2022（第18屆）語言智能教學國際會議征稿通知（No. 4）

• 2022年8月1日 YangJinZhu來源：互聯(lián)網 639 37
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2022 International Conference on CALL

2022年10月15-16日中國·西安

“2022（第18屆）語言智能教學國際會議”將于2022年10月15-16日在西安舉辦。會議由中國英漢語比較研究會語言智能教學專業(yè)委員會（ChinaCALL）主辦，北京外國語大學網絡教育學院和人工智能與人類語言重點實驗室、西安電子科技大學外國語學院和外語教育數字化研究院聯(lián)合承辦，《語言智能教學（英文）》國際期刊編輯部協(xié)辦。會議內容包括會前工作坊、專家主旨發(fā)言、分會場發(fā)言以及學術圓桌論壇。大會將以深度互動、注重務實為特色，為探索新技術與外語教學的融合和發(fā)展提供相互交流、研討、提高和合作的平臺。

我們誠摯邀請國內外專家、學者、教師撥冗與會！

特邀發(fā)言人：

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Phil Hubbard

Phil Hubbard博士，美國斯坦福大學語言中心（Stanford University Language Center）榮譽退休高級講師，2003-2020年期間擔任海外學生英語課程項目部主任。過去四十年，在CALL的評價、發(fā)展、理論、研究方法、聽力教學、教師教育和學習者培訓等領域發(fā)表了豐碩的研究成果。曾參與制定《TESOL技術標準》（TESOL Technology Standards）(2008、2011)。目前擔任國際期刊《計算機輔助語言學習》（Computer Assisted Language Learning）和《語言學習與技術》（Language Learning & Technology）副主編。最新專著An Invitation to CALL: Foundations of Computer-Assisted Language Learning可通過www.apacall.org免費下載。

【發(fā)言題目】

Emerging technologies and language learning: Mining the past to transform the future

【發(fā)言摘要】

The theme of this year’s ChinaCALL Conference, emerging technologies, will naturally be the focus of many exciting presentations. Artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on are full of promise and seem poised to revolutionize language teaching and learning over the next decade. Yet they have elements–mediational elements--that link them more closely to technologies of former days than might be expected. I first introduce some underlying concepts relating to the mediational properties of technology for language learning and teaching. I then discuss how language researchers, developers, and teachers can use what we have learned in CALL research and practice from the past to help them more effectively face the challenge of creating and refining effective language learning applications, activities, and tasks using these emerging technologies. I conclude with suggestions and examples from recent studies showing how this goal might be accomplished.

王泉

西安電子科技大學教授、博士、副校長。陜西省人機交互與可穿戴計算重點實驗室主任。中國計算機學會理事、嵌入式系統(tǒng)專委會主任。教育部教學信息化與教學方法創(chuàng)新指導委員會副秘書長、軟件工程教學指導委員會委員。中國高等教育學會創(chuàng)新創(chuàng)業(yè)教育分會副理事長。中國聯(lián)合國教科文組織全國委員會專家。教育部《教育信息化長期發(fā)展規(guī)劃（2021-3035）》和《教育部信息化“十四五規(guī)劃”》編制專家組成員。

【發(fā)言題目】

信息技術賦能人才培養(yǎng)高質量發(fā)展（Information Technology Empowering the High Quality Development of Talent Cultivation）

【發(fā)言摘要】

本報告從人才培養(yǎng)的現(xiàn)狀和高質量發(fā)展的需求出發(fā)，探討大數據、人工智能等信息技術賦能課堂革命、教育教學評價改革等提高人才培養(yǎng)能力的一些思路，并介紹西安電子科技大學人才培養(yǎng)高質量發(fā)展的實踐和效果。（The report starts with the current situation of talent cultivation and the demand of high-quality development. It presents some ideas of how to improve talent cultivation capability by using information technology (such as big data and artificial intelligence) to bring about classroom revolution and reform of teaching evaluation. The practice and results of high-quality talent cultivation of Xidian University are also covered in this report.）

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Thang Siew Ming

Thang Siew Ming博士，馬來西亞精英大學（HELP University）教授，馬來西亞國立大學（Universiti Kebangsaan Malaysia）社會科學和人文科學學院名譽教授。研究領域包括計算機輔助外語教學（CALL）、學習者自主性，學習動機和眼動研究。現(xiàn)任PacCALL（環(huán)太平洋地區(qū)計算機輔助外語教學協(xié)會）主席和GLoCALL系列會議聯(lián)合主席，擔任多個知名CALL和語言教育期刊編委。學術成果豐碩，最新文章發(fā)表在《計算機輔助語言學習》（CALL）、《亞太教育研究者》（TAPER）、《語言與教育》（Language & Education）、《澳大利亞教育技術雜志》（AJET）等國際知名期刊。

【發(fā)言題目】

Eye-tracking research on young children: What can we learn from it?

【發(fā)言摘要】

There have been many studies on how children develop literacy skills, but not many of these studies attempt to investigate the cognitive process behind the development of these skills. Children who have not yet received formal instruction in reading are known as prereaders. Investigations into the cognitive processes of prereaders are difficult to carry out, as it is not possible to get them to express their thoughts in think-aloud protocol or participate in interviews. The presentation will share eye-tracking research which explore prereaders’ responses when exposed to reading materials under various conditions, such as looking at a picture and listening to a matching narration, looking at a picture and listening to a non-matching narration, given a picture without narration and also given a text with a matching narration only. Their story-telling performance was also investigated and match with their eye-tracking data. Studies undertaken in Western contexts will be compared with ?the studies undertaken in the Malaysian context to see the influence of culture as well as language proficiency on prereaders’ eye movements and story-telling performance. Theories will be used to derive a better understanding of the cognitive processes that go on in their minds when exposed to the different conditions.

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李佐文

李佐文，教授，博士生導師，現(xiàn)任北京外國語大學人工智能與人類語言重點實驗室主任。其他學術職務包括教育部外語教學指導委員會英語分委會委員，全國話語語言學研究會會長，中國廣播電視聯(lián)合會影視譯制與傳播委員會會長，中國高等教育學會外語研究分會常務理事等。在《外國語》、《中國外語》、《現(xiàn)代傳播》、《外語研究》等刊物發(fā)表論文50余篇，出版專著教材10余部。研究領域包括話語語言學，計算語言學，語言教學等。

【發(fā)言題目】

Disciplinary Knowledge Graph and Intelligent Language Teaching

【發(fā)言摘要】

In recent years, artificial intelligence, big data, 5G, virtual reality and other technologies have penetrated into various fields of education, and have had a far-reaching impact on the traditional teaching content, mode and evaluation. The development trend of education from digitalization to intellectualization is increasingly obvious. Artificial intelligence has developed from computational intelligence and perceptual intelligence to cognitive intelligence, which is embodied in the fact that machines can understand data, understand language and then understand the real world, in the fact that machines can interpret data, explain processes and then explain phenomena, and in a series of human unique cognitive abilities such as reasoning and planning. As a semantic network, subject knowledge graph can not only enhance the interpretability and reasoning of artificial intelligence, but also provide technical means for domain knowledge modelling, the core and basic problem in personalized adaptive learning system. It is the key to build an intelligent education system. Therefore, the development of subject knowledge graph has become an important research topic for the development of intelligent education.

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Mirjam Hauck

Mirjam Hauck博士，英國開放大學（The Open University, UK）語言與應用語言學學院“國際化、平等、多樣性和包容性”項目副主任，英國高等教育研究院（UK’s Higher Education Academy）高級研究員。著有大量關于技術在語言和文化教學中的應用方面的文章和書籍章節(jié)，特別是在虛擬交流環(huán)境中。研究工作涉及學習者和教師的自主性、跨文化交際能力以及批判性數字素養(yǎng)等方面。定期在世界各地的學術會議、研討會和工作坊上發(fā)言?，F(xiàn)任歐洲計算機輔助語言學習協(xié)會(EUROCALL)主席，國際期刊CALL副主編，以及ReCALL和LLT編委。

【發(fā)言題目】

Critical CALL, Critical Virtual Exchange, and Critical Global Citizenship Education

【發(fā)言摘要】

Higher Education Institutions (HEIs) are responsible for preparing young people for the 21st century labour market in a globally interconnected world by helping them develop their international and intercultural skills including foreign languages. One way of assuming this responsibility is through internationalisation at home (IaH) (Beelen & Jones, 2015) as only a minority of (language) students are, in fact, able to study abroad. Virtual exchange (VE) – also known as telecollaboration - is increasingly seen as “the” solution to IaH (O’Dowd and Beelen (2021). VE is a research-informed practice consisting of sustained, technology-enabled, people-to-people education programmes in all subject areas in which constructive communication and interaction occurs between students who are geographically separated and/or from different cultural backgrounds, with the support of educators. It combines the deep impact of intercultural dialogue with the broad reach of digital technology (EVOLVE, 2019). Yet, it cannot be assumed that IaH and VE are inherently inclusive. On the contrary, they are as prone to suffer from Western hegemonies as any other form of online or blended education (Helm, 2020), the dominance of English being one example.

Hence, my starting points are critical CALL and critical VE, each conceptualised as a vehicle for public engagement, and socio-political change. A vehicle which can address social justice and inclusion at institutional level, and for individuals for instance by improving students’ access to employment through purposeful (language) learning experiences which are

specifically target marginalised and underrepresented student populations

encourage development and critical reflection on international, linguacultural, and digital skills

promote multilingualism and translanguaging approaches.

My stance is aligned with critical Global Citizen Education (GCE) as framed by Andreotti (2006) which has notions of power, voice, and difference at its core, and - similar to critical CALL and critical VE - involves the systematic development of critical engagement, reflexivity, and re-learning. My contribution will be mix of theoretical framing and practical examples of language-focused instantiations of VEs that speak to a critical CALL, critical VE and critical GCE agenda.

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Jeong-Bae SON

Jeong-Bae Son博士，在澳大利亞南昆士蘭大學（University of Southern Queensland, Australia）教授應用語言學和TESOL課程并指導博士生。研究領域包括計算機輔助語言學習(CALL)和語言教師發(fā)展。在CALL領域發(fā)表了大量文章，并在世界各地舉辦研討會和講習班?，F(xiàn)任亞太計算機輔助語言學習協(xié)會(APACALL)主席及APACALL系列叢書編輯。更多介紹請訪問。

【發(fā)言題目】

Teacher Development through Exploration, Communication, Collaboration and Reflection

【發(fā)言摘要】

Language teachers need to develop their competence in computer-assisted language learning (CALL) and technology-enhanced language teaching (TELT). This talk explores language teacher development in technology integration based on Son’s (2018) Exploration-Communication-Collaboration-Reflection (ECCR) model. It also looks at technology standards and teacher development frameworks with a focus on Son’s digital language teacher development framework (DLTDF), which guides teachers what they can do and how they can engage with ECCR in digital environments where digital devices are used for learning and teaching. In addition, it discusses language teachers’ engagement with professional development with data from two studies, which investigated how in-service language teachers explore, communicate, collaborate and reflect for TELT. The results of the two studies indicate that those teachers in the studies were engaged with various ECCR activities with different interests and competencies in their contexts. It is important to keep addressing the questions of how teachers can integrate technology effectively and how they can improve their knowledge and skills for TELT in continuously changing educational environments.

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賴春

賴春博士，香港大學教育學院副教授，CALICO Journal和CALL等期刊編委。研究領域聚焦技術與語言教育、考察教師和學習者如何使用技術促進語言教與學。賴春博士在這一領域進行了全面和系統(tǒng)的研究，已在國際期刊上發(fā)表相關主題論文80余篇，并有相關主題書籍章節(jié)出版。

【發(fā)言題目】

Positioning Language Teaching in the World of Emerging Technologies

【發(fā)言摘要】

Technology is pervasive and constantly updating. With more and more technologies getting entrenched and new technologies being introduced in language education, how we as language teachers should position language teaching in the world of emerging technologies? In this session, we will explore the promises some emerging technologies bring to language teaching and learning inside and outside the classroom. We will also discuss how language teachers can coordinate the learning opportunities inside and outside the classroom to reap the benefits emerging technologies bring to language education.

大會主題：

新興技術與語言教育

Emerging Technologies and Language Education

本屆會議將重點關注新興技術在語言教學中的應用及相關理論研究，尤其關注虛擬現(xiàn)實（Virtual Reality, VR）、增強現(xiàn)實（Augmented Reality, AR）、混合現(xiàn)實（Mixed Reality, MR）等技術在語言教學中發(fā)揮的作用及其產生的影響。我們邀請學界同仁分享其最新研究成果，發(fā)言可包括（但不限于）如下主題：

計算機輔助外語教學的最新理論研究 (Exploring new theories in CALL)

VR、AR、MR在語言教學中的應用 (Using VR, AR, MR in language education)

具身認知、體驗式學習等VR理論研究 (VR Theories: embodied cognition, experiential learning)

新興教育技術與立德樹人 (Emerging technology and well-being in education)

技術和語言教育 (Technology and language education)

計算機輔助外語教學的基礎設施和環(huán)境構建 (CALL environment)

計算機輔助外語教學與外語教師教育 (CALL & teacher education)

基于網絡的外語教學設計 (Web-based instructional design for foreign language instruction)

基于網絡的語言評估 (Web-based language assessment)

學習者研究 (CALL learners)

學習模態(tài)研究 (Modality of learning)

基于網絡和資源驅動的學習 (Web-based and resource-driven learning)

基于互聯(lián)網的跨文化交流 (Using the Internet for cultural exchange)

基于語料庫和數據驅動的學習 (Corpus-based and data-driven learning)

基于移動信息技術的語言學習 (Mobile language learning)

信息技術輔助自主學習模式的培養(yǎng) (Fostering autonomous learning through technology)

語言教育信息化發(fā)展與反思 (Lessons learnt in CALL)

在線學習、協(xié)作學習和混合學習模式研究 (E-learning, collaborative learning and blended learning)

大規(guī)模在線開放課程 (Language MOOCs)

多媒體/超媒體環(huán)境管理 (Managing multimedia/hypermedia environments)

職業(yè)教育信息化發(fā)展研究 (CALL in vocational education)

人工智能在教育領域的應用 (Using Artificial Intelligence in education)

高質量的英語論文將擇優(yōu)推薦在Journal of China Computer-Assisted Language Learning (JCCALL)（《語言智能教學（英文）》）國際期刊上發(fā)表。該期刊依托中國英漢語比較研究會語言智能教學專業(yè)委員會（ChinaCALL），由北京外國語大學于2021年9月創(chuàng)刊，為ChinaCALL會刊。該刊遵循國際同行評審慣例，讀者可以通過期刊網址（https://www.degruyter.com/journal/key/jccall/html）免費獲取所有論文。

優(yōu)秀論文還將擇優(yōu)推薦到其他國際知名期刊，包括International Journal of Computer-Assisted Language Learning and Teaching（IJCALLT）（《國際計算機輔助語言學習和教學期刊》）和Chinese Journal of Applied Linguistics（《中國應用語言學（英文）》）。此外，大會還計劃將高質量的論文在線結集出版。

重要日期（暫定）：

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會議信息：

報名須知：請通過會議官網“注冊&投稿”進行參會注冊及摘要提交。

工作語言：英文（優(yōu)先）、中文

會議形式：包括專家主旨發(fā)言（每人50分鐘，含互動）和論文宣讀（每篇20分鐘，含互動）。

會議費用：會議費800元（全日制研究生憑證400元），繳費方式待通知。會議費含資料費等管理費用，一經收取，恕不退還。

差旅食宿：差旅和食宿費用需自理，請關注官網信息自行預定附近酒店。

發(fā)票信息：線上注冊時填寫發(fā)票信息。

摘要提交說明：

截止日期：摘要提交截止日期為2022年8月15日。每位作者至多提交兩篇。

摘要要求：不超過300詞（不計題目、作者、單位和參考文獻詞數），包括研究背景、研究目的、研究方法和研究結論等信息（基金項目支持請備注）。

摘要錄用后請?zhí)峤恍≌撐模?000字左右，中英文均可）

聯(lián)系我們：

會議官網：http://www.chinacall.org.cn/conference2022/

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