博士，研究员，博士生导师，师从国际著名语言学家Leech。目前系中国社会科学院应用语言学研究室研究员，兼任北外网络教育学院荣誉院长，ChinaCALL主任。顾教授是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、英国学术院王宽城基金会院士、香港理工大学校外学术委员和学术顾问、教育部远程教育专家组成员。他先后获霍英东教育基金第四届青年教师科研类一等奖，北京市哲学社会科学优秀论文一等奖，中国“国氏”博士后奖，国家级“优秀回国人员”称号。

语用学；话语分析；语料库语言学；修辞学；英语教育

外语学习对延缓大脑衰老的影响

Late adulthood, from 60 years old onwards, is marked with the onset of senescence. Older adults generally experience some decline of cognitive capacities. Some may even be clinicallylabeled as suffering from mild cognitive impairments (MCI), e.g., naming difficulties, shortening of short-term memories, wording circumscription, etc. This paper, for practical reasons, holds a sharp line between what is known as typical, benign, and developmental changes in cognition with nonspecific histopathological brain changes -- the normal aging, and malignant changes in cognition and behavior, the latter of which reflects specific underlying brain histopathologies. Studies, though limited, do show some benefits for older adults with normal aging effects to start learning foreign languages. The purpose of this paper is twofold. One is to present a critical review of the literature, and the other is to outline a FL learning programme for Chinese older adults.

博士，教授、博士生导师。90年代初赴美留学，先后获美国哥伦比亚大学语言文学和应用语言学双硕士、博士学位。现任苏州大学外语教育与教师发展研究所所长，兼任ChinaCALL副主任，中国英语教学研究会教师教育与发展专业委员会常务理事，并任国内外多家学术期刊编委、审稿。

计算机辅助语言教学；教师发展；EFL/ESL学习者与教师标准

创设机辅建构主义学习环境，助力本科生研究能力发展

This study investigates the technology enhanced constructivist learning environment (CLE) for developing undergraduate English-majors’ research abilities at a Chinese university. The faculty team attempted at transforming an English Writing course into BA Thesis Writing, supported by a free online learning management system (Moodle) with multi-faceted scenario, resources, tools and management. Situated in the broader context of the 10-year curriculum reform, two BA Thesis Writing classes from two semesters were examined using observation notes, interviews and student products. Findings show the CLE has enhanced the students’ problem-based learning (PBL) processes and research ability development in terms of problem awareness, information literacy, reasoning and research designing. The CLE contributed to the whole learning experience by continuous instructional support, forum discussions, and information resources and tools. The paper concludes by assessing the reform efforts’ overall gains and challenges, and its implications for future technology integration in foreign language learning and teaching in China.

博士，教授，现任台湾师范大学英语系系主任，兼任台湾师范大学国语教学中心主任。发表计算机辅助语言学习及语料库语言学领域相关文章多篇。他还在多个编委会任职，包括Computer Assisted Language Learning（《计算机辅助语言学习》），English Teaching and Learning（《英语教学》），以及International Journal of Digital Learning Technology（《国际数字学习技术杂志》）。他同时负责管理Cool English网站，这是一个由台湾教育部支持的英语学习网站，该网站目前已拥有超过180,000名注册用户。

计算机辅助语言学习（CALL）；语料库语言学；应用语言学

创新型英语学习网站研发

It’s critical for EFL students to develop good English ability in this globalized world. To enhance EFL students’ motivation and English ability, an innovative English online learning website (Cool English: http: www.coolenglish.edu.tw) was developed by English department of Taiwan Normal University. The research and development funding for this website was provided by Ministry of Education. The site has three major sections to serve elementary school, junior high school, and senior high school students. This website has adopted a wide variety of new technologies. For listening, a wide selection of interactive videos were created for students, and there were tools for students to adjust speech rate and to consult an online dictionary. For speaking, advanced automated speech recognition technology and AI chat bots were developed to facilitate speaking skills. For reading, interesting multimedia books and quizzes were developed. In addition, to make English learning more engaging, several types of digital games were also developed. These games include a 3D role-playing games, various HTML5 games, unity-based English games. So far, this site has more than 180,000 registered users. To better understand our users, Matomo, a web analytics application, was installed on our website. The tool helps to track online visits and display reports on these visits for analysis.

博士，现任香港教育大学语言学与现代语言学系助理教授、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。

第二语言词汇习得；计算机辅助语言学习（CALL）；移动辅助语言学习（MALL）；语料库语言学

培训及评估职前教师的语料库知识和基于语料库的语言教学法

Despite the efforts made by linguists and researchers, a corpus-based linguistic approach remains largely unknown to the majority of professional teaching community, particularly pre- and in-service teachers who largely rely on an intuition-based approach to solving language issues as well as developing pedagogical materials. In order to fill this gap and help teachers develop a corpus-based pedagogy, this study investigated how a group of pre-service language teachers develop their corpus literacy and corpus-based pedagogy via mobile-enhanced interactive and flipped learning. The training consists of four sessions: (1) a workshop that introduced basic concepts and search skills for corpus literacy, (2) online sessions that expose students to flipped videos and accompanying tutorial tasks, (3) online group task design, and (4) physical classroom-based presentation of the task design. Both qualitative and quantitative data were collected and analysed, covering both the learning process and outcome of the student teachers. Regarding the learning process, a Likert-scale survey was used to collect student perceived effectiveness on their learning of corpus literacy and corpus-based pedagogy; focus-group interviews were conducted to probe into more in-depth qualitative perspectives. As for the learning outcome, a set of self-developed rubrics were developed to rate the quality of each group task design. The results show that this mobile-enhanced interactive and flipped learning approach is effective in providing an adequate corpus literacy for our pre-service teachers, and allows them to further develop corpus-based knowledge and skills to design appropriate learning and teaching materials.