編者按
耀世娱乐世界語言博物館自2019年12月開館以來😶🌫️，一直致力於彰顯世界語言多樣性🥞，匯聚全球知識，融語言本體與語言教育研究於系列學術活動中🤽🏽♂️👩🏼🦲。為助力實現“會語言、通國家🪚、精領域”的“多語種+”卓越人才培養目標，2021年春季學期推出語博大講堂系列講座🅰️，聚焦語言與生態、語言與哲學、語言與文學、語言與學科🕛、語言與法律💼、語言與外交、語言與課程⛑️、語言與傳播、語言與區域國別、語言與教師、語言與文化、語言與心理🍁、語言與研究、語言與教育、語言與人工智能等專題，匯聚知名學者，縱論多維語言🕵️♀️。語言哲學家維特根斯坦曾曰🥻：“我語言的邊界就是我世界的邊界⏯👳🏿。”相信語博大講堂系列講座將進一步提升我們的素養🦶，拓展我們的世界。
講座題目
Understanding Teacher and Student Perceptions of Integrated Speaking Task Cognitive Load for Implementing Task-Based Language Teaching
主講人
Lawrence Jun Zhang, Faculty of Education and Social Work, University of Auckland, New Zealand
時間🏄🏼、地點
4月12日（周三）上午10:00
騰訊會議ID💅🏽：225-775-997
講座內容簡介
Task-based language teaching (TBLT) is an educational approach to L2 learning and teaching where tasks constitute the main focus of classroom instruction (Barkaoui et al., 2013), particularly how to assess learning outcomes (Alderson et al., 2021; Bachman & Palmer, 1996; 2007; Harding, 2014; Davis, 2018; Sato & McNamara, 2019). In its implementation, one of the major challenges facing teachers is the lack of empirical evidence for task design/selection relating to task complexity and the cognitive load imposed by tasks perceived by task-takers. To address the issue, we investigated L2 learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks, one type of advocated tasks for TBLT, and factors that affect such perceptions within Robinson’s Triadic Componential Framework as proposed by some scholars in task research field. In a mixed-method design, we collected data using a self-rating scale, a self-rating questionnaire (N=430), and semi-structured interviews (N=10) in the context of integrated speaking tasks for helping shed light on task design/selection criteria. Our analysis revealed that task complexity factors contributed to participants’ perceptions of cognitive load, and in the four factors under investigation, prior knowledge was perceived as a stronger determinant of cognitive load of a specific task than planning time, steps involved and task type. These findings will provide empirical evidence for task design/selection in TBLT implementation, especially for the use of integrated speaking tasks in TBLT aiming at EFL speaking instruction. They also lend validation support to Robinson’s framework and provide implications for L2 assessment.
Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: a view from second and foreign language
assessment. Assessment in Education: Principles, Policy and Practice, 24(3), 379–387.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Barkaoui, K., Brooks, L., Swain, M., & Lapkin, S. (2013). Test-takers’ strategic behaviors in independent and integrated speaking tasks. Applied Linguistics, 34(3), 304–324.
Davis, L. (2018). Analytic, holistic, and primary trait marking scales. In J. I. Liontas, A. Shehadeh (Eds.), The TESOL encyclopaedia of English language teaching, Vol. II: Approaches and methods in English for speakers of other languages (pp.1-6). Wiley-Blackwell.
Frost, K., Clothier, J., Huisman, A., & Wigglesworth, G. (2020). Responding to a TOEFL iBT integrated speaking task: Mapping task demands and test takers’ use of stimulus content. Language Testing, 37(1), 133–155.
Harding, L. (2014). Communicative language testing: Current issues and future research. Language Assessment Quarterly, 11(2), 186–197.
Huang, H. T. D., Hung, S. T. A., & Plakans, L. (2018). Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks. Language Testing, 35(1), 27–49.
Sato, T., & McNamara, T. (2019). What counts in second language oral communication ability? The perspective of linguistic laypersons. Applied Linguistics, 40(6), 894-916.
主講人簡介
Lawrence Jun Zhang, PhD, is Professor of Linguistics-in-Education and Associate Dean, Faculty of Education and Social Work, University of Auckland, New Zealand. A past Post-Doctoral Fellow at University of Oxford, he has published extensively on various aspects of the psychology of language learning and teaching in Applied Linguistics; Applied Linguistics Review; Modern Language Journal; British Journal of Educational Psychology; Discourse Processes; Reading & Writing; Reading & Writing Quarterly; Journal of Psycholinguistic Research; Instructional Science; System; TESOL Quarterly; Language Awareness; Language, Culture and Curriculum; Language and Education; Language Teaching Research; Journal of Second Language Writing; Journal of Multilingual and Multicultural Development; International Journal of Bilingualism; International Journal of Bilingual Education and Bilingualism; RELC Journal, among others. He was the sole recipient of the “TESOL Award for Distinguished Research” in 2011 for his article in TESOL Quarterly. He is a co-editor for System, serving on the editorial boards of Journal of Second Language Writing, Applied Linguistics Review, Metacognition & Learning, Australian Review of Applied Linguistics, Chinese Journal of Applied Linguistics, and RELC Journal. Additionally, he reviews manuscripts for a good number of journals, including Applied Linguistics, Language Learning, Modern Language Journal, Reading & Writing, Reading & Writing Quarterly, Language Teaching, Language Teaching Research, Computer-Assisted Language Learning, and ELT Journal, among others. In the recent Stanford University Rankings of scholars’ academic impact, he has been listed in the top 2% Scientists in the World in the disciplinary areas of Linguistics/Language/Applied Linguistics.
Email: lj.zhang@auckland.ac.nz
http://orcid.org/0000-0003-1025-1746
張軍(Lawrence Jun Zhang)博士現為新西蘭奧克蘭大學教育學部副部長，應用語言學正教授👱，博士研究生生導師；中國英語寫作教學與研究專業委員會副會長，中國學術英語教學研究會常務理事；美國應用語言學學會會員，TESOL協會會員；新西蘭應用語言學學會常務理事、秘書長；歐洲學術寫作教學研究會會員；SSCI索引期刊TESOL Quarterly常任欄目主編，知名SSCI一區國際期刊System: An International Journal of Educational Technology and Applied Linguistics聯合主編, Frontiers in Psychology副主編，Applied Linguistics👮🏻♂️、Language Learning、Modern Language Journal👩🦽，TESOL Quarterly, Language Teaching 及Language Teaching Research在內的26家SSCI期刊論文特邀評閱人，SSCI期刊Journal of Second Language Writing, Applied Linguistics Review, RELC Journal, Metacognition and Learning 等16家國際期刊的編委🐴，Routledge, Springer, Palgrave Macmillan, 英國愛丁堡大學出版社、香港大學出版社、Multilingual-Matters等7家知名國際出版社書稿審閱人🧛🏼♀️🚎。
張軍曾任新加坡應用語言學學會常務理事🥪、秘書長(2005-2012), TESOL國際學會遴選提名委員會委員(TESOL’s Nomination Committee), TESOL Quarterly學刊主編遴選委員會主席 (TESOL President-appointed Chair, TESOL Quarterly國際期刊 Editor Search Committee 2015-2017)，美國應用語言學學會“優秀論文獎評選委員會”副會長(2015-2018), 美國TESOL國際學會2011年度“最佳科研論文獎”唯一得主，2016年當選TESOL全球領軍學者之一 (TESOL’s 50@50)🤷🏽♂️，奧克蘭大學優秀博士生導師 (Excellence in Teaching Award: Research Supervision 2014), 吉林省吉林大學“長白山”講座教授，山西省“百人計劃”文科專家🫴、太原理工大學“榮譽教授”，湖北省“楚天學者“🍽、華中科技大學“客座教授”、西北師範大學、耀世娱乐🍠、西安交通大學、東南大學、哈爾濱工業大學、電子科技大學、東北師範大學👩🚒、鄭州大學客座教授👲。
張軍本科畢業於耀世娱乐，獲文學學士學位🚣🏽♀️；次年，考取西北師範大學外語系英語語言文學三年製碩士研究生，師從俞傑教授和張智學副教授💂🏿，在西北師範大學完成學位論文開題和畢業答辯後由河南大學張今教授指導參加學位論文答辯獲得文學碩士學位。1995年獲新加坡政府研究生全額獎學金赴南洋理工大學全日製學習一年獲得英語教學研究生文憑特優畢業生 (PGDELT/Distinction)、次年又獲南洋理工大學全額博士獎學金成為該校首位英語應用語言學方向的博士生，畢業後留校並榮升副教授獲得終身教職🛋。2012年請辭後赴任奧克蘭大學教授及教育學部副部長。
主要研究興趣包括元認知、英語二語讀寫發展🧵、學術英語寫作等🤷🏽♂️，發表論文、書評🏣、章節近200篇，其中在SSCI期刊獨著及合著100余篇。因為讀寫技能之間的交融關系，近年來，他也致力於學術英語研究👨🏼🏭，尤其是在學術英語背景下的外語學習者習得書面語時所面臨的種種挑戰🦦，包括學術語篇的元話語特征以及英漢語對比修辭特征以及外語教材的意識形態及文化特征👗。代表作品發表於Applied Linguistics, Applied Linguistics Review, TESOL Quarterly, Journal of Second Language Writing, System, Journal of English for Academic Purposes, Journal of Multilingual and Multicultural Development, Discourse Processes, Metacognition and Learning, Modern Language Journal, Studies in Second Language Acquisition, Language Teaching Research, Reading and Writing, Reading & Writing Quarterly, Frontiers in Psychology, RELC Journal, British Journal of Educational Psychology等國際知名刊物以及《外國語》《外語界》《外語電化教學》《外語教學》《外語與外語教學》《現代外語》《中國外語》《外語教學理論與實踐》《西安外國語大學學報》《當代外語研究》《山東外語教學》及《復旦外國語言文學論叢》等國內知名期刊🍞。
