Zhisheng Wen (Edward)
Zhisheng (Edward) Wen holds a Ph.D. in applied linguistics/second language acquisition from the Chinese University of Hong Kong and is currently Professor and Interim Head of the Department of English Language and Literature at the Hong Kong Shue Yan University (HKSYU), Hong Kong, China. He has taught a broad range of undergraduate and postgraduate programs in applied linguistics, psycholinguistics, TESOL and teacher education, and business writing/financial translation at tertiary institutes across the Greater Bay Area (GBA; Guandong, Hong Kong, and Macau) for over 20 years at the tertiary level.
Prof. Wen's broad research interests include Second Language Acquisition, Psycholinguistics and Cognitive Science, Language Testing & Assessment, Task-based Language Teaching, Translanguaging, Cognitive Translation/Interpreting Studies, Genre Analysis and ESP Theory & Practice. His research expertise and current research foci include language aptitude and working memory in native and second language acquisition, processing, development and evolution (couched within his Phonological/Executive model of working memory and language).
Prof. Wen has authored "Working memory and second language learning”, 2016; Reprinted by FLTRP in 2018 in China) and is the leading editor with Mailce Mota and Arthur McNeill for "Working memory in second language acquisition and processing" (Multilingual Matters, 2015; Reprinted in 2019 by TELOS in Brazil and in 2022 by FLTRP in Beijing); guest-editor of five Special Journal Issues (Asian Journal of English Language Teaching, 2013; Annual Review of Applied Linguistics, 2021; Asian Pacific Journal of Foreign and Second Language Education, 2022; Language Teaching Research Quarterly, 2022 & 2023). His recent books include "Language Aptitude: Advancing theory, testing, research and practice" (Routledge, 2019), and "Researching L2 Task Performance and Pedagogy in honour of Peter Skehan" (John Benjamins, 2019; with Ahmadian)， "Cambridge handbook of working memory and language" (Cambridge University Press, 2022; with Schwieter), "Language aptitude theory and practice" (Cambridge University Press, 2023; with Skehan and Sparks), "Memory in science for society" (OUP, 2023; with Logie, Gathercole, Cowan & Engle), and "Cognitive individual differences in second language acquisition: Theories, Assessment and Pedagogy", Mouton de Gruyter, 2023; with Sparks, Biedron & Teng), "Interpreting as translanguaging: Theory, research, and practice" (CUP, 2023; with Han and Runcieman) and "Working memory in first and second language" (CUP, forthcoming; with Baddeley and Cowan).
More to his research can be found (and downloaded) on his personal pages at Researchgate and Academia:
https://ipm.academia.edu/EdwardZhishengWen (Academia)
https://www.researchgate.net/profile/Zhisheng_Wen2 (Researchgate)
Supervisors: Peter Skehan
Phone: 853-8599-6389
Address: School of Languages and Translation, Macao Polytechnic Institute, MACAU
Prof. Wen's broad research interests include Second Language Acquisition, Psycholinguistics and Cognitive Science, Language Testing & Assessment, Task-based Language Teaching, Translanguaging, Cognitive Translation/Interpreting Studies, Genre Analysis and ESP Theory & Practice. His research expertise and current research foci include language aptitude and working memory in native and second language acquisition, processing, development and evolution (couched within his Phonological/Executive model of working memory and language).
Prof. Wen has authored "Working memory and second language learning”, 2016; Reprinted by FLTRP in 2018 in China) and is the leading editor with Mailce Mota and Arthur McNeill for "Working memory in second language acquisition and processing" (Multilingual Matters, 2015; Reprinted in 2019 by TELOS in Brazil and in 2022 by FLTRP in Beijing); guest-editor of five Special Journal Issues (Asian Journal of English Language Teaching, 2013; Annual Review of Applied Linguistics, 2021; Asian Pacific Journal of Foreign and Second Language Education, 2022; Language Teaching Research Quarterly, 2022 & 2023). His recent books include "Language Aptitude: Advancing theory, testing, research and practice" (Routledge, 2019), and "Researching L2 Task Performance and Pedagogy in honour of Peter Skehan" (John Benjamins, 2019; with Ahmadian)， "Cambridge handbook of working memory and language" (Cambridge University Press, 2022; with Schwieter), "Language aptitude theory and practice" (Cambridge University Press, 2023; with Skehan and Sparks), "Memory in science for society" (OUP, 2023; with Logie, Gathercole, Cowan & Engle), and "Cognitive individual differences in second language acquisition: Theories, Assessment and Pedagogy", Mouton de Gruyter, 2023; with Sparks, Biedron & Teng), "Interpreting as translanguaging: Theory, research, and practice" (CUP, 2023; with Han and Runcieman) and "Working memory in first and second language" (CUP, forthcoming; with Baddeley and Cowan).
More to his research can be found (and downloaded) on his personal pages at Researchgate and Academia:
https://ipm.academia.edu/EdwardZhishengWen (Academia)
https://www.researchgate.net/profile/Zhisheng_Wen2 (Researchgate)
Supervisors: Peter Skehan
Phone: 853-8599-6389
Address: School of Languages and Translation, Macao Polytechnic Institute, MACAU
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Books and edited volumes by Zhisheng Wen (Edward)
导读：徐 浩
ISBN：978-7-5213-0382-7
出版社：外语教学与研究出版社
出版时间：2018年9月
定价：57.90元
内容简介
工作记忆对二语习得具有认知上的基础性意义，《工作记忆与第二语言学：面向整合性方法》主要探讨工作记忆与二语习得研究的创新性整合，以揭示工作记忆对二语习得的影响。
本书共分为十章。第一章简要介绍工作记忆的研究概貌、研究主题和中心议题等，并呈现全书结构。第二、三章是本书的理论和方法基础，分别描述与整合性框架相关的工作记忆理论模型和工作记忆测量方法。第四、五章聚焦工作记忆对语言习得影响的研究，分别综述母语习得和二语习得领域的相关研究。第六至十章详细阐述了工作记忆与二语习得整合性框架的建构及结构，并结合二语习得研究中的重要议题——任务和学能，展示了整合性框架的可接受性和可操作性。
本书结构清晰，论述要点突出，逻辑自然流畅，例证充分得当，是二语习得领域的一部佳作，对业内专家、科研新手以及相关专业研究生均有裨益。
导读（徐浩）
本书是一本力作，值得推荐。希望这篇导读能将书中的核心思想、主要议题和基本研究结果用通俗易懂的语言呈现给读者。为了达到这个目的，我将导读分为三个部分：第一部分首先对工作记忆研究最基本的问题和脉络做出梳理；第二部分介绍书中主要内容，旨在聚焦关键问题，凝练核心思想，突出重要贡献；第三部分将着力探讨在本书所述内容的基础上，工作记忆研究（尤其是工作记忆与二语习得的接口问题）如何进一步向前推进，以及目前还有哪些问题亟待回答。
......
沿着这样的思路，借助本书的框架，或许有如下议题可展开进一步研究：第一，工作记忆对二语习得有显著的作用和意义，那么二语习得中的各项活动（认知的和行为的）是否也存在促进工作记忆发展的作用和意义？二语习得和工作记忆之间是否可以相互促进和协同发展？第二，工作记忆的发展对母语习得和二语习得均有重要意义，但现有研究表明，学习者在二语习得中对工作记忆的利用似乎没有在母语习得中那样充分，原因为何？除二语习得子域和子技能两个向量外，是否还存在第三个向量？第三，既然工作记忆和二语习得存在理论和概念上的整合基础，那么在工作记忆的测量上是否也可有新的推进和发展？这些问题都非常值得探讨和研究。这也正是本书在为我们提供可用、好用的新模型和新框架之外所带来的重要启示。
*因篇幅原因，导读内容有删减。
购书方法
复制￥tTY0bUaPSHJ￥ 打开手机淘宝
“世界语言学与应用语言学研究丛书”目前已出版4本，欢迎了解购买
Language Aptitude: Advancing Theory, Testing, Research and Practice brings together cutting-edge global perspectives on foreign language aptitude. Drawing from educational psychology, cognitive science, and neuroscience, the editors have assembled interdisciplinary authors writing for an applied linguistics and education audience. The book is broken into four major themes: revisiting and updating current language aptitude theories and models; emerging insights from contemporary research into language aptitude and the age-factor or the critical period hypothesis; redefining constructs and broadening territories of foreign language aptitude; and future directions of foreign language aptitude research. Focused on critical issues in foreign language aptitude and second language learning and teaching, this book will be an important research resource and supplemental reading in both Applied Linguistics and Cognitive Psychology.
Editor Bios:
ZHISHENG (EDWARD) WEN (PhD, Chinese University of Hong Kong) is currently
an Associate Professor in the School of Languages and Translation at Macao
Polytechnic Institute, Macau, China, having previously taught at universities in Hong Kong and mainland China for over 15 years.
PETER SKEHAN (PhD, Birkbeck College, University of London) has worked as a Professor at St. Mary's University College, Twickenham, London, Auckland University, Chinese University of Hong Kong, King's College London, and Thames Valley University.
ADRIANA BIEDROŃ (PhD, School of English, Poznań) is currently Professor of English at the Faculty of Philology, Pomeranian University in Słupsk, Poland
SHAOFENG LI (PhD, Michigan State University) is an Associate Professor of Foreign and Second Language Education at Florida State University, and previously worked as a Senior Lecturer in Applied Language Studies at the University of Auckland.
RICHARD SPARKS (EdD, University of Cincinnati) is a Professor Emeritus in the Mount
St. Joseph University's Department of Graduate Education, USA.
Reviews:
Language aptitudes are reliable predictors of rate of classroom foreign language learning and of level of ultimate attainment in naturalistic SLA. Aptitude is a central interest in the field, therefore, as reflected both in increasingly detailed analyses of the construct itself and in the development of several new aptitude measures in recent years. Language Aptitude: Advancing theory, testing, research and practice provides an authoritative historical overview of aptitude research, analyses of its sub-components, and instrumentation, surveys of current work on relationships among age of onset, aptitudes, and ultimate L2 attainment, and chapters on related cognitive and neurocognitive models, concluding with suggestions for future work and potential applications in language teaching. The contributors are experts, and the book will be a vital resource for SLA researchers, applied linguists, graduate students and language teachers for years to come.
Michael H. Long, University of Maryland
"Individual differences in language ability form a new frontier for the language sciences. To make progress, we need more advanced ways of measuring variation in language skills. Encapsulating the state of the art and outlining possible future directions, Language Aptitude will be invaluable not only to researchers in second language learning but also to language scientists, more generally."
Morten Christiansen, Cornell University, USA.
"This impressive collection of papers by leading researchers provides a much-needed state-of-the-art overview of developments in the theory and measurement of language learning aptitudes that have accumulated steadily in recent years. Understanding aptitudes for learning successfully from different conditions of exposure and pedagogic interventions is now a major area of SLA research, and one of great educational consequence, as this important book clearly describes. Authoritative, comprehensive, forward-looking, and highly recommended!"
Peter Robinson, Aoyama Gakuin University, Tokyo
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics in Hong Kong, Macao, and mainland China for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’. His recent books included “Working memory in second language acquisition and processing” (co-edited with Mailce Mota and Arthur McNeill; 2015, Multilingual Matters) and "Working memory and second language learning" (2016, Multilingual Matters).
ADRIANA BIEDROŃ is Professor in English Philology Department at the Pomeranian Academy in Słupsk. Prof. Biedroń’s research interests include applied psycholinguistics and second language acquisition theory. Her research focuses on individual differences in SLA, in particular, foreign language aptitude and cognitive and personality factors in gifted L2 learners. Her recent publications include a research monograph on ‘Cognitive-affective profile of gifted adult foreign language learners’ (2012, Słupsk) and a state of the art article ‘New conceptualizations of linguistic giftedness’ (with M. Pawlak) in Language Teaching (2016).
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.
This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude.
Reviews:
"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field." Alan Baddeley, University of York, U.K.
"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts." Nelson Cowan, University of Missouri-Columbia, USA
"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas." Nick Ellis, University of Michigan, U.S.A.
"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences." John Williams, University of Cambridge, UK
Author Biography:
Zhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters). His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.
This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword (by Michael Bunting & Randall Engle) and introductory theoretical chapters written by leading figures in the field of cognitive psychology (e.g., Alan Baddeley, and Nelson Cowan). Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, interaction, performance, instruction and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.
Editorial Reviews:
Exploring relationships between Working Memory and SLA, this book is an invaluable resource, featuring chapters by leading theorists and a range of insightful empirical studies of second language acquisition and processing. Stimulating and essential reading which deepens current understanding of SLA, and which is bound to prompt future research!
Peter Robinson, Aoyama Gakuin University, Japan
Working memory is currently a topic of very high importance in second language research. This valuable volume contains state of the art contributions from both respected, established figures and up and coming scholars. It will be read with interest and profit by scholars in the field.
Alison Mackey, Georgetown University, USA
Book Reviews
Overall, the volume is successful in fulfilling its editors’ aims, i.e. to provide a forum
for dialogue between SLA and WM research and to further integrate the two fields. The diversity and reach of the field is amply demonstrated by the range of empirical bases it covers. By including a range of opinions on how to move the WM–SLA field forward, the volume can serve as inspiration for future research programs, thus contributing to the already highly dynamic interface between WM and SLA research.
(Tom Rankin, Vienna University of Economics and Business, Austria, in Second Language Research, 2016)
The editors have done an impressive job of gathering the biggest names from the fields of cognitive psychology and SLA to present a comprehensive review of the state of the art in this field, as well as have created a discussion forum on the SLA-WM relationship.
(Adriana Biedroń, Pomeranian University in Słupsk, Poland Studies in Second Language Learning and Teaching 5 (4). 2015. 697-713)
The collection has synthesized and compiled a diversified body of research on WM and its relation to SLA supported by accessible writing styles. Many readers would appreciate that the volume provides an overview of theoretical WM models and empirical studies that are well elaborated by interesting background information, through which the readers come to understand the complex L2 processing strategies, cognitive processes, their measurements in L1 and L2 research, feedback type and L2 self-repair behavior. Combining a range of the theoretical and methodological innovation of WM-SLA research is a particular strength of the volume. As such, this book would be a valuable reference for readers in areas such as cognitive psychology, theoretical linguistics, and education, especially those engaging with topics related to L2 syntactic structures, vocabulary, L2 proficiency, and speech and writing studies.
(Asmaa Shehata, University of Calgary, Canada LINGUIST List 27.1512, 2016)
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at the School of Languages and Translation at Macao Polytechnic Institute. He has been lecturing in key universities in Mainland China, Hong Kong and Macao for over 15 years and has researched and published extensively in second language acquisition, psycholinguistics and other areas of applied linguistics.;
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.;
Arthur McNeill is Director of the Center for Language Education and Associate Dean of the School of Humanities and Social Science at the Hong Kong University of Science and Technology. He has research expertise and publications in key areas of applied linguistics, SLA, teacher education and vocabulary teaching and learning.
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at the School of Languages and Translation at Macao Polytechnic Institute. He has been lecturing in key universities in Mainland China, Hong Kong and Macao for over 15 years and has researched and published extensively in second language acquisition, psycholinguistics and other areas of applied linguistics.;
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.;
Arthur McNeill is Director of the Center for Language Education and Associate Dean of the School of Humanities and Social Science at the Hong Kong University of Science and Technology. He has research expertise and publications in key areas of applied linguistics, SLA, teacher education and vocabulary teaching and learning.
Papers by Zhisheng Wen (Edward)
导读：徐 浩
ISBN：978-7-5213-0382-7
出版社：外语教学与研究出版社
出版时间：2018年9月
定价：57.90元
内容简介
工作记忆对二语习得具有认知上的基础性意义，《工作记忆与第二语言学：面向整合性方法》主要探讨工作记忆与二语习得研究的创新性整合，以揭示工作记忆对二语习得的影响。
本书共分为十章。第一章简要介绍工作记忆的研究概貌、研究主题和中心议题等，并呈现全书结构。第二、三章是本书的理论和方法基础，分别描述与整合性框架相关的工作记忆理论模型和工作记忆测量方法。第四、五章聚焦工作记忆对语言习得影响的研究，分别综述母语习得和二语习得领域的相关研究。第六至十章详细阐述了工作记忆与二语习得整合性框架的建构及结构，并结合二语习得研究中的重要议题——任务和学能，展示了整合性框架的可接受性和可操作性。
本书结构清晰，论述要点突出，逻辑自然流畅，例证充分得当，是二语习得领域的一部佳作，对业内专家、科研新手以及相关专业研究生均有裨益。
导读（徐浩）
本书是一本力作，值得推荐。希望这篇导读能将书中的核心思想、主要议题和基本研究结果用通俗易懂的语言呈现给读者。为了达到这个目的，我将导读分为三个部分：第一部分首先对工作记忆研究最基本的问题和脉络做出梳理；第二部分介绍书中主要内容，旨在聚焦关键问题，凝练核心思想，突出重要贡献；第三部分将着力探讨在本书所述内容的基础上，工作记忆研究（尤其是工作记忆与二语习得的接口问题）如何进一步向前推进，以及目前还有哪些问题亟待回答。
......
沿着这样的思路，借助本书的框架，或许有如下议题可展开进一步研究：第一，工作记忆对二语习得有显著的作用和意义，那么二语习得中的各项活动（认知的和行为的）是否也存在促进工作记忆发展的作用和意义？二语习得和工作记忆之间是否可以相互促进和协同发展？第二，工作记忆的发展对母语习得和二语习得均有重要意义，但现有研究表明，学习者在二语习得中对工作记忆的利用似乎没有在母语习得中那样充分，原因为何？除二语习得子域和子技能两个向量外，是否还存在第三个向量？第三，既然工作记忆和二语习得存在理论和概念上的整合基础，那么在工作记忆的测量上是否也可有新的推进和发展？这些问题都非常值得探讨和研究。这也正是本书在为我们提供可用、好用的新模型和新框架之外所带来的重要启示。
*因篇幅原因，导读内容有删减。
购书方法
复制￥tTY0bUaPSHJ￥ 打开手机淘宝
“世界语言学与应用语言学研究丛书”目前已出版4本，欢迎了解购买
Language Aptitude: Advancing Theory, Testing, Research and Practice brings together cutting-edge global perspectives on foreign language aptitude. Drawing from educational psychology, cognitive science, and neuroscience, the editors have assembled interdisciplinary authors writing for an applied linguistics and education audience. The book is broken into four major themes: revisiting and updating current language aptitude theories and models; emerging insights from contemporary research into language aptitude and the age-factor or the critical period hypothesis; redefining constructs and broadening territories of foreign language aptitude; and future directions of foreign language aptitude research. Focused on critical issues in foreign language aptitude and second language learning and teaching, this book will be an important research resource and supplemental reading in both Applied Linguistics and Cognitive Psychology.
Editor Bios:
ZHISHENG (EDWARD) WEN (PhD, Chinese University of Hong Kong) is currently
an Associate Professor in the School of Languages and Translation at Macao
Polytechnic Institute, Macau, China, having previously taught at universities in Hong Kong and mainland China for over 15 years.
PETER SKEHAN (PhD, Birkbeck College, University of London) has worked as a Professor at St. Mary's University College, Twickenham, London, Auckland University, Chinese University of Hong Kong, King's College London, and Thames Valley University.
ADRIANA BIEDROŃ (PhD, School of English, Poznań) is currently Professor of English at the Faculty of Philology, Pomeranian University in Słupsk, Poland
SHAOFENG LI (PhD, Michigan State University) is an Associate Professor of Foreign and Second Language Education at Florida State University, and previously worked as a Senior Lecturer in Applied Language Studies at the University of Auckland.
RICHARD SPARKS (EdD, University of Cincinnati) is a Professor Emeritus in the Mount
St. Joseph University's Department of Graduate Education, USA.
Reviews:
Language aptitudes are reliable predictors of rate of classroom foreign language learning and of level of ultimate attainment in naturalistic SLA. Aptitude is a central interest in the field, therefore, as reflected both in increasingly detailed analyses of the construct itself and in the development of several new aptitude measures in recent years. Language Aptitude: Advancing theory, testing, research and practice provides an authoritative historical overview of aptitude research, analyses of its sub-components, and instrumentation, surveys of current work on relationships among age of onset, aptitudes, and ultimate L2 attainment, and chapters on related cognitive and neurocognitive models, concluding with suggestions for future work and potential applications in language teaching. The contributors are experts, and the book will be a vital resource for SLA researchers, applied linguists, graduate students and language teachers for years to come.
Michael H. Long, University of Maryland
"Individual differences in language ability form a new frontier for the language sciences. To make progress, we need more advanced ways of measuring variation in language skills. Encapsulating the state of the art and outlining possible future directions, Language Aptitude will be invaluable not only to researchers in second language learning but also to language scientists, more generally."
Morten Christiansen, Cornell University, USA.
"This impressive collection of papers by leading researchers provides a much-needed state-of-the-art overview of developments in the theory and measurement of language learning aptitudes that have accumulated steadily in recent years. Understanding aptitudes for learning successfully from different conditions of exposure and pedagogic interventions is now a major area of SLA research, and one of great educational consequence, as this important book clearly describes. Authoritative, comprehensive, forward-looking, and highly recommended!"
Peter Robinson, Aoyama Gakuin University, Tokyo
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics in Hong Kong, Macao, and mainland China for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’. His recent books included “Working memory in second language acquisition and processing” (co-edited with Mailce Mota and Arthur McNeill; 2015, Multilingual Matters) and "Working memory and second language learning" (2016, Multilingual Matters).
ADRIANA BIEDROŃ is Professor in English Philology Department at the Pomeranian Academy in Słupsk. Prof. Biedroń’s research interests include applied psycholinguistics and second language acquisition theory. Her research focuses on individual differences in SLA, in particular, foreign language aptitude and cognitive and personality factors in gifted L2 learners. Her recent publications include a research monograph on ‘Cognitive-affective profile of gifted adult foreign language learners’ (2012, Słupsk) and a state of the art article ‘New conceptualizations of linguistic giftedness’ (with M. Pawlak) in Language Teaching (2016).
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.
This book introduces a principled approach to conceptualizing and measuring working memory in first and second language research. It presents comprehensive, thorough and updated reviews of relevant literatures of WM and SLA research in cognitive sciences, cognitive psychology and applied linguistics. Drawing on multidisciplinary research insights, it advocates an integrated framework for implementing working memory and second language acquisition research. In light of the basic tenets and general principles of this integrated perspective, the book then proposes an overarching theoretical model that clearly specifies the distinctive roles of phonological and executive working memory as they relate to specific second language acquisition domains and processing activities. The implications of this innovative Phonological/Executive Model are further discussed and elaborated, first for the specific realm of L2 task-based speech planning and performance, and then within the broader context of foreign language aptitude.
Reviews:
"One of the most encouraging features of the development of the multicomponent model of working memory has been its application beyond the laboratory to a range of issues of which language learning is among the most important. Work was initially focused on native language acquisition but subsequently exciting developments are increasingly occurring in the hugely significant field of second language learning. This book surveys the field in detail , producing a synthesis of evidence and theory that will make a substantial contribution to this important field." Alan Baddeley, University of York, U.K.
"There are perhaps few predicaments as frustrating as being unable to communicate with another person because he or she does not speak the same language as you. In this volume, Dr. Wen comprehensively considers the importance for second-language learning of the individual’s working memory, the small amount of information that can be readily held in mind to carry out cognitive tasks. Different theoretical views are considered in detail and they are judiciously applied in an up-to-date treatment of various facets of language learning. The volume will be of great interest to students of both memory and language, ranging from novices to experts." Nelson Cowan, University of Missouri-Columbia, USA
"A well-informed, up-to-date, and comprehensive review of phonological and executive aspects of working memory, their components and measurement, their roles in second language acquisition and processing, and their status as language aptitudes. An excellent overview for scholars in these areas." Nick Ellis, University of Michigan, U.S.A.
"A thorough analysis of how the various components of the working memory system relate to different aspects of second language processing and learning. This is a very timely and useful contribution to a centrally important topic in the field of individual differences." John Williams, University of Cambridge, UK
Author Biography:
Zhisheng (Edward) Wen is Associate Professor at School of Languages and Translation at Macao Polytechnic Institute (MPI). Dr. Wen has been lecturing undergraduate and postgraduate courses in applied linguistics and psycholinguistics for over 15 years. He has published extensively in these areas. His paper publications have appeared in key academic journals (e.g., Language Teaching, ELT Journal, InJAL). He is recipient of the ‘Language Learning Roundtable Conference Grant’ and lead-editor of “Working memory in second language acquisition and processing” (2015, Multilingual Matters). His another forthcoming monograph “Cognitive individual differences in second language acquisition” will be published by Mouton de Gruyter in 2017.
This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword (by Michael Bunting & Randall Engle) and introductory theoretical chapters written by leading figures in the field of cognitive psychology (e.g., Alan Baddeley, and Nelson Cowan). Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, interaction, performance, instruction and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.
Editorial Reviews:
Exploring relationships between Working Memory and SLA, this book is an invaluable resource, featuring chapters by leading theorists and a range of insightful empirical studies of second language acquisition and processing. Stimulating and essential reading which deepens current understanding of SLA, and which is bound to prompt future research!
Peter Robinson, Aoyama Gakuin University, Japan
Working memory is currently a topic of very high importance in second language research. This valuable volume contains state of the art contributions from both respected, established figures and up and coming scholars. It will be read with interest and profit by scholars in the field.
Alison Mackey, Georgetown University, USA
Book Reviews
Overall, the volume is successful in fulfilling its editors’ aims, i.e. to provide a forum
for dialogue between SLA and WM research and to further integrate the two fields. The diversity and reach of the field is amply demonstrated by the range of empirical bases it covers. By including a range of opinions on how to move the WM–SLA field forward, the volume can serve as inspiration for future research programs, thus contributing to the already highly dynamic interface between WM and SLA research.
(Tom Rankin, Vienna University of Economics and Business, Austria, in Second Language Research, 2016)
The editors have done an impressive job of gathering the biggest names from the fields of cognitive psychology and SLA to present a comprehensive review of the state of the art in this field, as well as have created a discussion forum on the SLA-WM relationship.
(Adriana Biedroń, Pomeranian University in Słupsk, Poland Studies in Second Language Learning and Teaching 5 (4). 2015. 697-713)
The collection has synthesized and compiled a diversified body of research on WM and its relation to SLA supported by accessible writing styles. Many readers would appreciate that the volume provides an overview of theoretical WM models and empirical studies that are well elaborated by interesting background information, through which the readers come to understand the complex L2 processing strategies, cognitive processes, their measurements in L1 and L2 research, feedback type and L2 self-repair behavior. Combining a range of the theoretical and methodological innovation of WM-SLA research is a particular strength of the volume. As such, this book would be a valuable reference for readers in areas such as cognitive psychology, theoretical linguistics, and education, especially those engaging with topics related to L2 syntactic structures, vocabulary, L2 proficiency, and speech and writing studies.
(Asmaa Shehata, University of Calgary, Canada LINGUIST List 27.1512, 2016)
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at the School of Languages and Translation at Macao Polytechnic Institute. He has been lecturing in key universities in Mainland China, Hong Kong and Macao for over 15 years and has researched and published extensively in second language acquisition, psycholinguistics and other areas of applied linguistics.;
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.;
Arthur McNeill is Director of the Center for Language Education and Associate Dean of the School of Humanities and Social Science at the Hong Kong University of Science and Technology. He has research expertise and publications in key areas of applied linguistics, SLA, teacher education and vocabulary teaching and learning.
Author Biography:
Zhisheng Wen (Edward) is Associate Professor at the School of Languages and Translation at Macao Polytechnic Institute. He has been lecturing in key universities in Mainland China, Hong Kong and Macao for over 15 years and has researched and published extensively in second language acquisition, psycholinguistics and other areas of applied linguistics.;
Mailce Borges Mota is Professor in the Department of Foreign Languages and Literatures at the Federal University of Santa Catarina, Brazil and a research fellow of the prestigious Brazilian National Council for Scientific and Technological Development (CNPq). Her research focuses on the relationship between language processing and memory systems.;
Arthur McNeill is Director of the Center for Language Education and Associate Dean of the School of Humanities and Social Science at the Hong Kong University of Science and Technology. He has research expertise and publications in key areas of applied linguistics, SLA, teacher education and vocabulary teaching and learning.
WEN Zhi-sheng (Edward), Macao Polytechnic Institute
edwardwen@ipm.edu.mo
Building on multi-disciplinary insights from cognitive sciences and applied linguistics, the current paper aims to highlight the instrumental effects of two key working memory (WM) systems on various second language acquisition (SLA) domains and skills. In so doing, the paper proposes to incorporate working memory as a central construct of language aptitude (Wen, Biedron & Skehan, 2017).
Towards this goal, the paper will first draw on convergent insights from cognitive psychology and neuroscience to depict respectively the nature, structure and functions of phonological WM (PWM) and executive WM (EWM), as well possible interactions between them. Then, major domains of second language learning, processing, and development are further sorted out in alignment with their required cognitive processing demands drawing on PWM and EWM. This step by step process of integrating WM components/functions and SLA domains and skills culminates in the Phonological/Executive (P/E) Model for implementing WM in SLA research (Wen, 2012, 2015, 2016 & 2018).
Overall, the P/E model postulates that phonological WM is best conceived as a ‘language learning device’ that underlies the acquisitional and developmental domains of vocabulary/lexis, formulaic sequences/chunks, and morpho-syntactic constructions (grammar); while executive WM is a ‘language processing device (or processor)’ that subserves cognitively demanding processes during L2 comprehension and production, as well as in L2 real-time performance dimensions and interactions.
In the final part of the paper, I will outline the theoretical and methodological ramifications of the P/E model and further highlight possible directions for future research into this interdisciplinary enterprise of WM and SLA.
论二语习得与认知科学的跨学科研究熱點与趋势
—— 以工作记忆为视角
Towards an Interdisciplinary Research Agenda for
Working Memory and Second Language Acquisition
温植胜博士、副教授
澳门理工学院语言暨翻译学校
【摘要】：本文的目的旨在讨论国内外认知（神经）科学界和二语习得界围绕工作记忆与二语习得所展开的跨学科研究取得的最新成果，并藉此对今后的相关研究做出展望。文章首先梳理和总结认知科学界各分支学科对工作记忆的本质和结构进行的多视角研究，并在此基础上综合（元）分析近年二语习得界探讨工作记忆对二语学习、二语加工以及二语发展三个不同方面产生影响作用的实证研究结果，继而提出工作记忆与二语习得的融合性理论假设与研究框架，即“语音/“执行”模型(Wen, 2016）。文章指出，跨学科的研究将为以“工作记忆作为外语学能”理论的发展提供新的推动力，并结合现有的研究成果对今后的相关研究提出多方面的具体建议。
【演讲者简介】：温植胜博士，香港中文大学应用语言学博士(师从Peter Skehan)，美国密歇根大学"Morley学者"(师从Nick Ellis), 中国英汉语比较研究会心理语言学专业委员会理事, 现为澳门理工学院语言暨翻译高等学校副教授。一直任教于粤港澳多所重点高校本科和研究生课程多年，在国内外重要学术期刊(包括SSCI和CSSCI)发表论文30多篇。曾获语言学界国际顶尖期刊《语言学习》2012年度颁发的“《语言学习》期刊圆桌会议专项研究基金”奖项资助。近年致力于语言习得与认知科学等交叉学科的理论与实践研究，尤其着重有关外语学能与工作记忆方面的相关研究。其英文学术专著（"Working memory and second language learning", 2016）和编著（"Working memory and second language acquisition and processing", 2015）均由英国著名的Multilingual Matters出版。目前正在主编有关“二语任务表现研究”(Researching L2 Task Performance)和“语言学能”(Language Aptitude)的两本编著将分别由John Benjamins和Routledge在2018年出版。
(Tel: (853)8599-6389; Email: edwardwen@ipm.edu.mo)
12:20-12:50
11 Nov.
(Sat.) Talk 9
Edward Wen, Macau Polytechnic Institute. Testing Language Aptitude from a Working Memory Perspective.
Black Box Theatre (E21-G036)
Testing Language Aptitude from a Working Memory Perspective
Zhisheng (Edward) Wen, Macao Polytechnic Institute
edwardwen@ipm.edu.mo
[Abstract] Given the important role of working memory (WM) in second language learning, some researchers from both fields of cognitive psychology and second language acquisition have recently advocated the proposal of “working memory as foreign language aptitude” (Miyake & Friedman, 1998; Wen & Skehan, 2011; also see Wen, Biedron & Skehan, 2017 for a recent review). The present paper attempts to elaborate on this proposal by further arguing that WM span tasks can serve as feasible and effective measures for testing foreign language aptitude. To achieve this goal, the first part of the paper will analyze the theoretical assumptions and the specific test formats of various WM span tasks that are commonly used in the cognitive psychology field (including the nonword span task, the listening and/or reading span tasks, the speaking span task, the writing span task and the operation-word span task) and pinpoints the extent to which these WM span tasks could predict language performance and learning outcomes based on previous meta-analyses of empirical studies from educational psychology, applied linguistics, and cognitive psychology (e.g., Li, 2015; Wen, 2016). The second part of the paper will discuss how we can adopt and/or adapt these WM span tasks to design valid and reliable foreign language aptitude tests and what are the underlying advantages of these tests over previous foreign language aptitude tests such as the Modern Language Aptitude Test (in terms of both construct validity and practicality issues). In the concluding part, the paper will highlight potential directions for future foreign language aptitude testing research from this working memory perspective.
Theory, Research and Practice
WEN, Zhisheng (Edward)
Macao Polytechnic Institute, Macau SAR, China
edwardwen@ipm.edu.mo OR wenzhisheng@hotmail.com
I. Abstract
Recent years have witnessed an increasing body of parallel research endeavors from both fields of cognitive science and applied linguistics on working memory (WM) and language learning (Wen et al., 2013 & 2015). Furthermore, an integration of distinctive WM components and associative functions with corresponding second language acquisition (SLA) domains and skills culminates in an overarching theoretical framework for implementing WM in SLA research, i.e., the Phonological/Executive Model (Wen, 2015 & 2016). Specifically, phonological WM is posited to play an instrumental role in the acquisitional and developmental aspects of SLA domains (such as lexis/vocabulary, formula/chunks, and grammar / morpho-syntactic constructions); while executive WM is postulated to underlie cognitively demanding processes and real-time performance areas in SLA skills.
Couched within these empirical hypotheses as laid out in the P/E model, the present paper aims to further elaborate and explore the distinctive roles of phonological WM and executive WM in the learning of L2 grammar. As such, the first part of the paper briefly synthesizes current strands of WM-SLA empirical studies that have specifically investigated WM effects on L2 grammar learning. Then, the second part of the paper reports on the preliminary results and findings of an empirical study exploring the relationship between working memory and EFL learners’ performance in a series of L2 implicit and explicit grammatical tasks (e.g., a meta-language task, an error-correction task, and a narrative task). Preliminary results of the study indicated that L2 learners’ executive WM was related only to some, but not all tasks on grammatical knowledge. The paper will end by highlighting the theoretical, methodological as well as pedagogical implications of this body of WM-grammar research for the three interface positions on L2 grammar instruction. (282words)
II. Bio-data
WEN Zhisheng (Edward) Ph.D. is currently Associate Professor at Macao Polytechnic Institute. He has research and teaching interests in second language acquisition, cognitive psycholinguistics and translation studies. His latest books include “Working memory in second language acquisition and processing” (2015, Multilingual Matters), “Working memory and second language learning” (2016, Multilingual Matters), as well as forthcoming volumes on ‘Language aptitude’ (Routeldge, 2018) and ‘Second Language task performance and pedagogy’ (John Benjamins, 2018).
2017年10月18-20日，澳門
主旨演講：
論語言與認知的跨學科研究成果與趨勢
—— 以工作記憶為視角
溫植勝博士、副教授
澳門理工學院語言暨翻譯學校
【摘要】：本文的目的旨在展示國內外認知科學界和語言學界圍繞工作記憶與語言學習所展開的跨學科研究所取得的最新成果，並藉此對今後的相關研究做出展望。文章首先扼要回顧總結認知（神經）科學界對工作記憶進行的多層面本體研究，然後將這些研究成果與語言學界研究界近年探討工作記憶對語言學習不同方面影響作用的實證研究結果想結合，繼而提出一個工作記憶與語言習得的創新性理論假設與研究框架。文章將結合現有的研究成果著重對今後的相關研究提出多方面的具體建議。
【演講者簡介】：溫植勝博士，現為澳門理工學院語言暨翻譯高等學校副教授，中國英漢語比較研究會心理語言學專業委員會理事。香港中文大學應用語言學博士，美國密歇根大學訪問研究學者。任教於粵港澳多所重點高校本科和研究生課程多年，在國內外重要學術期刊發表論文30多篇；近年致力於語言習得與認知科學等交叉學科的理論與實踐研究，其英文學術專著（2016）和編著（2015）由英國著名的Multilingual Matters出版。曾獲語言學界國際頂尖期刊《語言學習》2012年度頒發的“《語言學習》期刊圓桌會議專項研究基金”獎項資助。
(Contact: (853)8599-6389; Email: edwardwen@ipm.edu.mo)
Working Memory and L2 Grammatical Knowledge: Theory, Research and Practice
WEN, Zhisheng (Edward)
Macao Polytechnic Institute, Macau SAR, China
wenzhisheng@hotmail.com
I. Abstract
Recent decades have witnessed an increasing body of parallel research endeavors from both fields of cognitive science and applied linguistics on working memory (WM) and the implications of its multiple functions for various domains in second language learning, processing, and development (Wen et al., 2015). Furthermore, when the information processing requirements of specific SLA domains and skills are identified and further aligned with corresponding WM components, multiple theoretical linkages can be forged to pave the ground for an overarching conceptual framework for understanding and measuring WM in second language research, culminating in the Phonological/Executive Model of WM and SLA (Wen, 2015 & 2016).
More specifically, PWM, as postulated in the P/E model, is posited to be closely linked to the efficiency of acquiring novel phonological forms and plays an instrumental role in the retention and consolidation of chunk-based, serial-order information (such as linguistic sequences). On this basis, it is postulated to underlie the acquisitional and developmental domains of SLA (such as aspects of L2 lexis/vocabulary, formulaic sequences and morpho-syntactic constructions/grammar).
On the other hand, the P/E model also stipulates that the executive functions of WM (EWM) subsumes those attention-oriented mechanisms (e.g. monitoring and self-repair) that are drawn on more heavily by specific SLA processes and activities. These relevant processes are likely to include some secondary, post-interpretive language comprehension processes, and/or some real-time performance aspects of L2 learning and processing (e.g., facets of performance areas in L2 sub-skills learning of listening, reading, speaking, writing and interpreting, such as complexity, accuracy, fluency, and lexical variety).
Couched within these hypotheses as laid out in the P/E model, the present paper further explores the role of WM in the acquisition of L2 grammar. As such, the second part of the paper reports some key results and findings of an empirical study exploring the relationship between working memory capacity (in particular, executive WM as measured by a complex memory span task) and L2 EFL learners’ performance in a series of tasks designed to measure their grammatical knowledge ranging from explicit to implicit (a metalinguistic task, an error-correction task, and a narrative task). Statistical analyses indicated the L2 learners’ EWM was related only to selective, but not all L2 grammar tasks. Finally, the paper will discuss the theoretical, methodological as well as pedagogical implications of the results of this empirical study in the light of the three interface hypotheses of L2 grammar, and further highlight the theoretical and methodological ramifications of the Phonological/Executive hypotheses of WM and SLA. (412 words)
II. Bio-data of the Presenter:
WEN Zhisheng (Edward) Ph.D. is currently an Associate Professor in the School of Languages and Translation at Macao Polytechnic Institute. He has research interests in second language acquisition, cognitive psycholinguistics and translation studies. His latest books include a research monograph (“Working memory and second language learning”, 2016) and a co-edited volume (“Working memory in second language acquisition and processing”, 2015), both published by Multilingual Matters in the U.K.
Contact:
Email: wenzhisheng@hotmail.com Tel: 853-85996389
主题发言题目：
动态系统理论视域下的商务英语沟通能力构成和发展模式研究
Emergence and Development of Business English Communicative Competence: A Dynamic Systems Theory Approach
温植胜博士、副教授
澳门理工学院语言暨翻译高等学校
edwardwen@ipm.edu.mo
发言摘要：以英语作为第二语言或外语来进行商务交际的能力，其形成和发展必定受到二语学习者内部本身的认知情感因素和外部的课堂教学以及社会因素等多层次系统、多维度互动的影响，是一个充满着复杂性、动态性和适应性的二语习得过程。过往的研究似乎未能充分考虑到商务英语沟通能力发展各个阶段的复杂动态系统特性。笔者认为，近年在应用语言学界尤其是二语习得界兴起的复杂动态系统理论（CDST）的研究思路和创新的研究方法可以帮助学界更加深入研究和认识商务英语沟通能力的本质构成以及其发展规律特点。据此，本文将首先扼要介绍复杂动态系统理论的一些基本特征，然后列举近年应用语言学界运用该研究视角在二语习得发展和二语个体差异方面所取得的突破性进展和所提出的创新性研究工具，并以此为借鉴来进一步开展商务英语沟通能力的构成和发展模式研究，冀求能够为今后更加有效地培养商务英语交际人才以及进行相应的课堂教学活动和任务设计等方面带来一定的启示。
演讲者简介：
温植胜博士，现为澳门理工学院语言暨翻译高等学校副教授和PSC委员、中国英汉语比较研究会心理语言学专业委员会理事。就读于广东省外语艺术职业学院（英语专业中师大专）、华南师范大学（英语教育本科）、广东外语外贸大学 (专门用途英语硕士）、香港中文大学（应用语言学博士）；曾为美国密歇根大学‘Morley'学者。曾任教于华南师范大学、中山大学（岭南学院国际MBA）、香港树仁大学、香港中文大学、香港大学等省港澳多所重点高校本科和研究生课程多年。科研兴趣包括第二语言习得与认知心理语言学研究、专门用途英语(ESP)理论与实践研究以及翻译研究等。在国际顶尖学术期刊(如Language Teaching等)和国内核心期刊（如《现代外语》等）发表论文30多篇、客座编辑国际学术期刊特刊一期（2013）；其英文学术专著（2016）和编著（2015）均由英国著名的Multilingual Matters出版。曾荣获语言学界国际顶尖期刊《语言学习》2012年度颁发的“《语言学习》期刊高层圆桌会议专项研究基金”奖项资助。
http://edic.ipm.edu.mo/index.php/registration/pre-registration-form
Edward
Convenors: Zhisheng (Edward) Wen & Peter Skehan
Macao Polytechnic Institute
wenzhisheng@hotmail.com
Cognitive processes of second language learning
Brief Summary:
The present study sets out to elucidate the relationships between two cognitive aptitudes, i.e., language analytical ability (as measured by MLAT’s ‘Words in Sentences’) and working memory (as measured by a complex span task) and their respective roles in the knowledge and acquisition of L2 formulaic sequences. (47 words)
Abstract:
Recent years have witnessed considerable research from phraseology, corpus linguistics, psycholinguistics and TESOL suggesting that formulaic sequences are ubiquitous in both native and second language and that their mastery can serve as an important indicator of high-level proficiency in L2 ultimate attainment. Despite this, how formulaic sequences can be best acquired by L2 learners and taught in L2 classrooms is still not clear. For example, more research is still needed to further explore the relationships between cognitive individual difference factors and the acquisition and development of formulaic sequences in L2 learning and performance.
To fill up the gap, the present study sets out to elucidate the relationships between two cognitive aptitudes, i.e., language analytical ability (as measured by MLAT’s ‘Words in Sentences’) and working memory (as measured by a complex memory span task). Participants were a group of intermediate-level English as foreign language (EFL) college students, who also completed a measure of formulaic sequences in L2 English. Statistical analyses will be conducted to answer the following two broad research questions:
(1) Given the importance of formulaic sequences, do L2 learners in this context acquire considerable amount of L2 formulaic sequences? If so, to what extent?
(2) What might be the possible effects of individual differences on L2 learners’ acquisition of formulaic sequences? In particular, do cognitive aptitudes such as language analytical ability and working memory play some roles? If so, to what extent?
Based on results from the current research and findings from other recent studies, the paper will further discuss and summarize how formulaic sequences can be best acquired inside and outside the L2 classroom.
Overall, the objective of the present paper is to elaborate on the theoretical and methodological implications of the social-dynamics perspective on translation competence. As such, it will first outline the key features of the social-dynamics approach (such as its emergent and self-organizing feature, its non-linear trajectory of growth points and stagnation, the dynamic interactions between multiple agents and the environment etc.) and then spell out their theoretical and pedagogical implications for curriculum design and skill training. In the last part of the paper, I will try to tease out the perceivable advantages of this social-dynamic approach towards translation competence as opposed to the more traditional approaches (e.g., the product-oriented and the process-oriented approaches).
1. John B. Carroll's MLAT and " Four Factors Model "
2. Peter Skehan's " SLA-staged Aptitude Components "
3. Peter Robinson's " Aptitude Complexes Model "
4. Hi-LAB Model (CASL, Maryland University)
5. Wen Zhisheng's " Phonological/Executive Model "
6. Tan Lihai's Brain-based (Dyslexia) Model
7. Li Ping & Yang Jing's Brain networks-based Model
In today’s global world, speaking or learning a second or foreign language has become part of our daily life. However, the very topic of second language learning has always been surrounded by some tricky questions that have long bedeviled not just our students and teachers, but also our parents and language policy makers. These questions have included, for example:
“Is it the earlier the better to learn a second language?”
“Why do girls generally find it easier than boys to learn a second language?”
“Is there a specific talent for learning a second language?”
In this seminar, I will discuss these questions by introducing what current research in second language acquisition and cognitive science has told us about their answers. As such, both theoretical and practical issues will be covered, including the fundamental differences between learning a first and second language; the relationships between age, gender, intelligence, aptitude and their roles in second language learning. At the end of the talk, I will try to offer some practical tips for learning English as a foreign language (e.g., How to learn vocabulary, grammar, listening and speaking etc.). Active participation is expected from the audience in the Q & A session.
Bio-data of Speaker(演講者簡介)：
WEN Zhisheng (Edward) (Ph.D., Chinese University of Hong Kong) is currently an Associate Professor at the School of Languages and Translation in Macao Polytechnic Institute. Dr. Wen has taught undergraduate and postgraduate programs at key universities in Hong Kong, Macao and Mainland China for over 15 years. He has research expertise and an impressive publication record in second language acquisition, psycholinguistics and TESOL, including papers, edited volumes and books in top-tier journals and reputable international publishers. Dr. Wen is the recipient of several international research grants and awards, including a prestigious “Language Learning” Roundtable Conference Grant (2012).
溫植勝，香港中文大學應用語言學博士，美國密歇根大學訪問研究員，中國英漢語比較研究會心理語言學專業委員會理事,現為澳門理工學院語言暨翻譯高等學校副教授。曾任教於香港與內地多所重點高校本科和研究生課程，一直致力於推動第二語言習得與認知科學等交叉學科的應用研究。在國內外重要學術刊物發表論文30多篇；其學術專著（2016）和編著（2015）由英國Multilingual Matters出版。榮獲語言學界國際頂尖期刊《語言學習》2012年度頒發的“語言學習期刊圓桌會議專項基金”研究獎項。
Building on these latest developments in cognitive psychology and applied linguistics, the present paper aims to explore the specific implications of DST for translation studies. Towards this end, it will first outline the key features of DST (such as its non-linear nature of development, self-organization, attractor/repeller states etc.) plus their general implications for translation research as a whole. Then the paper will focus on demonstrating how the DST approach can shed light on the development and training of translation competence. The paper will end by highlighting the perceivable advantages of this DST approach to translation studies as opposed to other more traditional approaches.
As such, the symposium features three presentations, which is to be followed by interactive discussions with the audience:
The first presentation briefly reviews recent progress in aptitude research and then discusses the respective contributions made from the two distinctive research methodologies of more-conventional narrative reviews vs. meta-analyses.
The second presentation argues for a paradigm shift in theorizing foreign language aptitude and further argues to incorporate the cognitive construct of working memory as an essential component.
The final presentation significantly broadens existing behavioral paradigms of language aptitude research by demonstrating how a brain-based neuropsychological perspective can shed light to research and practice.
WEN Zhisheng Edward
Macao Polytechnic Institute
The current paper aims to tease out the elusive role played by the cognitive construct of working memory (WM) in first and second language learning. Towards this end, it draws on established literatures in second language acquisition (SLA) and cognitive sciences to propose an integrative framework for conceptualizing and assessing WM as it relates to various aspects/domains of second language learning and processing. The central tenet of the so-called integrated WM-SLA model (i.e., the Phonological/Executive Model; Wen, 2015a & 2015b) lies in its postulation that the phonological component of working memory (PSTM) plays an instrumental role in acquisitional and developmental aspects of SLA (subsuming L2 lexis, formulaic sequences and morpho-syntactic constructions); while its control and executive component (EWM) mainly mediates some attention-oriented and real-time performance areas of L2 listening, speaking, reading, writing, and interpreting.
Overall, it is argued that, when the two most directly implicated WM components (i.e. PSTM and EWM) are thus pinned down and their associated functions/mechanisms further aligned with specific SLA domains and processes, we can proceed to formulate novel, specific and testable hypotheses regarding their intricate relationships.
Bio-Note: WEN Zhisheng (Edward) is currently an Associate Professor at Macao Polytechnic Institute. Over the decade, Dr. Wen has lectured, researched and published in applied linguistics, SLA and psycholinguistics. Other than paper publications in Xiandai Waiyu (2005 & 2007), the ELT Journal (2012), InJAL (2012), AJELT (2013) and Language Teaching (2014 & 2016), his recent publications also include a research monograph (“Working memory and second language learning”; 2015) and an edited volume (“Working memory in second language acquisition and processing”, 2015) both published by Multilingual Matters. Dr. Wen is a recipient and convener of the prestigious 2012 Language Learning Roundtable on “Memory and SLA” .
Contact:
Email: wenzhisheng@hotmail.com Tel: 853-85996389
Couched within this dichotomy of the Phonological/Executive WM distinction (i.e. the P/E Model; Wen, 2012, 2013, 2014) are also some general guidelines as well as more specific stipulations for implementing measurement procedures. For example, the P/E model proposes to adopt a simple memory span task (i.e., the nonword repetition span task) to measure PSTM and a complex memory span task (e.g., the reading span task, the operation span task) to measure EWM. The P/E model also proposes a hierarchical view on implementing WM measures according to participants’ age (in WM-L1 studies) and L2 proficiency (in WM-SLA studies). Overall, it is argued here that, when the two most directly implicated WM components (i.e., PSTM and EWM) are thus pinned down and their associated functions/mechanisms further aligned with specific first and second language domains and activities, we can proceed to formulate novel, specific and testable hypotheses regarding their intricate relationships.
This proposed Roundtable sought to honor Professor Peter Skehan’s (Birthday: 5 June!) celebratory academic achievements and contributions to the SLA research area of L2 task-based language teaching and learning. As such, all the studies reported were based on the individual author’s PhD or postdoctoral research completed under the supervision of Professor Skehan at the Chinese University of Hong Kong (CUHK) during his tenure there between 2004 and 2010. Despite their different research scope and focus, all studies had used the same influential theoretical framework promulgated by Peter Skehan (in a series of early studies conducted in the London Borough of Ealing with Pauline Foster; see Skehan & Foster, 2012) to conceptualize task and task performance. Most of these studies are to be published in an edited volume by John Benjamins in 2014 (in its TBLT series) with Peter Skehan as the editor. Taken together, these studies will contribute to a better and deeper understanding of the theoretical conceptualization of tasks as well as a more refined operational framework for measuring task-based performance. It is also the conveners’ sincere hope that this roundtable will provide the audience with not just an interactive forum for academic exchange, but also great inspirations for undertaking serious SLA research that will bring impact to the theory, research and pedagogy of L2 task research.
Every three years AILA holds its international World Congress. This congress is the biggest event in Applied Linguistics, bringing together - usually more than 2,000 - researchers and practitioners from all areas of Applied Linguistics for five days.
The Congress is characterized by high level presentations and discussions on key issues of the field. Its format includes keynote addresses, plenary speeches by outstanding scholars, invited symposia, symposia, individual papers and poster presentations.
The first AILA Congress took part in Nancy, France, 1964, presenting in its strands cutting edge findings from theory and practice of the time. Following this model, the programs of the Past Congresses represent the history of the discipline.
Each congress is organised by a different national or regional affiliate. The congress sites alternate between different areas of the world to reflect the global character of AILA.
19th AILA World Congress (2020)
The next (19th) AILA World Congress will take place in 2020 in Groningen.
Further information: https://aila.info/2019/08/16/19th-aila-world-congress/ and aila2020.nl
Submission Deadline: Extended to February 29th, 2020
The 9th International Conference on ELT in China(ELT2020) will be held in Beijing on Oct. 16-18, 2020 by China English Language Education Association. The 1st International Conference on ELT in China was held in Guangzhou in 1985. The conference has promoted the development of English language teaching and research in China and enhanced the communication between ELT teachers, researchers in China and their international counterparts. The theme for ELT2020 is “Insight and Foresight: English Language Teaching for a Community of Shared Future for Humankind”. We invite proposals for symposia, individual papers and posters.
I. Conference theme
Theme: Insight and Foresight: English Language Teaching for a Community of Shared Future for Humankind
Strands:
Second Language Acquisition, Foreign Language Teacher Development; Task-based Language Teaching, Content-based Language Teaching, Production-oriented Approach, X Theory, Critical Thinking English Teaching, Cross-cultural English Teaching, Learning Strategies and Learner Autonomy, Language and Education in Multilingual Settings, Informatization 2.0 and English Language Teaching, Key Competencies in ELT, Assessment and Testing, English for Specific Purposes, Business English, Psycholinguistics, Sociolinguistics, Lexicography and Lexicology, Language Policy, Multilingualism and Multiculturalism, Discourse Analysis, Pragmatics, Functional Linguistics, Cognitive Linguistics, Contrastive Linguistics, Rhetoric and Stylistics, Multimodal Discourse Analysis, Genre Analysis, Teaching of Translation and Interpreting, Teaching of Literature, Teaching of Linguistics, Teaching of Culture, Teaching of Country and Regional Studies, English Medium Instruction (EMI), “National Standards” and English Language Teaching Reform, “Teaching Guidance” and College English Teaching Reform, English Language Teaching in Primary and Secondary Schools, English Language Teaching in Vocational Schools and Colleges
II. Conference information
Time: October 16-18, 2020
Venue: Beijing Normal University, Beijing
Organized by: China English Language Education Association
Hosted by: Beijing Normal University
Co-hosted by: Foreign Language Teaching and Research Press
Working Languages: English and Chinese, preferably English
III. Keynote speakers
Linda Elder（The Foundation for Critical Thinking）
Daniel Perrin (Zurich University of Applied Sciences)
Jack C. Richards (University of Auckland)
Karen Risager（Roskilde University）
Jan Vermunt(Eindhoven University of Technology)
Cheng Xiaotang (Beijing Normal University)
Luo Xuanmin(Guangxi University)
Sun Youzhong (Beijing Foreign Studies University)
IV. Forms of Presentation
We invite proposals for symposia, individual papers, and posters. An abstract can only be submitted to one form of presentation.
• Symposia
A symposium will be allocated a 2-hour block. Organizers may invite 4 to 6 panel members. Each symposium consists of an introduction, presentations, discussion (optional), Q&A, and conclusion. The symposium organizer need to provide the title, symposium introduction and all the abstracts.
• Individual Paper Presentations
A block of 25 minutes will be designated for an individual paper presentation, in which 20 minutes are for the presentation and 5 minutes for discussion. Titles and abstracts of individual paper presentations, either in English or Chinese, need to be submitted. If the abstract is in Chinese, English title and abstract should also be provided, while indicating the presentation will be in Chinese.
• Poster Presentations
Please submit titles and abstracts, either in English or Chinese.
Proposals
Proposals for all presentations and posters should include a title (no more than 20 words), an abstract (no more than 250 words), and a shorter abstract (no more than 50 words) to be included in the conference program. Information about authors need include: name, title, education, affiliation, email and mobile number.
Symposium proposals need include the symposium title (no more than 20 words), a 350-word description, the titles(no more than 20 words) and abstracts (no more than 250 words) of all the speeches, as well as a brief 75-word description of the symposium and 50-word abstracts of all the speeches to be included in the conference program.
All proposals should be submitted online at the ELT 2020 official site: http://elt2020.aconf.org
Submission Deadline: February 29th, 2020
Anonymous review will be conducted by the conference committee and the acceptance letter will be sent out by March 31st, 2020.
If you would like your paper to be considered to publish at the CELEA journal Chinese Journal of Applied Linguistics, please submit your full-length paper 2 months after the conference at http://submit.celea.org.cn/cjal.
IV. Registration
Registration Fee:
Overseas delegates: USD$230
Domestic delegates: RMB￥1600
Early Bird: RMB￥1400 (prior to May 30th, 2020)
CELEA members/delegates from the host organization: RMB￥1400 (with valid document)
Full-time postgraduate students: RMB￥800 (with valid document)
The online payment service will start from March 1st, 2020.
V. Consultation
Conference website: http://elt2020.aconf.org
Information website: http://www.celea.org.cn （CELEA website）
http://www.sfll.bnu.edu.cn（Website of School of Foreign Languages and Literature, Beijing Normal University）
Contact:
E-mail: elt2020@163.com (recommended)
Tel: Regarding proposal submission: 86-10-88819582 (LIU Xiangdong);
Regarding registration and payment: 86-10-58807678（DONG Ying）
Regarding program, venue and accommodation: 86-13552291041（LIU Ran）,86-15101529199（MA Hongwei）
TBLT 2019
8th Biennial International Conference on Task-Based Language Teaching
TBLT: Insight, Instruction, Outcomes
Carleton University, Canada
August 19-21, 2019
Under the auspices of the International Association for TBLT (IATBLT vzw.), the School of
Linguistics and Language Studies at Carleton University is pleased to host the 8th international
conference on TBLT to be held in Ottawa, Canada, from August 19 to August 21, 2019.
With the “TBLT: Insight, Instruction, Outcomes” theme, the conference aims to broaden the
current perspectives on TBLT by focusing on the learner, teaching, and evaluation of learning by
asking “what lies ahead?” To this end, we are inviting proposals for papers that add to our
knowledge and understanding about task-based theoretical insights, instructional practices, and
assessment strategies.
Relevant themes include but are not limited to:
• Tasks in SLA
• Tasks in language education
• Theoretical perspectives on TBLT
• Sociocultural aspects of TBLT
• Task features, complexity, design
• TBLT methodology
• TBLT implementation and innovations
• Technology-mediated TBLT
• Tasks and the role of the learner
• The role of the teacher and TBLT-based teacher education
• TBLT in contexts
• Needs analysis in TBLT
• Task-based assessment
• Evaluating task-based instruction, materials, and programs
We are delighted to invite you to participate in the Hong Kong Continuing Professional Development International Conference 2020 for English teaching professionals worldwide organized by five major universities in Hong Kong.
Date: 10-12 June 2020
Venue: The University of Hong Kong
Conference theme: Innovative teaching and research in English language education
Pre-conference workshops and events: 8-9 June 2020 at City University of Hong Kong and The Hong Kong Polytechnic University
Keynote speakers: David Boud, Averil Coxhead, Alister Cumming, Mike Levy and Lourdes Ortega
Proposal Submission Opening on 1 August, 2019
Proposals are invited in key areas of English teaching and learning that relate to the Conference theme. Presentation types include: paper, workshop, colloquium, demonstration, pechakucha and poster. Please submit proposals by 2 December 2019 to share and discuss your projects, research or teaching ideas and materials with a worldwide audience of teaching professionals.
Publication
A selection of contributions presented at the Conference will be published in an edited book on “Innovative teaching and research in English Language Education” by a reputable, internationally known publisher.
Join us!
Following on the successful symposia in 2018 at The Hong Kong Polytechnic University, and in 2019 at The Hong Kong University of Science and Technology, the HKCPD Hub International Conference 2020 provides an opportunity for an international audience to share ideas and experience in the territory.
This conference is an excellent opportunity for English teaching professionals to meet, network, discuss, learn from each other and explore opportunities for greater collaboration to encourage and sustain interactive communities of practice. Ultimately, this international conference is an opportunity to promote effective teaching practices and disseminate innovative research aimed at improving the quality of English teaching and learning in higher education in Hong Kong and the rest of the world.
More information
For more details, please see 2020 Conference website. For enquiries, please write to: hkcpdhub@hku.hk
We look forward to seeing you at our International Conference in June 2020 in Hong Kong.
Best regards,
Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers
Project Team and Conference Organising Committee
https://hkcpdhub.hku.hk/conference2020/
Confirmed keynote speakers
CONFIRMED KEYNOTE SPEAKERS
Dr. Ellen Bialystok, OC, PhD
Metacognition: Where Language and Thought Converge
Abstract
The search for bilingual effects on metalinguistic and metacognitive ability in children has long been a central part of the research effort to understand the effects of bilingualism more broadly. Although the initial question was motivated by interest in language-specific development, the research was crucial in revealing the extent of these effects for nonverbal processing. This talk will describe the main developments in this research over the past 40 years and explain how the search for metalinguistic differences between monolingual and bilingual children led to the identification of powerful effects of bilingual experience on cognitive development.
In the early stages of this research, the prevailing view was that language and thought developed in separate tracks with little influence on each other. However, the shift from nativist to more cognitive-based (or interactionist) models of language acquisition opened the possibility for language-thought interactions in developing these skills. Placing nonverbal cognitive processing into the definition of metalinguistic ability led to hypothesis that bilingual experience could directly influence cognitive outcomes, whether or not there were linguistic implications.
Subsequent research over the past 20 years has uncovered a rich and complex set of findings demonstrating the deep interactions between language and thought and the compelling ways in which bilingualism modifies cognition. These effects are traced to the constant need for bilinguals to constantly select the target language from the jointly-activated competitor, creating an ongoing need for selective attention. Such differences in selective attention between monolinguals and bilinguals have been found across the lifespan, beginning in infancy. Because of the centrality of selective attention in all cognitive processing, these differences have enormous consequence for cognitive performance.
Dr. Carol Griffiths
What is successful language learning?
Abstract
Throughout history, there have been some who appear to be extraordinarily successful at learning languages, from Mezzofanti in the 18th century (who evidently knew around 70 languages) to more recent polyglots such as Alexander Arguelles, who, according to his own website, can read “pretty much anything that has been written” in 38 languages. But how do they do it?
Adopting a case study approach, this talk will take a look at two contemporary learners who appear to have been more successful than average. With his record of 13 languages, and a lifetime spent teaching language, Andrew (from USA) claims the status of a hyperpolyglot. Although he does not claim to know as many languages, in the high-level IELTS exam, Gökhan (a teacher of English at a university in Istanbul) managed to achieve a band score of 9 (which is reckoned to be at native-speaker level), a rare achievement for an adult who has done all his learning in a foreign language environment (Turkey)
This paper will compare these two learners, who, although in some ways different, are similar in that they both achieved high levels of language learning success in their varying ways. It will also consider their cases in the light of various factors which are often believed to influence language learning (including aptitude, age, beliefs, culture, ethnicity, identity, strategies, style, autonomy, personality, motivation, investment, gender, affect).
These factors will be further examined by reporting a small-scale study in which a group of successful learners was asked to rate the factors on a scale from 5 (strongly agree) to 1 (strongly disagree) according to their own perceptions. The results from this study will then be compared with the findings from the case studies described above in an effort to extract some general insights from the data.
The talk will conclude with some final thoughts about achieving success in language learning.
Dr. Alexander Arguelles
The Metacognitive Strategies of Polyglots: Reflections on From Start to Finnish
Abstract
This keynote speech reports on a self-reflective case study on the strategies I employ as mature polyglot embarking upon the intensive study of a new language for the first time in decades. Having built up my repertoire of languages through formal schooling and an obsessively intensive 6-year period of wide ranging study in my post-doctoral years, in the year 2002 I decided that I could only take a smaller number of languages to higher levels of mastery. Therefore, I not only stopped learning new languages, but even “aborted” many languages so as to concentrate upon developing advanced skills in my select group. However, I have now taken a position as director of intensive immersion programs at an institute that offers culturally authentic settings in architecturally authentic villages for 16 different languages. Of these 16, the only one that I have never studied in any form is Finnish. So that I can understand the conversational methodology employed at Concordia as an insider, from the 17ththough the 30thof June, I will participate in a two-week intensive immersion program in the language. In the few free hours the program allows in the evening, I will employ my own methodologies of shadowing and scriptorium internalization didactic texts. Upon conclusion, I will write a reflective metacognitive report and analysis of the experience for the benefit of Concordia. As this is a project of the institute, it will be filmed as a documentary by the marketing department and later analyzed in conjunction with Dr. Heidi Hamilton, professor of linguistics at Georgetown University. The project is entitled From Start to Finnish, and in this keynote speech, I will present the first fruits of the study.
Workshop registration, poster submissions, and conference participation are open to all. Email questions and comments to Roman Taraban roman.taraban@ttu.edu. Co-organizers Patricia Brooks, Rick Gilmore, Vera Kempe, Ping Li, Janet McDonald. Follow us on twitter @MacWhiSymposium
Symposium Registration
Symposium registration is now closed. If you registered and have questions, email Janet McDonald psmcdo@lsu.edu.
5-7 July 2019
Seoul, South Korea
www.aptif9.org
Reality vs. Illusion: From Morse Code to Machine Translation
The Korean Association of Translators and Interpreters (KATI), jointly with Graduate School of Interpreting & Translation (GSIT) at Hankuk University of Foreign Studies (HUFS), led by FIT Council Member Prof. JC Kwak, will proudly host the 9th Asia-Pacific Translators and Interpreters Forum (APTIF9) to be held in Seoul.
The theme highlights the multidisciplinary and multimodal future of the global translation and interpreting profession, inside an industry immersed in advances in AI and language learning, experiencing disruption in both practice and education. The forum offers a unique insight into the regional responses to international trends as presenters from across the globe share best practice, experience, insight and the latest research.
High profile speakers are confirmed including His Excellency Mr. Ban Ki-Moon, 8th Secretary General of UN, who will deliver opening remarks of congratulations and TAC President Zhou Mingwei will deliver a Keynote, along with Deborah Smith, co-laureate of the 2016 Man Booker prize, and Jost Zetzsche, speaker, author and thinker on all things technical in translation and localisation, and well known in the industry for his Translator’s Toolbox.
Seoul welcomes you with typical Korean hospitality for what promises to be vibrant international program. Follow updates on the webpage and stay up to date.
Visit www.aptif9.org and register online now
Quasy will be one of the 4 events of the Paris Syntax Fest (August 26-30).
Depling : The Conference on Dependency Linguistics (August 27-28)
TLT : The 18th International Workshop on Treebanks and Linguistic Theories (August 28-29)
UDW : The Universal Dependencies Workshop (August 29-30)
Important Dates
Submission deadline: May 5 (original: April 28) for long papers, June 5 for short papers
Notification of acceptance: June 4 for long papers, July 1 for short papers
Camera-ready: June 26 for long papers, July 10 for short papers
Conference: August 26
Proceedings
The proceedings of the workshop will be available in the ACL Anthology.
Organizers
The local arrangements committee is co-chaired by Kim Gerdes (Université Sorbonne Nouvelle - Paris 3) and Sylvain Kahane (Université Paris Nanterre).
The program committee is co-chaired by Xinying Chen (Ostravská univerzita & Xi'an Jiaotong University) and Ramon Ferrer-i-Cancho (Universitat Politècnica de Catalunya).
Contact
quasy2019@gmail.com
Computer-Aided Translator Training (CATT): Of Machines and Man
24-25 August 2019
The Chinese University of Hong Kong, Shenzhen
Organiser
School of Humanities and Social Science,
The Chinese University of Hong Kong, Shenzhen
Co-Organisers
Hong Kong Bilingual Learning and Translation Studies Association
Foreign Languages in China, Higher Education Press, China
Centre for Translation Studies, University of Leeds
About the Conference
Following the tradition started from the inaugural 2014 International Conference on Translation Education (ICTE 2014, Hong Kong), the 2019 Conference (ICTE 2019, Shenzhen) similarly covers both written translation and oral interpreting, as well as both conventional classroom teaching and web-based online mode of translator training. The Conference continues to provide a unique forum for translation educators and practitioners, language experts, language programme designers, software developers, publishers and translation and education service providers to engage in a 2-day discussion on the following sub-themes:
1) The significance of computer-aided, corpus-based modes of teaching for translation studies and translation pedagogy with a view to developing learners’ bilingual proficiency and professional competence;
2) The relationship between design, construction and implementation of computer-aided teaching programmes and their pedagogical efficiency in both classroom and online teaching of translation;
3) The advantages and disadvantages of CAT (computer-aided translation) learning in real educational settings;
4) Possibilities of increasing learners’ confidence in using CAT tools by way of CATT (computer-aided translator training); and
5) New trends in the development of computer-aided, corpus-supported approaches to translation studies and translator training.
The conference consists of keynote speeches, parallel sessions and a round-table discussion.
We welcome papers and presentations on topics related, but not limited to:
New Ideas and Developments in Translator/Interpreter Training
Theoretical Perspectives on CAT and CATT
Computer-Aided Research on Translator/Interpreter Training
Implementation and Management of a CATT Programme
Complementarity Between CAT and CATT Software Programmes
Design and Implementation of Learning Outcome Assessment in a CAT or CATT Environment
Efficiency Assessment of CAT and CATT Modes in Actual Training Situations
Human Factors in CAT Practice and CATT Mode of Teaching and Learning
Cultural Issues in CAT Practice and CATT Mode of Teaching and Learning
Anxiety and Confidence in CAT Practice and CATT Mode of Teaching and Learning
Towards an Integrated Model of Translation Education: CAT, CATT, and Human Tutelage
Authors of English presentations are welcome to submit their full papers to The International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL)for consideration of publication in one of the journal’s planned special issues, Computer-Aided Translator Training (CATT), scheduled for publication in 2020. Interested authors may consult the journal’s guidelines for manuscript submission at the following link: http://www.igi-global.com/publish/contributor-resources/.
Plenary Speakers
Sin-wai CHAN (The Chinese University of Hong Kong, Shenzhen)
Kaibao HU (Shanghai Jiao Tong University)
Mark SHUTTLEWORTH (Hong Kong Baptist University)
Binhua WANG (University of Leeds)
Chunshen ZHU (The Chinese University of Hong Kong, Shenzhen)
Specially Invited Guest
Po-ching YIP (Former Co-director of Master’s Degree Programme in Applied Translation Studies, University of Leeds)
Conference Coordinators
Chunshen ZHU, Binhua WANG, Yuanyuan MU
Conference Fee (travel, accommodation & insurance not included)
1,200 RMB*
*50% off for students. (Please provide a photo or scanned copy of your student identity card for verification.)
Payment Method
Non-overseas participants:
Please make payment directly into the following bank account:
Name: THE CHINESE UNIVERSITY OF HONG KONG SHENZHEN
Unit Address: 2001, LONGXIANG AVENUE, LONGGANG DISTRICT SHENZHEN, CHINA
Account: 752362810720
Bank Name: BANK OF CHINA, SHENZHEN LONGCHENG BR
Remark*: ICTE2019
* The remark on the remittance advice is required for successful registration.
The sender should bear all transaction fees and the Conference Organiser shall get the full conference fee.
Please send a photo or scanned copy of the remittance advice for the bank transfer to icte2019@cuhk.edu.cn by 20 August 2019.
Overseas participants:
Payment in cash (RMB) at the conference registration.
Conference Organiser's postal address
icte2019
School of Humanities and Social Science,
The Chinese University of Hong Kong, Shenzhen
2001 Longxiang Blvd.
Longgang District, Shenzhen, China 518172
Further information
Further information will be published on the conference web page.
Book displays, CAT and CATT products briefings and demonstrations are welcome. Please feel free to contact the Contact Persons below for further information.
Contact Persons
Yuanyuan MU, Yingyi ZHUANG
Email: icte2019@cuhk.edu.cn
Secretariat
Yingyi ZHUANG, Xiaofeng MA, Guanjin XU, Wenting YANG, Lingxian ZHU
Email: icte2019@cuhk.edu.cn
All proposals must be submitted online. Mailed or faxed proposals will be not be accepted. If you have questions, e-mail to paper@i21st.cn.
Deadlines
All Proposals: Wednesday, 15 May, 2019 12:00 pm EDT/ 24:00 pm GMT +08. To find the due date and time where you are, please click here. Proposals received after the deadline will not be considered.
Submission Process
• Visit Web site at "Call for Participation 2019 TESOL China Assembly."
• Follow the instructions to submit your proposal.
• After your proposal has been successfully submitted, you will receive a message confirming receipt of your submission online. You can also check the process in your registration account.
• Do not mail or fax a duplicate copy of your proposal.
Click here to see a copy of the proposal rating rubric that the reviewers will use to score the proposals.
Proposal Strand/Focus
- Key Competencies Education
- Teacher Professional Development in the Age of Intelligent Education
- AI and Foreign Language Teaching
- Reading and Literacy
- Content & Language Integrated Learning
- Task-based Language Teaching
- Testing and Assessment
- English Language Teaching to Young Learners
- College English Education
- English Education in Rural Areas
- Public Speaking and Oral English Teaching
- International Education and Global Exchange
Type of Session
Panel Discussion: 90-minute presentation+10-minute Q&A, 3–4 presenters
Multiple, short presentations and discussion on a current ELT issue focusing on practice, research, and/or advocacy. Proposals should include a synopsis of issue(s) and a plan for the topic and for each presentation (without listing presenters’ names). Panelists should be recruited prior to proposal submission.
Workshop: 90-minute presentation+10-minute Q&A, 1–6 presenters
Structured hands-on professional development activity tackling an issue or developing a specific teaching or research technique. Proposals should include session goals, a synopsis of the theoretical framework, and a description of workshop tasks and procedures. They should also provide interactive activities in which participants share information, participate in simulations, and/or create materials and action plans.
Demonstration: 40-minute presentation+10-minute review/comment, 1 presenter
A session for presenter to demonstrate a teaching design, teaching method or tips etc. by using video equipment individually. Presenter may submit a written teaching design and a real class video clip as required.
Paper Presentation: 20-minute presentation+5-minute Q&A, 1–2 presenters
Oral presentations that may be delivered individually or as part of a group discussion. Presenters share their ideas, experiences, and perspectives gleaned from their research, practice, or policy background and/or focus. These sessions provide the audience with opportunities for participation and engagement, and they serve as springboards stimulating further discussion, dialogue, reflection, and action.
Poster Session: 90 minutes, 1–2 presenters
A summary of an academically sound, scholarly or creative project presented in a visually engaging format, highlighting work through charts, graphs, maps, etc. Proposals should include the main topic(s) and description of the visual display. Presenter(s) should plan on short, informative discussions with convention attendees throughout the entire poster session.
Submission Requirements
Presenters are encouraged to submit and present all in English, including:
Session Title (10 words max)
Session Summary (50 words max)
Session Description (500 words max)
Presenter(s) Bio Summary (50 words each presenter)
download 2019 TESOL China Assembly Presenter Guidelines
Table of Contents
Plenary Speaker and Invited Colloquia Information
Strands
Proposals
Individual Papers
Posters
Roundtable Discussions
Colloquia
AV Equipment
Proposal Format
Evaluation of Proposals
Proposal Policies
Submission Process
Requests for Meeting Spaces
AAAL will begin accepting submissions on June 1, 2019
Submission Deadline: July 17, 2019, 4:00 pm EDT
You must be logged into the AAAL web site to submit a proposal. Current members, past members, and past guests may login here If you are new to AAAL and would like to submit a proposal without becoming an AAAL member, please click here to create a guest account.
19-20 June, 2019
Hong Kong Baptist University
In this globalised and digitalised era, the translation and interpreting of political discourse has become an increasingly important area of research that presents a number of challenges. These include the sensitiveness of the subject matter involved, the interdisciplinary nature of the field, and the particular cognitive or pragmatic constraints that pertain in the political translation/interpreting process. Apart from its practical implications for political science and communication studies, research in this field helps us to further reflect on issues such as the voice of the translator or interpreter, translatorial intervention, and the ethical dimensions of political translation and interpreting.
This two-day conference, organised in association with Bandung: Journal of the Global South, serves as a platform for interdisciplinary exchange on the latest research in this area. The organisers welcome contributions addressing any aspect of the translation/interpreting of political discourse. Suggested themes include but are not restricted to:
• The interface between translation/interpreting and political discourse: new trends and methods in research;
• The roles of translators/interpreters in translating and interpreting political discourse;
• Cognitive or pragmatic constraints in the translation/interpreting of political texts (such as policy speeches/statements, parliamentary debates, press conferences, media interviews with politicians or political talks/meetings on TV);
• Corpus-based study of political and policy speeches and their translation/interpreting: new tools and paradigms;
• Ethical issues in political translation and interpreting;
• The use of Critical Discourse Analysis and other tools for translation/interpreting discourse analysis;
• Frameworks and methods of corpora construction in the study of translated/interpreted political texts;
• Political censorship in the production and circulation of translated texts.
The conference will also feature two workshops related to the subthemes.
It is hoped that through this conference, participants can gain inspiration from scholars of different disciplines and build up platforms for future collaboration and discussion.
Keynote Speakers
· Jeremy MUNDAY (University of Leeds)
· Sandra HALVERSON (Western Norway University of Applied Sciences)
· TAN Zaixi (Shenzhen University / Beijing Foreign Studies University / Hong Kong Baptist University)
Language of the Conference
English
Key Dates
Deadline for (paper and poster) abstract submission: 15 January, 2019 (deadline extended)
Notification of acceptance/rejection: 15 February, 2019
Conference dates: 19-20 June, 2019
Submission of full paper for publication*: 20 July, 2019
* We plan to publish selected papers (after peer review) in a special issue of Bandung: Journal of the Global South and/or an edited volume by Brill.
Abstract Submission
We welcome abstracts for paper and poster presentations.
Submissions must include the following information*:
• name of author(s)
• affiliation
• email address
• abstract of 300 words
• 3-5 keywords
• short bio within 100 words
Submission or enquiries should be made via tipd2019@hkbu.edu.hk.
Conference website: http://tran.hkbu.edu.hk/tipd2019
Conference Conveners
Dr. Jun Pan (Hong Kong Baptist University / Bandung: Journal of the Global South)
Dr. Pak-Nung Wong (University of Bath / Bandung: Journal of the Global South)
cognitive grammar cognitive typology
construction grammar motion and space
metaphor and metonymy first language acquisition
frame semantics applied linguistics and pedagogy
prototype and categorization language evolution
cognitive phonology translation and cognition
discourse analysis multimodality
pragmatics and cognition sign language
corpus linguistics writing systems
language processing cognitive sociolinguistics
neurolinguistics cognitive semiotics
language change and grammaticalization
The conference has a special focus on the crosslinguistic perspectives on cognitive linguistics, and so papers relevant to this topic are especially encouraged.
The language of the conference is English.
There is no requirement to be an ICLA member for conference participation, but members will get a substantial reduction in the conference fees as well as enjoy other benefits (more information and member signup via the ICLA website).
The ICLA has set up a fund for student scholarships; students who have their abstract for a poster or presentation accepted can apply for a scholarship. More details can be found here.
There are three different types of sessions, and submission processes are different.
Theme Session:
A group of prospective participants can propose a theme session, in which thematically related papers are presented. A theme session can be on any topic in cognitive linguistics. There are two stages for submissions for a theme session. First, theme session organizers should submit their theme session proposals directly to the conference organizers. Once a theme session has been accepted as a whole, individual theme session authors will need to submit their full abstracts (not the short ones included in the session proposal) for review, following the same guidelines of submission for general and poster sessions below. Papers need to be individually accepted in order to form a theme session.
General Session and Poster Session:
Abstracts for general (oral) sessions and poster sessions are to be submitted through an abstract submission page, following the guidelines below. On the submission page you are asked to state whether the paper should be considered for oral session only, poster session only, or both.
Each presentation in a general session will be 25 minutes long (including questions and discussion). Papers in general sessions will be thematically arranged.
New for this ICLC is that we plan to have more posters than at previous conferences. Efforts will be made to render the poster session into a pleasant and inspiring locus of exchange. Posters will be allocated to dedicated, timetabled sessions, and will be thematically organized in terms of time and space of display. We therefore encourage poster submissions. The poster to be displayed must be of A0 size (or smaller), and must be vertical.
Abstract Submission:
Each author may submit maximally one single-authored and one co-authored paper. Submitting two abstracts as a co-author is also accepted. This is regardless of whether they are intended for the general, poster, or theme session. All abstracts must be submitted electronically through our EasyChair site, using a link appearing at:
https://iclc2019.site/submission
The submission page will be active during the submission period, which is August 1 – November 12, 2018 (UTC -11).
Abstracts must not exceed 1 page in A4 or letter-size paper, with 2.54 cm (1 inch) margins on all sides and 12-point Times New Roman font (complex data, figures, and references can be included on an additional page). They must be in a pdf file, and the file size should not exceed 5 MB. Abstracts will be subjected to blind review by a minimum of two referees from an international scientific committee, so no author names should appear anywhere on abstracts (you may cite yourself as [Author] or in the third person for previously published work).
The title must be at the top of the abstract. Please include a list of five keywords that describe the research right below the title to assist in the reviewing process. Theme session authors should also make sure to note the title of the theme session at the top of their abstracts.
Authors must include the following information on the webpage: (1) name(s) of author(s); (2) affiliation(s); (3) email address(es); and (4) preference for general or poster presentation.
Important Dates:
Abstract submission period August 1 – November 12, 2018
Deadline for abstract submission November 12, 2018
Notification of acceptance January 15, 2019
Dates of conference August 6-11, 2019
Please direct all enquiries to iclc2019 @ 2jcla.jp (delete a space before and after “@”).
For Symposium purposes, the nature of education research is defined broadly encompassing the various aspects of the productive expansion of knowledge.
Fall Meeting: 5, 6 & 7 December, 2018, at Harris Manchester College in the University of Oxford
Abstract submission – 10 November
Early registration – 1 October
Regular registration – 12 November
Spring Meeting: 20, 21 & 22 March, 2019, at Green Templeton College in the University of Oxford
Abstract submission – 4 March
Early registration – 15 December
Regular registration – 6 March
December 2018 Keynote Speaker
Professor Richard Pring
In May 2003 Professor Richard Pring retired after 14 years as Director of the Department of Educational Studies at Oxford University. Since 2003, he was Lead Director of the Nuffield Review of 14-19 Education and Training. His research interests include :
Philosophy of Education
Review of Education and Training 14-19 (Nuffield Foundation funded)
Faith-based schools (arising from the Leverhulme Fellowship, 2003/4, and from work with the Aga Khan University’s Institute for the Study of Muslim Civilisations).
International Conference on English Medium Instruction
The International Conference on English Medium Instruction will be held at South China Normal University, Guangzhou, China, from November 23 to 25, 2018, with the theme of “EMI: Defining teacher competencies and student needs”. Much has been written about the growth of English Medium Instruction (EMI) programmes around the world and there is also now a considerable literature on teacher and student attitudes
towards EMI growth and implementation. This conference (the first international conference of its kind in China) seeks to go further in an exploration of the challenges posed by EMI. It asks what are the competencies that teachers should have in order to successfully implement EMI? What general proficiency in English should content teachers have, and why might general proficiency in English
not be sufficient to describe the competence to teach an academic subject through the medium of English? Mirroring the issues surrounding EMI teacher competencies are EMI student needs: what
kind of support will enable them to thrive in an EMI context?
Main topics
Presentations are invited on the following themes, but are not limited to:
1. The English language proficiency of EMI teachers
2. The knowledge, understanding and skills of EMI teachers
3. EMI teacher accreditation and certification
4. The role of the English language specialist in an EMI university
5. The input and interaction of EMI classes
6. Cultivating culture awareness in EMI classes
7. Assessment in EMI classes
8. EMI and international students
9. EMI students and their learning strategies and study skills
10. EMI policies and innovation
Keynote speakers
We are delighted to announce our confirmed keynote speakers and workshop lecturers:
1. Ernesto Macaro, Oxford University
2. David Lasagabaster, University of the Basque Country
3. Guangwei Hu, The HongKong Polytechnic University
4. Anwei Feng, University of Nottingham Ningbo China
5. Caroline Clark, University of Padova
6. Hongli Gu, South China Normal University
7. Ying Li, Hangzhou Normal University
8. Mark Searle, University of Oxford
9. Anping He, South China Normal University
Dates
Pre-conference workshops: 23 November, 2018
EMI conference: 24-25 November, 2018
Working language
English & Chinese
Call for Papers
The conference welcomes original papers that have not been published. The author(s) should
provide a good description of the aims and key points of the paper to be presented. The abstract for
submission should be no less than 300 words and no more than 500 words. Please send your abstract
to scnu_emi@qq.com before October 25, 2018 (The subject line should be “2018 EMI International
Conference Abstract_Your Affiliation_Your Name_the Title of Your Paper”). All the abstracts will
undergo a blind peer-review process and will be assessed according to relevance and quality. The
notification of acceptance will be given before October 30, 2018.
Conference fee
Pre-conference workshops: FREE
EMI conference: 980 RMB (students 490 RMB)