以“面向国际和职业交流的作为外语的英语及专门用途英语写作教学与研究”（Teaching and Researching EFL and ESP Writing for Global and Professional Communication）为主题的“第十届中国英语写作教学与研究国际研讨会”将于2016年9月23日-9月25日在太原理工大学召开。此次会议由太原理工大学外国语学院承办，外语教学与研究出版社、高等教育出版社协办。目前，国内外130多所高校的200余位专家、学者提交了交流论文，知名专家学者云集。为了使大家更好地了解会议有关内容，做好参会准备，获得更大收获，我们将利用会议召开前的这段时间，陆续以“会议专题预告”的形式进行介绍。

在此次会议“大会报告”专题中，将有Charlene Polio （美国Michigan State University，SSCI国际期刊Modern Language Journal主编），Guillaume Gentil（加拿大Carleton University，SSCI国际期刊Journal of Second Language Writing主编)，Lawrence Jun Zhang（张军 新西兰 University of Auckland，SSCI国际期刊TESOL Quarterly栏目主编），Paul Thompson（英国University of Birmingham，SSCI国际期刊Journal of English for Academic Purposes主编），黄国文（华南农业大学教授、博士生导师、Functional Linguistics联合主编、Journal of World Languages联合主编、《中国外语》主编），文秋芳（北京外国语大学教授、博士生导师、《中国应用语言学》主编，《中国外语教育》主编）等多位著名专家围绕会议主题做精彩报告。本期向大家介绍张军（Lawrence Jun Zhang）教授和他的报告内容。

张军教授

上海外国语大学英语专业文学学士、河南大学英语语言文学硕士、新加坡南洋理工大学语言学博士、英国牛津大学博士后。现任新西兰奥克兰大学教育学院副院长、应用语言学教授、博士生导师。奥克兰大学优秀博士生导师（Excellence in Teaching Award: Research Supervision 2013）。吉林省吉林大学“长白山”讲座教授、太原理工大学“荣誉教授”、华中科技大学“客座教授”。现任SSCI索引期刊TESOL Quarterly常任栏目主编，System：An International Journal of Educational Technology and Applied Linguistics联合主编，Applied Linguistics , Language Learning , Modern Language Journal及Language Teaching在内的26家SSCI期刊论文特邀评阅人。现任SSCI期刊Journal of Second Language Writing, Applied Linguistics Review, Metacognition and Learning等16家国际期刊的编委，Routledge, Springer, Palgrave Macmillan, Edinburgh, 香港大学出版社，Multilingual-Matters等7家国际出版社书稿审阅人。发表中英文论文、书评、章节100余篇，其中SSCI期刊论文34篇。TESOL国际学会2011年度“最佳科研论文奖”唯一得主。2016年获TESOL国际学会50年来全球最有影响力的50个TESOL学者之一（TESOL’s “50 at 50”）。在美国、英国、德国、法国、比利时、荷兰、西班牙、加拿大、澳大利亚、印尼、泰国、新加坡、新西兰、祖国大陆及台湾等地重要国际会议大会主旨及普通发言60余次。主持新加坡教育部重大科研项目一项（$22万新元）、加拿大社会科学与人文科学研究基金会（Social Sciences and Humanities Research Council of Canada, SSHRC）年度基金项目、新加坡教育部下属国家教育学院教育研究院（National Institute of Education）和香港特区政府年度科研基金项目特邀评审。研究兴趣是英语二语读写发展、学术英语写作等。曾任新加坡应用语言学学会常务理事、秘书长（2005-2012）、TESOL国际学会遴选提名委员会委员（TESOL’s Nomination Committee）。现受TESOL国际学会总部的委任担任TESOL Quarterly学刊主编遴选委员会主席（TESOL President-appointed Chair, TESOL Quarterly Editor Search Committee 2015-2017）。现任中国英语写作教学与研究专业委员会副会长、中国学术英语教学研究会常务理事。美国应用语言学学会会员；TESOL协会会员；新西兰应用语言学学会常务理事、秘书长；欧洲学术写作教学研究会会员。

详细情况请见张军（Lawrence Jun Zhang）教授奥克兰大学主页：https://unidirectory.auckland.ac.nz/profile/lj-zhang

 Sociocultural Contexts and Learning/Teaching Academic English Writing: The Case of Chinese EFL Writers’ Argumentation Strategies

Abstract :

With an increasing interest in EFL academic writing in China, and, arguably, with ever-increasing numbers of Chinese students crossing borders to pursue various academic qualifications in higher education institutions in the West, where English is used as the medium of instruction, it is important to put such an interest in perspective. Although it is a common understanding that developing academic writing skills in English as a second/foreign language is no easy task, how students go through the learning and how teachers conduct their teaching vary due to contextual constraints and the situated nature of learning and teaching. Therefore, the need for appropriately conveying ideas in academic English, especially in relation to writing a thesis or a dissertation, has to be understood in light of the changing sociocultural contexts in which these students work towards completing their academic qualifications. Key questions needing to be addressed include: What are the L1 sociocultural norms that these writers bring to their L2 English writing tasks? How do they transfer them to their L2 writing (if any)? and What argumentation strategies are used by Chinese EFL writers, those that are commonly deployed by Anglophone academic writers and are widely accepted by their typical academic communities? I attempt to discuss how socioculturally-embedded thinking on learning and teaching academic writing can help us understand issues that frequently emerge from L2 English writers’ experiences and confront them in their effort to learn (and teach) academic English writing, especially for Chinese students who pursue their research degree studies in English in a Western country. I focus on one important aspect of such socioculturally-situated practices that have already amassed a large literature base, namely, the argumentation strategies. Specifically, I examine how L1 strategies transfer (if at all possible) to L2 writing, either positively or negatively, and how pedagogically feasible if a biliteracy approach is adopted (Gentil, 2010; Zhang, 2014). I conclude my exploration with a discussion of current practices of academic writing instruction with which I am familiar and in light of some preliminary findings on which I count.