、学习策略、阅读与写作教学和教师教育等诸多领域都有研究,尤其对元认知与外语教学颇感兴趣,并取得了丰硕的研究成果。TESOL国际学会2011年度因此授予他"最佳科研论文奖"。本文就元认知的内涵意义及其与外语教学的关系访谈了张教授。访谈中,张教授简单回顾了元认知概念在认知心理学以及教育心理学的产生和发展,并且对元认知与二语习得和外语教学在国内外的发展现状进行了简单的总结,认为元认知在国内外发展迅速,学者们特别就元认知与外语学习效果之间的关系做了大量研究。最后,他就元认知与外语教学的未来发展提出建议,认为元认知与外语教学的研究不仅仅可以从认知和社会文化理论角度进行,还可以从动态系统理论视角展开。展开更多
本文是对蔡基刚教授《英汉学术语篇元话语对比中的平行语料库建设问题研究》一文的回应文章。蔡文从功能与形式、显性标记和隐性标记、字词比例以及对比基础四个方面对Mu et al.文(2015)的语料库建设可靠性提出了质疑。本文从英汉学术...本文是对蔡基刚教授《英汉学术语篇元话语对比中的平行语料库建设问题研究》一文的回应文章。蔡文从功能与形式、显性标记和隐性标记、字词比例以及对比基础四个方面对Mu et al.文(2015)的语料库建设可靠性提出了质疑。本文从英汉学术语篇元话语对比研究设计理据和研究目的、语料标注、对比基础以及统计方法四个方面向蔡教授请教商榷,并区分了对比语料库中的平行语料库和可比语料库相关建设问题,以促进相关问题研究的深入开展。展开更多
Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at th...Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.展开更多
Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms w...Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms were levelled against LLS research.We argue that despite the justification for some points,such criticisms are not based on a complete understanding of the theoretical foundations of LLS research,nor on what metacognition entails,especially when these two constructs are related to both the cognitive and sociocultural domains of learning.Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings,it cannot be treated purely as a cognitive enterprise;instead,it should be conceptualized as a set of complex dynamic systems.We argue that some of the criticisms of LLS research are problematic because of the critics'limited understanding of LLS research.These critics have not pointed out close relationships between LLS research and metacognition.To disperse the confusion caused by such criticisms and to advance the field,we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning,teaching and research.We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary.Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning,teaching,and research.展开更多
In this globalized world in which we live,the rapidity at which the enterprise of second and foreign language learning and teaching,and of course,by extension,research on second language acquisition(SLA)or foreign lan...In this globalized world in which we live,the rapidity at which the enterprise of second and foreign language learning and teaching,and of course,by extension,research on second language acquisition(SLA)or foreign language or second展开更多
文摘Lawrence Jun Zhang(张军)博士现任新西兰奥克兰大学教育与社会工作学院副院长、应用语言学教授,在元认知、二语读写教学、学术英语写作、语言教师教育等领域著述颇丰,并于2016年世界英语教师协会(TESOL International Association)成立50周年之际,荣获英语教学领域“全球50名领军学者”称号。受《山东外语教学》编辑部委托,笔者对张军教授进行了专访。此次访谈围绕当下外语教师教育研究的热点以及重点展开。张军教授结合在中国、美国、新加坡、英国和新西兰多年的教学与科研经历,从跨文化的视角,探讨了外语教师教育课程设置、语言政策、理论的引进与输出等话题。
文摘Lawrence Jun Zhang(张军)教授长期致力于二语习得和外语教学研究,其研究兴趣广泛。他在二语习得、双语教学、学习策略、阅读与写作教学和教师教育等诸多领域都有研究,尤其对元认知与外语教学颇感兴趣,并取得了丰硕的研究成果。TESOL国际学会2011年度因此授予他"最佳科研论文奖"。本文就元认知的内涵意义及其与外语教学的关系访谈了张教授。访谈中,张教授简单回顾了元认知概念在认知心理学以及教育心理学的产生和发展,并且对元认知与二语习得和外语教学在国内外的发展现状进行了简单的总结,认为元认知在国内外发展迅速,学者们特别就元认知与外语学习效果之间的关系做了大量研究。最后,他就元认知与外语教学的未来发展提出建议,认为元认知与外语教学的研究不仅仅可以从认知和社会文化理论角度进行,还可以从动态系统理论视角展开。
文摘本文是对蔡基刚教授《英汉学术语篇元话语对比中的平行语料库建设问题研究》一文的回应文章。蔡文从功能与形式、显性标记和隐性标记、字词比例以及对比基础四个方面对Mu et al.文(2015)的语料库建设可靠性提出了质疑。本文从英汉学术语篇元话语对比研究设计理据和研究目的、语料标注、对比基础以及统计方法四个方面向蔡教授请教商榷,并区分了对比语料库中的平行语料库和可比语料库相关建设问题,以促进相关问题研究的深入开展。
文摘Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.
文摘Against a background where language learning/learner strategy(LLS)research was criticized,we would like to bring to the fore a key concept,metacognition,which has not been fully understood in the way that criticisms were levelled against LLS research.We argue that despite the justification for some points,such criticisms are not based on a complete understanding of the theoretical foundations of LLS research,nor on what metacognition entails,especially when these two constructs are related to both the cognitive and sociocultural domains of learning.Exactly because metacognition is undergirded by both cognitive and sociocultural underpinnings,it cannot be treated purely as a cognitive enterprise;instead,it should be conceptualized as a set of complex dynamic systems.We argue that some of the criticisms of LLS research are problematic because of the critics'limited understanding of LLS research.These critics have not pointed out close relationships between LLS research and metacognition.To disperse the confusion caused by such criticisms and to advance the field,we elaborate on a dynamic metacognitive systems perspective on second and foreign language learning,teaching and research.We maintain that thinking metacognitively about metacognition with dual or multiple perspectives is necessary.Doing so will enable us to see the contribution of the dynamic metacognitive systems perspective to enhancing our understanding of second and foreign learning,teaching,and research.
文摘In this globalized world in which we live,the rapidity at which the enterprise of second and foreign language learning and teaching,and of course,by extension,research on second language acquisition(SLA)or foreign language or second
