大会主旨发言人及发言提要

Plenary Speech Abstracts

*Plenary lecture abstracts are arranged in the time sequence of presentation.

Jack C. RICHARDS, University of Auckland

What Does It Take to Be an English Language Teacher?

The issue of language teachers’ knowledge and skill base is fundamental to our understanding of effective teaching and to approaches to language teacher education. Questions that have been a focus of research in the field of language teacher education over the years include:

What are the core competencies teachers of English need to acquire, maintain and develop throughout their careers??

What kinds of professional and practical knowledge do teachers need and use in their practice and how best can such knowledge be acquired?

What constitutes good teaching in a language classroom?

What developmental processes are involved when teachers move from being novices to experts in their field?

What factors trigger change in teachers’ understandings and practices?

In this presentation four aspects of the language teachers’ skills and expertise will be discussed, and how these influence teachers’ understanding and practice of teaching: The language teacher’s knowledge base (disciplinary knowledge, pedagogic content knowledge); The teacher’s cognitive and practical skills (pedagogic reasoning skills, practical routines and procedures, teaching English through English, creative thinking in teaching);The soft skills of language teaching (the classroom as a learning community, the emotional climate of the classroom);Teachers’ learning pathways (the nature of change, the role of identity, from novice to expert, theorizing practice)

SUN Youzhong（孙有中），Beijing Foreign Studies University

课程思政视角下的外语教材设计

进入新时代，国家对高等教育人才培养提出了更高的要求，并通过国家标准设定了人才培养的素质要求、知识要求和能力要求。课程思政在很大程度上可以理解为“素质要求”的解决按方案，为贯彻落实高等教育国家标准提供了有效抓手。课程思政的根本目标是要回答好高等教育的“灵魂三问”：培养什么人？怎样培养人？为谁培养人？其深远意义在于，课程思政的成败：“影响甚至决定着接班人问题，影响甚至决定着国家长治久安，影响甚至决定着民族复兴和国家崛起”。对于这三大拷问，作为高等教育重要组成部分的高校外语教育应如何作答，是当下外语界应该认真思考并付诸行动的迫切任务。本文试图从课程思政视角探讨高校外语课程（本文聚焦外语类专业的语言基础课程和大学英语）的教学目标，并在此基础上考察外语教材编写的原则和策略，以期为当下外语课程思政探索可行路径。

Daniel PERRIN, Zurich University of Applied Sciences

Beyond English and Englishes: Investigating Translingual Quoting in a World of Mediatized Communities

Transdisciplinary research is research on, for, and with practitioners: Scholars and practitioners collaborate throughout research projects with the aim of mutual learning. This keynote shows the value transdisciplinarity can add to applied linguistics.

It does so by discussing the example of translingual quoting in an increasingly globalized world. Translingual quoting is the newsroom practice by which utterances from sources are both quoted and translated in order to be taken up across linguistic communities.

In order to analyze such practices, large corpora of writing process data have been generated and analyzed with the multi-method approach of progression analysis. The analyses combine analytical depth with breadth as well as theoretical and practical relevance.

Results show the growing complexity and relevance of translingual quoting for overcoming boundaries between communities. On a meta level of doing research, findings explain why transdisciplinarity allows for deeper insights into practices of language use in real-life contexts.

LUO Xuanmin（罗选民），Guangxi University

Experiential Cognition in the Teaching of English-Chinese Translation

Nowadays scholars pay much attention to cognitive principles in the teaching English and technologies and corpus are used for analyzing texts in various ways. However, fewer and fewer students display their enthusiasm in English language and literature as a major despite of their great cognitive and linguistic description. Literature is no longer a charming and fascinating subject as it used to be. Nothing is wrong with cognitive theories and technologies in our English teaching, but the absence and inactivity of using individual life experience and sensory abilities, which should be part of cognitive power alone with thinking as defined in English dictionary, is the real cause. In this case, we are content with some facts and formula developed from the superficial text analysis. The situation is even worse in teaching English-Chinese translation. Since translation is carried out between two languages which bear striking differences in mentality, cultural traits and linguistic expressions, and any efforts in translating must make full use of thinking, individual life experience (not mere pragmatic principles) and sensory efforts, which finally form an overall picture of the actions in a signified sense. I call this experiential cognition so as to differentiate other cognitive theories. Within the scope of experiential cognition, the teaching of English-Chinese translation is more lively, convincing, relevant and picturesque. Some exercises as making up English sentence with given words, Ezra Pound’s translation of Chinese classical poem, and the author’s own translation of a biblical text from English into Chinese will be conducted to prove the importance and significance of experiential cognition. This lecture will also demonstrate that artificial intelligence (AI) can never replace human translation of live literary texts because it lacks of experiential cognition which embodies not only thoughts but also constant experiences and senses, the qualities of which are not equipped with by AI. Experiential cognition is not prescriptive (which is the characteristic of AI) but descriptive according to individual experience. Experiential cognition can, in certain point, explain why Bertrand Russell used to write: There are translations and translation. Experiential cognitive Translation is lively and miracle. To use or not to use, that is a real question!