There is an obviously unnecessary division between the two camps of researchers in Chinese research communities. Pure or theoretical researchers and practical or pedagogical researchers are given different social statuses in most institutions of higher education in China. I argue that this mentality has created a boundary that prevents knowledge production, and as a result is not conducive to improving student learning. Instead, I would assume that researching teaching to inform pedagogies for improving student learning is an important agenda in universities’ mission statements. The key point is to get this body of research published in international journals or other platforms so that researchers who share similar interest in the West can echo what has been done in Chinese universities. Nonetheless, writing is a challenge facing many emergent scholars. The challenge is exacerbated for non-native English-speaking writers, who, on the one hand, have to juggle linguistic demands, and on the other hand, consider the logical organisation for expressing the intended meanings coherently. Issues germane to such a challenge probably relate to non-native English-speaking writers’ lack of genre awareness, discourse knowledge, rhetorical disparities, and any other minor but significant aspects that affect reader-reviewer-editor judgement about the quality of the work presented in a submitted manuscript. Such a challenge, in all likelihood, is greater for Chinese scholars who have limited access to international journals to which they can potentially contribute their pedagogical research articles. Come and join Dr Zhang in this seminar, where he will share his personal experience as co-editor of TESOL Quarterly (SSCI), an editorial board member of several leading journals, The Applied Linguistics Review (SSCI), Journal of Second Language Writing (SSCI), System (SSCI), Metacognition and Learning (SSCI), and a reviewer for a number of eminent journals such as Language Learning, Applied Linguistics, The Modern Language Journal, Language Teaching Research, and Assessing Writing. He will present an overview of a range of journals for possible publications and share strategies for success. A Q&A segment will follow, which will allow audience to interact with the speaker.
教授，新加坡南洋理工大学博士、英国牛津大学博士后。主要研究领域为应用语言学和二语习得。曾任新加坡南洋理工大学国家教育学院副教授，研究生教育文凭（英语教育）项目主任。现任新西兰奥克兰大学教育学院副院长，并任《应用语言学》（Applied Linguistics，SSCI索引）、《语言学习》（Language Learning，SSCI索引）等多个语言学界一级学刊的特邀审稿人。在国际知名学术刊物及会议文集发表论文及述评100余篇。近年完成新加坡教育部资助项目3项。今年在全球最大的国际英语教师协会(TESOL International Association) 50周年庆典之际被评为英语教学界全球50名杰出人物之一“50 at 50”。张军教授也是该机构SSCI索引的学术期刊TESOL Quarterly（知名出版社Wiley-Blackwell出版）的联合主编。Lawrence Jun Zhang（张军）教授于2015年起受聘为我校“长白山学者”讲座教授。