1. Mark WARSCHAUER

美国加利福尼亚大学尔湾分校（University of California, Irvine（UCI））教育学院教授，UCI数字化学习实验室（Digital Learning Lab, DLL）创始人及负责人，美国教育研究协会（American Educational Research Association）会员，美国教育研究院（National Academy of Education）成员。Warschauer教授通过他在计算机中介传播、在线学习、技术和读写能力、笔记本电脑教室、数字鸿沟、自动写作评估、视觉句法文本格式以及最近的学习对话代理方面的开创性研究，为CALL领域做出了基础性贡献。Warschauer教授出版的大量专著及发表的200多篇论文被引用超过40,000次，使他成为全球数字学习领域最有影响力的研究人员之一。

【发言题目】

Conversational Agents and Language Development: A New Frontier in Children’s Learning

【摘要】

Children learn languages best through social interaction, but opportunities for such interaction may be limited, especially in foreign language contexts. This presentation explores whether and how conversational agents, such as Siri or Google Assistant, can provide opportunities for social interaction that contribute to children’s language learning. Findings from two major studies are shared. In the first, a conversational agent assumes the role of a parent or mentor in a book-reading activity, asking the child questions about the story as it is being narrated. In the second, a character in a popular television show engages in dialogue with children about the show’s content. Both studies find that children learn more when interacting with a conversational agent, especially when trying to understand material in a second language. Taken together, the studies demonstrate both the feasibility and promise of using conversational agents to create interactive language learning experiences for children.

2. 顾曰国

北京外国语大学人工智能与人类语言重点实验室首席专家，博士，研究员，博士生导师。中国社会科学院创新工程首席研究员，网络教育学院荣誉院长，中国英汉语比较研究会语言智能教学专业委员会（ChinaCALL）主任。CSSCI刊物《当代语言学》杂志主编、国际语用学协会常务理事，中国功能语言学协会常务理事。国际著名SSCI刊物《篇章学》、《语用学》（国际语用学协会会刊）咨询编审、教育部远程教育专家组成员。

【发言题目】

iCALL: Making Us Smart or Dumb

【摘要】

iCALL, an acronym for intelligent computer-assisted language learning, differs from the traditional paradigm of CALL in that it attempts to incorporate artificial intelligence technology in CALL design and implementation. There are at least three variants of iCALL in the literature: (1) intelligent tutoring system, i.e., ITS; (2) artificial intelligence in education, i.e., AI-ED, AIED; and (3) parser-based CALL. This paper presents a critical review of these iCALL variants. The evaluation is based on the six universal laws of learning, which are structured as follows:  
The Those iCALL programmes that are designed and implemented in accordance with the six laws will make us smart, whereas those iCALL programmes that violate the six laws will make us dumb.

3. 宗成庆

宗成庆于1998年毕业于中科院计算所，获博士学位，现为中科院自动化所模式识别国家重点实验室研究员，博士生导师。他的主要研究兴趣包括自然语言处理、机器翻译和语言认知计算等。出版《统计自然语言处理》和《文本数据挖掘》（中英文版）等专著和译著。他是中国人工智能学会会士、中国计算机学会会士、国际计算语言学委员会委员、亚洲自然语言处理学会主席和中国中文信息学会副理事长。曾获国家科技进步奖二等奖(2015)和国务院特殊津贴等若干奖励和荣誉。

【发言题目】

人工智能时代的人类语言技术研究

【摘要】

近年来，随着人工智能相关技术的快速发展，人类语言技术得到了高度关注，其研究方法发生了根本性的改变，技术水平快速提升，在社会生活的各个领域都得到了广泛应用。那么，人类语言技术包括哪些研究内容？面临的主要挑战和瓶颈是什么？未来的发展方向和趋势如何？语言学研究如何适应时代的发展，在人工智能技术前进的浪潮中发挥更大的作用呢？本报告将对这些问题进行简要的分析，并结合本人所从事的研究工作给出自己的思考和认识。

4. 于歆杰

清华大学电机系长聘教授、系党委书记。清华大学在线教学指导专家组组长，国家级精品在线开放课程和清华首门慕课“电路原理”负责人。学术兼职包括国际电气和电子工程师协会（IEEE）会员、英国工程技术学会（IET）会员、中国电机工程学会会员、《电工技术学报》编委、CES Transactions on Electrical Machines and Systems副主编等。历获北京市科技新星、教育部新世纪优秀人才、宝钢优秀教师奖、北京市教学名师奖、北京市科学技术奖、清华大学新百年教学成就奖、北京市教学成果奖、国家级教学成果奖等奖项。

【发言题目】

关于混合式教学的几个关键问题

【摘要】

混合式教学是当前各高校关注的一个重点教学改革方向。但是什么是混合式教学？为什么要开展混合式教学？开展混合式教学改革过程中存在哪些误区？不少老师对这些问题其实并不清楚。本报告从以学生为中心的教与学理念入手，引出开展混合式教学改革的必然性，介绍几个混合式教学改革中的关键点，包括如何调动学生，如何设计教师和学生的课外投入，如何设计课内讨论和交互活动等。

5. 李佐文

教授，博士生导师。北京外国语大学人工智能与人类语言重点实验室主任。教育部外国语言文学类专业教学指导委员会英语专业教学指导分委员会委员，全国话语语言学研究会会长，中广联影视译制与传播专业委员会会长。先后在《外国语》、《外语研究》等刊物发表学术论文四十余篇，出版专著、教材十余部。研究领域包括话语语言学、计算语言学及语言教学。

【发言题目】

Language Intelligence: Discipline Construction and Talents Training

【摘要】

Language Intelligence (LI) is one of the core problems in Artificial Intelligence (AI) ,which involves the exploration of human intelligence and language processing techniques of computers. It is an area touching on brain science, cognitive science, linguistics, logics, computer technologies etc, representing the highest level of artificial intelligence. However, the development of language intelligence still faces a lot of challenges and difficulties, calling on many talents in different disciplines, even generations of researchers to deal with it. To meet the needs of AI innovation and LI talent training in China, it is of utmost importance to set up an interdisciplinary Science of Language Intelligence in universities and colleges. It would be reasonable and suitable for this interdisciplinary study to be constructed as first-level discipline within the current system of disciplines in China. This presentation will focus on the topics such as connotations of LI, significance of LI discipline construction and our practice in Beijing Foreign Studies University.

6. 王海啸

南京大学教授、博士生导师，教育部高等学校大学外语教学指导委员会委员，全国大学英语四、六级考试委员会委员，江苏省高等学校外国语教学研究会会长，江苏省外国语言学会副会长，中国英汉语比较研究会语言智能教学专业委员会副主任委员。主要研究方向包括二语习得与教学、语言测试、计算机辅助英语教学。主持国家级精品课程、精品资源共享课、精品在线开放课程、一流线上线下混合式课程等。

【发言题目】

新指南背景下大学英语教师信息素养的内涵及评价体系构建

【摘要】

《大学英语教学指南（2020版）》对大学英语教师的综合素养，尤其是信息素养提出了新的要求。本文试图以信息意识、信息知识与信息能力为框架，探讨大学英语教师信息素养的具体内涵，并在此基础上参照现有国际英语教师能力体系框架，构建一个包括基础、熟练、专业三个级别的大学英语教师信息素养评价体系。

7. 马清

马清现任香港教育大学语言学与现代语言学系副教授、博导及英语教学文学硕士(MATESOL)课程主任。毕业于比利时新鲁大学，获得应用语言学专业博士学位。在国际刊物发表过多篇高质量学术论文和一本专著。作为第一导师或外审指导过数十篇博士及硕士论文；近年获邀为多家高端国际学术期刊审稿。

【发言题目】

From corpus literacy to corpus-based language pedagogy: effective integration of corpora into classroom teaching

【摘要】

Corpus linguistics proves to be an innovative and effective approach to language studies and analyses. However, a corpus-based approach remains largely unknown to the majority of the professional teaching community. Language teachers generally appreciate the pedagogical potential of corpus, but rarely use it in classroom teaching. A key concept regarding corpus-based teacher training is corpus literacy (CL). Another key concept, largely ignored by researchers, is corpus-based language pedagogy (CBLP), which is defined as the ability to integrate corpus linguistics technology into classroom language pedagogy to facilitate language teaching. Based on the differentiation of CL and CBLP, I will present two relevant studies. In study 1, a new Corpus Technology Acceptance and Use (CTAU) model was introduced based on the Technology Acceptance Model (TAM). Furthermore, the theoretical model was empirically tested with 697 English teachers to determine the factors (e.g., system accessibility, subjective norm, prior experience, self-efficacies [corpus literacy, corpus-based language pedagogy]) that influence English teachers’ perceptions of usefulness and ease of use of corpus technology, which will in turn affect their intention to use it, and its actual uses for learning or teaching. Study 2 adopted a case study approach and investigated two English teachers’ engagement of acquiring CBLP, implementation and evaluation of their corpus-based classroom teaching.

8. Elena Errico

意大利热那亚大学外国语言及文化系西班牙语和翻译研究专业副教授，负责研究项目管理。研究兴趣包括英语和西班牙语之间的接触语言学、翻译中的奇卡诺文学和口译教学法。

【发言题目】

Teaching remote interpreting remotely, or how to make a virtue out of necessity

【摘要】

The aim of this presentation is to share an experience of how a combination of innovative learning techniques and remote interpreting technologies was harnessed in the Translation & Interpreting (T&I) MA programme taught at the University of Genoa.

Well before the COVID-19 pandemic outburst, the University of Genoa had set up a workgroup on teaching and learning techniques (GLIA) which fostered innovation in instructional design. In 2019, thanks to GLIA's support, the T&I MA implemented simulation-based training in legal interpreting adopting a social constructivist approach (cfr. Kiraly 2000). This means that each and every interpreting simulation, from script drafting to the role play and feedback sessions, were carefully prepared by a team of experts which included a pedagogist with expertise in instructional design, a psychologist and a legal professional in addition to the interpreting instructor.

Since early 2020, due to health emergency restrictions, all teaching has been online and, as a result, computer-assisted ad hoc interpreting platforms (“digital interpreting booths”) have been adopted along with live streaming classroom software. The experiment has proved so effective that it has been decided to extend this teaching mode beyond the emergency as a proactive response to the post-COVID employability scenario, since it is very likely that remote interpreting services will play the lion's share on the interpreting market in the years to come, due to improved technology and comparatively low costs, and despite the serious challenges they pose for interpreting professionals.

References Kiraly, D. (2000): A Social Constructivist Approach to Translator Education; Empowerment from Theory to Practice, Manchester, UK & Northampton MA, St. Jerome Publishing.

9. Marcin Opacki

波兰华沙大学助理教授，博士。研究兴趣包括生成句法、语料库语言学和实验心理语言学。参与的项目包括波兰语配价词典（CESAR、NEXT、CLARIN-ERIC）、双语移民儿童研究（NPRH）、职业教育CLIL框架开发（Erasmus+），波兰小学（BENJA）语言教学评估，面向学者的语料库语言学培训项目（NCBiR），以及基于CLIL的高中生批判性思维培养项目（NCBiR）。

【发言题目】

Perfunctory gamification in the world of second language learning

【摘要】

Gamification is a trend that is steadfastly increasing in popularity in several fields that involve learning. Several concepts borne out of this have recently been applied with the intent to facilitate second language acquisition. This is most notably visible in the form of apps and online teaching courses that take advantage of mechanics that are drawn directly from video game design principles.

However, while tools of this kind will appeal to some learners (e.g. dopamine-reliant social media users), others will find them ineffective as language study aids.

In this talk, I will argue that this is strictly due to limiting gamification features to only an easily implementable subset (leader boards, levelling progression, trophy achievements, etc.), while features that offer meaningful content (e.g. narrative and ludological structure, motivational level design, player agency, etc.) are typically left out due to budgetary, programming, or scheduling constraints. Such app or course design – which I dub perfunctory – will leave some users feeling frustrated by what amounts to false advertising, contributing to a decrease in motivation.

I will conclude the talk by presenting what I consider a set of tentative solutions to the problem based on a review of currently available research in the field.