邵今是 助理教授



學歷

University of Cambridge (2020)                        

PhD in Second Language Education                                     

Thesis: Maximising the potential of learning through dynamic assessment: A case study of the use of DA to simultaneously evaluate and promote higher order thinking in L2 reading

Supervisor: Dr Yongcan Liu

University of Cambridge (2015)

MPhil in Research in Second Language Education

Distinction

Xiamen University, China (2014)

BA in English Language and Linguistics

First class

 

現任

City University of Macau: 2021-present

Assistant Professor in English

 

 

 

 

 

 

 

曾任

University of Cambridge: 2018-2020

Undergraduate Supervisor (Faculty of Education)                                                  

University of Cambridge: 2017

Teaching Assistant (Faculty of Education)                                                                           

OTHER EXPERIENCE

University of Cambridge: 2017-2018

Research Seminar Organiser                               

University of Cambridge: 2017

Co-chair of Community Language Research Forum       

 

研究方向

Dynamic assessment for second language development, instructed Second Language Acquisition, and generative approaches to Second Language Acquisition

 

研究及出版

Shao, J., & Liu, Y. (in preparation). Emergence of self-regulated L2 competence in the ZPD: A microgenetic study of L2 reading development in dynamic assessment

Shao, J., & Liu, Y. (under review). Profiling learning potential: Towards a fine-grained model to capture emerging L2 reading abilities through Dynamic Assessment. System.

Shao, J. & Liu, Y. (2020). Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English. Applied Linguistics Review. Advanced online publication.

Shao, J. (2019). The structure of words. In C. Chen & G. Morris (Eds.), How language works: A brief introduction to linguistics (pp. 53-75). Shanghai: Palgrave Macmillan Press.

Zeng, D., & Shao, J. (2017). The effect of written corrective feedback on explicit and implicit L2 knowledge [in Chinese]. Technology Enhanced Foreign Language Education, 175(3), 58-62.

Huang, H. & Shao, J. (2016). Contribution of sociolinguistic theory to research in second language acquisition [in Chinese]. Technology Enhanced Foreign Language Education, 169(3), 23-27.

CONFERENCE PRESENTATIONS

The use of technology in L2 learning in instructed settings. Paper presented at Cambridge China Education Forum, July 2019, Cambridge, UK.

The effect of written corrective feedback on the L2 acquisition of regular past tense: An analysis of learning processes and outcomes. Paper presented at Cross Boundaries in Foreign Language Teaching Conference, May 2019, Belfast, UK.

Using dynamic assessment to reveal learning potential in L2 reading. Paper presented at Exploring Language Education Conference, June 2018, Stockholm, Sweden.

Exploring dynamic assessment as an alternative way of assessing L2 reading. Paper presented at the International Conference on Applied Linguistics and Foreign Language Teaching, April 2018, Taipei, Taiwan.

Unlocking L2 learning potential through dynamic assessment: A case study. Paper presented at the Focus on Language Conference, March 2018, Freiburg, Germany.

 

專業屬會

British Association for Applied Linguistics (member)

British Educational Research Association (member)

Cambridge Language Sciences (member)

Cambridge Research in Community Language Education Network (former co-chair)

 

 

 

 



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