Time: 2:30-16:00, June 27th (Tuesday), 2017
Venue: 416, Humanity Building, East Campus
About the lecturer: Qiuwu Ma, is second-level professor and doctoral dissertation supervisor at Fudan University, a member of New Century Talents by Ministry of Education, editor of academic journals Contemporary Linguistics, Modern Foreign Languages, Foreign Languages and Their Teaching, Macao Journal of Linguistics, Chinese Journal of Phonetics, and Southern China Journal of Humanities. He is also an expert of Undergraduate Teaching Evaluation and Assessment of the Ministry of Education, a member of China National Committee for Translation & Interpretation Education, Executive Director of China English Language Education Association, Executive Director of China Phonetics Association, a member of Shanghai College English Education Steering Committee, Chief Editor of Contemporary Phonetics and Phonology Series published by Foreign Language Education Press, Key Areas of Linguistics - Phonology Series published by Foreign Language Teaching and Research Press, and Linguistics Masterpiece Translations - Phonetics and Phonology published by The Commercial Press. His main research areas are phonology and foreign language teaching theories. He hosted 6 scientific research projects of provincial-ministerial level and published more than 80 academic papers in Studies of The Chinese Language, Contemporary Linguistics, Modern Foreign Languages, Foreign Language Teaching and Research, and other journals. He also published 25 monographs and translations.
About the lecture:
Prof. Ma will start with teachers’ scientific research and its significance. A lot of vivid examples will be given to illustrate the close relationship between scientific research and foreign language teaching, which is divided into three levels: observation, retelling, and interpretation. Observation is just an ability. Retelling is a descriptive ability which means speaking out what you have observed. Interpretation means knowing not only the result but also the reason, which is an ability to recognize the potential forces constraining the changes. The report will also explain three different approaches to foreign language research: analytical method (phonology, syntax, semantics), experimental method (linguistics, psycholinguistics), and statistical method (sociolinguistics, pedagogy, pragmatics). Foreign language teaching must train students’ thinking, which can only be realized by the change of teaching methods and approaches instead of the change of curriculum or more assignments. Teachers should guide students to think in teaching.
All teachers and students are welcome!
School of Foreign Studies
June 22nd, 2017