吉林省外语教学与学术写作专题研讨会

为贯彻落实2024年全国教育工作会议精神和教育部2024年教育工作重点任务，推动吉林省外语教育事业的发展，吉林省外语学会将于2024年3月17日举办“吉林省外语教学与学术写作专题研讨会”，会议由长春师范大学大学外国语学院承办。

本届会议以“外语教学与学术写作能力发展、学术语篇特征研究 ”为主题，特邀国内外知名专家学者围绕如何在学术写作教学中提高学术写作意识和能力、构建作者身份以及基于语料库的学术语篇特征、英语学习者写作发展特征做主旨发言。会议还将设立分论坛和小组发言，欢迎青年学者深入交流和研讨。

日程安排

会议时间：2024年3月17日

会议地点：长春师范大学法国文化中心一楼学术报告厅

主 办 方：吉林省外语学会

承 办 方：长春师范大学外国语学院、科研处

大会主旨发言主题及专家简介

Community and Identity in Academic Writing

Ken Hyland, Professor

英国东英吉利大学

Identity and community are central organizing principles of our social worlds, yet remain controversial and elusive concepts. In this talk, I will show how corpora, assisted by community-oriented views of literacy, can illuminate these concepts, showing how successful texts employ conventions that other members of the community find familiar and convincing. Language choices thus help construct both arguments and disciplines and, because we choose our words to connect with others and present ideas in ways that make most sense to them, such repeated uses of language encourage the performance of certain kinds of professional identities. Communities thus constrain identity choices but they also indicate the ways we relate independent beliefs to shared experience. Drawing on some of my earlier work I attempt to show, in this way, that the production of texts is always the production of community and of self.

Ken Hyland，世界著名英语应用语言学家，现任英国东英吉利大学应用语言学教授，吉林大学、北京师范大学客座教授，曾任伦敦大学学院和香港大学讲席教授。研究领域主要包括学术英语、二语写作和学术语篇等。出版专著与论文集35部，发表论文280余篇，谷歌学术引用高达87000余次，被斯坦福大学和爱思唯尔出版社连续评为2022和2023年全球顶尖2%科学家榜单中语言学领域第一名。Ken Hyland教授曾担任SSCI一区期刊Journal of English for Academic Purposes的创办主编及语言学领域顶刊Applied Linguistics主编，目前担任Bloomsbury及Routledge出版社系列专著丛书主编。Ken Hyland教授代表文作被Bloomsbury出版社于2018年结集出版《The Essential Hyland》。

Developmental Features of Lexical Richness in English Writings by Chinese Beginner Learners

张会平 教授

北京师范大学外文学院

The present study examined the developmental Features of lexical richness across four dimensions—lexical complexity, lexical variation, lexical density, and lexical errors—by analyzing English as a Foreign Language (EFL) writings produced by Chinese beginner learners of English (CBLE). The analysis was grounded within the theoretical framework of the Language Exposure Hypothesis. Results revealed that: (1) lexical complexity in student writings was generally low, yet exhibited a yearly increase, with a slower rate of growth initially followed by faster growth subsequently; (2) lexical variation was comparatively low but improved significantly annually, with students at differing grade levels emphasizing distinct lexical choices; (3) lexical density was relatively low but rose yearly, with more rapid improvements initially followed by deceleration over time, as learners progressively incorporated content words encompassing various parts of speech; and (4) lexical errors steadily declined over time, with high frequency word spellings becoming increasingly accurate while low frequency words persisted as challenging for CBLE. In summary, while lexical richness in EFL writings by CBLE was relatively low, it improved gradually with age—the four examined dimensions, however, developed in an imbalanced fashion. In light of these findings, the current study forwards recommendations concerning lexical instruction.

Huiping Zhang, Ph.D. in English Language and Literature, is a professor and doctoral supervisor in the English Department at the School of Foreign Languages, Northeast Normal University. She is among the first batch of “Fang Wu Qing Miao Talents” at Northeast Normal University. As the Executive Deputy Director of China Research Center for Basic Foreign Language Education and a director of the Committee on Second Language Acquisition Research, her primary focus is on second language acquisition and corpus linguistics. She has published over fifty papers in journals such as the International Journal of Corpus Linguistics and Foreign Language Teaching and Research, and has authored four monographs with publishers including Foreign Language Teaching and Research Press. She has constructed or assisted in the creation of six learner corpora, including “Spoken Corpus of English Learners” and “Writing Corpus of Chinese Beginner Learners of English”. She has hosted two projects funded by the National Social Science Fund of China, as well as numerous provincial and university-level projects.

Discussing Limitations: A Promotional Effort in Academic Writing of Applied Linguistics

周  惠 教授

东北师范大学

“No one designs a flawless study” (Jalongo & Saracho, 2016, p. 85), so writers often acknowledge limitations when concluding their academic texts. How this is conveyed impacts on the extent the research is evaluated and accepted. However, little attention has been drawn to the rhetorical presentation of limitations in the EAP literature. This study seeks to remedy the oversight by exploring how the discursive practice is mediated by metadiscourse, how limitations are rhetorically contextualized and how much these rhetorical investments differ between PhD dissertations and research articles. A corpus-based analysis of 100 PhD dissertations and 100 published articles in applied linguistics shows that dissertation writers make more use of frame markers while less use of code glosses, evidentials, attitude markers and hedges in the acknowledgement of limitations than published writers. It is also found that limitations on the overall quality of research and the writers’ competence are far more often acknowledged in dissertations than research articles, while student writers tend to attribute the limitations to situational constraints in research context and unmanageable complexity of research subjects. The results support the two-genre perspective (Kawase, 2015; El-Dakhs, 2018) and demonstrate that discussing limitations is a strategically promotional effort in conclusion sections.

Zhou Hui, Professor at the School of Foreign Languages, Northeast Normal University, PhD in Applied Linguistics, and doctoral supervisor. Research interests include Applied Linguistics, English for Academic Purposes, and Corpus Linguistics. In recent years, she has published many papers in SSCI journals such as English for Specific Purposes, as well as in CSSCI journals. She has also published four academic monographs and presided over National Social Science Fund Project, Jilin Provincial Department of Education Projects, and Philosophy and Social Science Projects.

The Semantic Development of Knowledge Construction in Disciplinary Discourse: Perspective of Logical Grammatical Metaphor

苗  宁 教授

长春师范大学

Knowledge is fundamental to the study of humanities and social sciences. Studies on knowledge can hardly be done without reference to language. Although previous studies have focused on the linguistic representations of disciplinary knowledge, logical grammatical metaphors are often neglected in their function of constructing disciplinary knowledge with different degrees of complexity and abstraction. Based on the interdisciplinary paradigm of the Systemic Functional linguistics and sociology of education, the present study intends to conduct a corpus-based study on causal logical grammatical metaphors in disciplinary discourse, attempting to answer the following research questions: (1) How are the causal logical grammatical metaphor resources used in disciplinary discourses of different education levels? (2) What comprehensive features of semantic development in knowledge construction are revealed by the distribution of causal logical grammatical metaphors in the disciplinary discourse? The research shows that with the development of educational levels, the distribution of causal logical grammatical metaphors has close relation with the changes of semantic density and semantic gravity, which is the reflection of how Semantics develops from being simple to complex, from being concrete to abstract. This research is of implication to the discipline-based English teaching and editing of disciplinary textbooks.

Dr. Miao Ning got her PhD degree in Beijing Normal University in 2020. Now she is a Professor and Dean in the School of Foreign Languages, Changchun Normal University. Her areas of research include Systemic Functional Linguistics, discourse analysis and English education. She has published some papers on her research, including in Foreign Languages in China, Journal of Northeast Normal University, Journal of University of Science and Technology Beijing. Her related researches have been funded by grants from Changchun Normal University, Jilin Province Education Department, Ministry of Education of China.

Enhancing Academic Literacy through Data-Driven Learning Approach

Dr. Lillian L.C. Wong

香港大学

Data-Driven Learning (DDL) is an approach that has become popular in tertiary education contexts for enhancing the teaching and learning of English for Academic Purposes (EAP) in recent years. Students can discover and examine patterns of collocation, contexts, frequencies of words, multi-word units, grammatical patterns and uses of language. They access large collections of authentic texts relevant to their needs in answering their language questions which can lead to language awareness and improvement. This paper discusses the introduction of an in-house ltidisciplinary online corpus developed at The University of Hong Kong for enhancing academic writing in the disciplines.

I will show the corpus design and functionality, demonstrate the accompanying learning and teaching materials designed specifically for discipline-specific data-driven language enhancement provision for postgraduate students in the sciences and humanities. I will discuss how the activities developed help raise knowledge and awareness of the key features of successful disciplinary writing and evaluate students' and teachers' perceptions of DDL and the resources. I will present the data from a mixed-methods study on tracking of students’ corpus use via a purpose-built corpus query and data visualisation platform integrated into a large postgraduate disciplinary thesis writing programme at The University of Hong Kong.

The results show significant interdisciplinary and inter / intra-user trends and variation in the use of particular corpus functions and query syntax adopted by corpus users from various disciplines. The paper will provide implications for enhancing practice for EAP in the academic writing classroom using a data-driven learning approach.

Dr. Lillian L.C. Wong, Senior Fellow of the Higher Education Academy (SFHEA), is Senior Lecturer in the Centre for Applied English Studies at the University of Hong Kong, where she has been Chair of the Research and Professional Development Committee, Coordinator of the Graduate School English Programme, Deputy Coordinator of MA in Applied Linguistics, Coordinator of various English teacher development programmes, supervisor of postgraduate students, and teacher and developer of MAAL, MATESOL, EAP and ESP courses. Recent publications include Specialised English: New Directions in ESP and EAP Research and Practice (Routledge, 2019) and The Bloomsbury Handbook of Discourse Analysis (2nd Edition) (Bloomsbury, 2021) and Best practices in English teaching and learning in higher education: Lessons from Hong Kong for global practice (Routledge, 2024). She has particular professional interests in innovation and change in English language education, teacher professional development, technology in English teaching and learning, curriculum design and materials development. She is Visiting Professor of School of Foreign Language Education at Jilin University and Consultant of a Virtual Teaching and Research Office of College English Courses Group under the Ministry of Education in China.