笔杆网是一款基于大数据的论文写作与创新辅助工具，主要服务于毕业论文及职称论文的撰写需求。本次讲座将系统介绍该平台的六大核心模块：选题分析、资料搜集、提纲推荐、在线写作、参考文献管理与论文查重。

Interaction is seen as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These have been described, characterised and evaluated under the construct Classroom Interactional Competence (CIC), defined as ‘teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning’ (Walsh, 2013, 124). Adopting a sociocultural perspective on learning and using constructs from this theoretical perspective, I present a number of features of CIC and consider how an understanding of the construct can lead to more dialogic, engaged learning environments.

We’ll be looking at a number of data extracts to identify instances of CIC and evaluate its significance from both a teaching/learning and teacher education perspective. We’ll also consider the implications of this research for materials development, assessment and curriculum design. In the data, there are a number of ways in which CIC manifests itself. Firstly, and from a teacher’s perspective, a teacher who demonstrates CIC uses language which is both convergent to the pedagogic goal of the moment and which is appropriate to the learners. Secondly, CIC facilitates ‘space for learning’ (Walsh and Li, 2012), where learners are given adequate space to participate in the discourse, to contribute to the class conversation and to receive feedback on their contributions. Thirdly, CIC entails teachers being able to shape learner contributions by scaffolding, paraphrasing, re-iterating and so on.

Finally, based on an ongoing research project, the construct e-CIC is presented. The situation created by COVID-19 and the recent advancement in technologies have led to teachers conducting synchronous online lessons (SOLs) through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilize interaction online in real time. In the present study, teachers were found to require three competencies: technological competencies, online environment management competencies, and online teacher interactional competencies, in addition to their CIC, or e-CIC. These findings provide greater insights into the needs of teachers working in synchronous online lessons (SOLs) and will be of interest to teachers, teacher educators and education developers.

Target-language gains are frequently cited as the primary objective of study-abroad (SA) programs. While it is a common “folk belief” that mere presence in a host country facilitates language acquisition as if through osmosis, empirical evidence reveals significant variation in linguistic attainment. To understand these disparate outcomes, researchers have increasingly turned to Social Network Analysis (SNA) to investigate how students’ social interactions condition their progress.

However, traditional research in this area has faced four major limitations:

1. A narrow focus on interactions with native speakers, neglecting the significant role of peer-to-peer communication.

2. Reliance on egocentric networks without verifying the perspectives of the alters in the network.

3. The use of limited, global metrics rather than nuanced structural data.

4. A reliance on one-shot pre- and post-stay snapshots rather than longitudinal tracking.

We will demonstrate how these gaps can be overcome with sociocentric (whole-network) SNA. Unlike previous approaches, sociocentric SNA i) focuses on students’ interactions with their alma mater classmates as well as other agents, ii) reconstructs their complete network, iii) allows tracing the impact of each individual student’s position in the social graph using centrality metrics, and iv) may offer a dynamic developmental perspective with multiple measurement points, gauging the extent to which changes in the interaction networks translate to changes in progress along a range of dimensions.

We will explore the affordances and methodological nuances of computational SNA, drawing on diverse empirical examples including Erasmus+ exchanges, intensive summer programs, and language courses for refugees, in diverse geographical and target-language settings. The approach contributes novel methodology and rigorous insights into the dynamics of study-abroad SLA, and offers tangible recommendations for SA program stakeholders.

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One of the major topics of Critical Discourse Studies is the study of ideology and how ideologies are acquired through discourse and how they influence discourse. In this talk I'll summarize the last version of my multidisplinary theory of ideology, based on the assumption that ideologies are forms of social cognition, related to socially shared attitudes about sociopolitical issues, applied in the personal mental situation models of invidual people and expressed in polarized ingroup-outgroup discourse. Different from my earlier theory of ideology, the new version introduces the notion of ideological clusters as they are shared by political parties and other organizations and that better account for such notions as Left, Right, Progressive and Conservative.