“全球视野：语言、翻译与文化”国际学术会议（线上）2号通知

从共建“一带一路”到积极参与全球治理，语言沟通、国际理解是最根本的条件。外国语言文学学科一直着力于培养具有国际视野、家国情怀的高素质外语人才，积极主动与来自多元文化背景的人们对话、交流、互鉴，让世界更好地读懂中国。

华东交通大学拟于2022年11月12日举办“全球视野：语言、翻译与文化”国际学术会议（线上)。会议旨在探讨外国语言文学领域的前沿话题，追踪学术热点，开拓学术视野，启迪学术灵感，促进学术合作交流。现诚挚邀请海内外语言教育、翻译、外国文学、文化传播等领域的学界同仁及学生，拨冗参加本次学术会议，探讨当前外国语言文学前沿和热点。现将有关事宜通知如下：

一、会议名称

“全球视野：语言、翻译与文化”国际学术会议（线上）

International Symposium on Global Vision: Language, Translation & Culture (Online)

二、会议时间

2022年11月12日（时间：8:00--12:00）

三、会议形式

线上腾讯会议（会议号：188577252）

四、会议议题（包括但不限于）

1.二语加工与习得

2.技术与翻译

3.跨文化语言教育

4.文学与文化国际传播

五、国内外主旨发言嘉宾（排名不分先后）

Lixian Jin（City University of Macau澳门城市大学）

Nan Jiang (蒋楠)（University of Maryland美国马里兰大学）

Stephen Ross（University of Victoria加拿大卑诗省维多利亚大学）

邓耀臣(大连外国语大学)

李德凤(澳门大学)

石进芳（华东交通大学）

六、主办及协办单位

江西省外语学会、江西省大学外语教学研究会主办

华东交通大学外国语学院、华东交通大学交通与工程应用翻译研究中心承办

高等教育出版社协办

七、其他相关事宜

1.本次会议不收取会务费，欢迎对语言教育、翻译、外国文学、文化传播等研究感兴趣的学界同仁积极参会，参与讨论。

2.本次会议语言为英语, 汉语 (配有同声传译)。

3.本次会议日程、专家介绍及讲座摘要见附件1、2。

4.所有拟参会人员请于11月10日之前通过以下链接进行报名：

https://www.qun100.com/qrCode?type=1&fid=1369397572723773441&shareId=7321245&pathType=a&formType=ACTIVITY_V2; 或扫描如下二维码，报名参会：

5.其他未尽事宜,欢迎联系会务组: 黄琰 0791-87046379, 76773688@qq.com.

华东交通大学外国语学院

2022年11月1日

附件1

会议日程

附件2

专家介绍及讲座摘要

邓耀臣

 个人简介：大连外国语大学教授、博士，《外语与外语教学》主编。长期从事语料库语言学和计算术语学研究。主持完成国家社科基金一般项目2 项，省部级社科基金重点、一般项目10余项。担任多种SSCI、CSSCI检索源期刊审稿专家。在Applied Linguistics、International Journal of Corpus Linguistics、《外国语》、《外语教学与研究》等国内外外语类权威期刊发表论文40余篇，主编出版学术专著3部。

A multi-dimensional comparison of the effectiveness and efficiency of association measures in collocation extraction

讲座摘要：Because of the ubiquity and importance of collocations in language use/learning, how to effectively and efficiently identify target collocations has been a topic of great interest. Although some studies have evaluated some of the existing association measures (AMs) used in the automatic identification of collocations, the results so far have been inconsistent and unclear due to various limitations of the existing studies. Hence, this study makes a multi-dimensional evaluation of the effectiveness and efficiency of seven major AMs in the identification of three types of collocations across five genres and seven corpora of different sizes. The results indicate that while a few AMs, such as Log Likelihood Ratio and Cubic Mutual Information (MI³) are consistently more effective and efficient than the other five AMs being examined, no AM alone may be adequate in the identification of different types collocations across different genres and corpus sizes. Research implications are also discussed.

专家介绍及讲座摘要

Stephen Ross

个人简介： Professor of English and Cultural, Social, and Political Thought at the University of Victoria. He is author of three scholarly books and editor or co-editor of another eight or nine more, as well as author of dozens of scholarly articles and book reviews. He has long been interested in treating cultural works as modes of thought, asking how novels think and what conceptual work metaphors do. His preoccupations for the last twenty years have been with ethics, theory, and modernism around the world.

Global Ulysses: Reading the Greatest Novel

in English Around the World

讲座摘要：James Joyce’s Ulysses is often cited as the greatest novel written in English. Yet its composition, content, and circulation have been anything but limited to England or even the Anglophone world. Joyce left Ireland to be able to write it, composing it in Paris, Zurich, and Trieste. It concerns a Jewish man of Hungarian descent living in Ireland, and foregrounds issues of belonging, migration, and exile. And it has been celebrated and translated around the world for 100 years now. How has this very Irish novel achieved such global recognition and welcome? What has made it so appealing around the world, when it seems to depend so much on local knowledge, cultural specificity, and English-language wordplay? My paper takes up these questions and explores what makes Ulysses so portable. Reviewing material from interviews conducted with Iranian, Brazilian, Pakistani, American, and Czech writers, translators, and scholars, I will attempt to frame Ulysses as an influential world novel.

专家介绍及讲座摘要

李德凤

个人简介：世界翻译教育联盟理事长、欧洲翻译学会出版委员会顾问。 澳门大学翻译学教授，人文学院副院长，翻译传译认知研究中心主任, 博士生导师。上海市‘千人计划特聘专家’，重庆市“巴渝学者”、中国跨文化与语料库翻译研究会副会长、全国语料库翻译研究会副会长、中国翻译认知研究会副会长、全国MTI教学指导委员会学术委员。 先后担任英国伦敦大学翻译研究中心主任及翻译学教授， 上海交通大学‘星涛湾’讲习教授（客座），山东大学外国语学院院长及翻译学讲座教授(客座)，香港中文大学翻译硕士课程主任。此外还先后担任亚太电脑辅助语言学习协会副会长、国际翻译与语言研究学会翻译教学委员会委员等职。 现接受国际著名学术出版社斯伯林格出版集团邀请，主编《译学前沿》（New Frontiers in Translation Studies）系列丛书。

Investigating Interpreting with Eye Trackers

讲座摘要：Translation Process Research, which is more recently addressed as Cognitive Translation Studies, has attracted much research attention in the past decade amongst translation scholars due to its apparent objectivity enabled by modern technologies, such as eye trackers. This talk will discuss some issues in current eye-tracker assisted interpreting research with the intent to make some useful recommendations for future studies of this line. Time permitting, some eye-tracking studies may be presented as illustrations.

专家介绍及讲座摘要

蒋楠

个人简介： 美国马里兰大学（University of Maryland）语言文学和文化学院第二语言习得专业教授，博士生导师，国际知名语言学家，二语习得领域专家。1998年于亚利桑那大学获得博士学位（二语习得与教学）、1998年到1999年于宾州州立大学心理学系做博士后研究，后入职马里兰大学任教至今。从事二语习得研究多年，擅长运用心理语言学实验手段探讨二语处理的相关问题。他的研究主要涉及二语习得过程中的双语表征、存储以及加工过程，包括外语语素习得、语义表征和发展、双语加工等多方面的研究。他最早提出二语词汇习得的心理语言模型，详细解读了二语词汇习得的概念重构过程。他的研究论文发表于二语习得和心理语言学方面的重要期刊（SSCI一区），如Language Learning, Applied Linguistics, Studies in Second Language Acquisition, The Modern Language Journal，Second Language Research, Journal of Memory and Language, Applied Psycholinguistics, Bilingualism: Language and Cognition,等等。他著有《二语习得研究中的反应时研究》（Conducting Reaction Time Research in Second Language Studies）（Routledge出版社，2012年）和《第二语言加工导论》（Second Language Processing： An Introduction）（Routledge出版社，2018年），主编出版了《中文作为第二语言：习得和加工》（Advances in Chinese as a Second Language: Acquisition and Processing）（剑桥学者出版社，2014年）。他的研究成果为人们了解二语习得、教学以及人脑的语言信息处理等过程提供了重要启示。

Orthographic Friends and Lexical Strangers

in the Second Language Lexicon

(形相近，词相远：二语词库的一个特点)

讲座摘要：A goal of second language research from a cognitive perspective is to understand how mental representation of a nonnative language is different from or similar to that of the native language. The study of the structure of the mental lexicon in an L2 is part of the effort toward this goal. Recent research revealed an intriguing difference in lexical interconnections between an L2 and an L1. L2 words seem to interact less with other words in lexical processing. This is reflected in the observation of an orthographic priming effect that occurs only in L2 but not in L1. I will use the presentation to summarize the findings in this research and discuss what they mean for understanding the unique aspects of lexical representation in a second language.

专家介绍及讲座摘要

金立贤

个人简介：澳门城市大学应用语言学讲座教授兼人文与社会科学学院院长。在此以前，担任讲座教授在中国宁波诺丁汉大学工作 4 年多，英国大学工作 30 年。她教授语言学、英语语言 教学、跨文化交际、定性研究方法以及临床语言学和评估；并领导了英国、新加坡、马来西亚 和中国的国际研究团队，研究 ELT、跨文化学习、阅读障碍儿童以及针对语言障碍儿童的中 文、马来语和瓜加拉特语语言评估工具。在过去近 30 年裡，她在中国和世界各地举办了许中学和大学英语教师培训和研讨会。她发表了 200 多篇出版物，重点研究学习文化、跨文化交流、隐喻和叙事分析以及双语临床评估。

Education for the Development of Global Visions

to Achieve a Human Planetization

讲座摘要：Internationalisation, globalisation and glocalization are terms often used in business, education, world affairs and societal development. In education, it is essential for teachers and learners to develop their internationalised teaching and learning content and skills for building up students’ competence to serve society and have a global vision for their future career. These terms are also associated with the phenomena of interconnectivity between people and countries and how local development influences other far-off communities and vice versa.

This presentation will examine the concepts of these three terms and relate their key ideas with the developing concept of human planetization to establish a Community with a Shared Future for Mankind. One way to achieve this community is through education and intercultural learning. The concept of human planetization should be built in the curriculum design, educational vision, planning and implementation of

intercultural awareness, with practical skills and critical thinking. Cultures of learning is an approach to examine taken-for-granted socialized ways of learning and teaching, to share, communicate and develop with others who may have different cultures of learning.

This Cultures of Learning and intercultural learning will be explained in the context of a Community with a Shared Future for Mankind. It emphasizes a need for participants, locally and internationally, to learn about each other’s cultures of learning and develop learning with and through repertoires of cultures to become citizens to achieve human planetization. Researched examples of diverse cultures of learning show how intercultural learning could become more effective, to value varied human resources and achieve new cultures of learning in the ever-developing world.

专家介绍及讲座摘要

石进芳

个人简介：香港理工大学博士，副教授，硕士生导师，语言加工与翻译认知实验室主任。研究方向为二语习得、心理语言学及翻译认知过程研究。在Language Learning (Q1), Metaphor and Symbol (Q2),《中国外语》、《外语教学理论与实践》等SSCI、CSSCI期刊发表多篇论文，专著入选语言学联合书单及当当网人文社科频道“2021语言学百大好书榜”，完成教育部人文社科课题一项，多项成果获省级奖励。

Figurativeness Matters in the Second Language Processing of Collocations: Evidence from a Self-Paced Reading Experiment

（比喻义在第二语言搭配加工中的重要性：来自一项自定步数阅读实验的证据）

讲座摘要：Figurativeness is an important semantic phenomenon that is pervasive in idioms, collocations, and phrasal verbs. We explored, using a self-paced reading experiment, whether and how figurativeness might affect the L2 processing of collocations. The participants were 40 English native speakers and 44 Chinese-speaking English foreign language learners (including doctoral, postgraduate, and undergraduate students). To ensure that the effect emerged from the figurativeness of collocations rather than other item-related confounds, this study added a literal–literal comparison (e.g., choose a career vs. choose a house) as a control to the experimental figurative–literal comparison (e.g., build a career vs. build a house). Results showed that L2 speakers processed figurative collocations more slowly than literal collocation controls but native speakers did not. Importantly, this processing cost for figurative collocations in L2 speakers varied by L2 proficiency but not phrase familiarity. We discuss the results in terms of the dual-route model of formulaic and novel language processing and also incorporate them into the literal salience model of bilingual figurative processing.