《后殖民生态批评：文学、动物与环境》是一部致力于在后殖民理论体系下探讨人类、动物和环境的著作。该书分为两部分，分别从环境和动物批评两个视角讨论后殖民问题。本书主要涉及的话题有后殖民写作的叙事发展、田园诗的归属和权力、殖民主义话语的影响和基督教的使命、食肉主义所蕴含的政治及食人主义的表征、动物性与精神性以及人类和动物在“后人类”社会的地位等。通过解读库切（J. M. Coetzee）、康拉德（Joseph Conrad）、笛福（Daniel Defoe）、金凯德（Jamaica Kincaid）和奈保尔（V. S. Naipaul）等作家的相关作品，本书旨在揭示如果没有充分考量人类之间、人类与非人类之间所构建的等级关系，没有构设这些生物族群的生态联系，人类真正的自由也不会实现。
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. [ 详情摘要收藏取消收藏
Despite the call for using assessment to promote effective learning, most language teachers remain underprepared to conduct classroom-based formative assessment and interpret the summative assessment information for improving instruction as well as learning. Drawing upon a survey of programme and government documents, interviews, student assessment tasks, and teaching evaluation, this paper aims to explore the overall language assessment training landscape in five Hong Kong teacher education institutions against the backdrop of assessment reforms in primary/secondary school contexts. It specifically attempts to investigate the extent to which two assessment courses may facilitate and/or inhibit the development of pre-service teachers’ language assessment literacy in one teacher education institution. Findings indicate that language assessment training in Hong Kong remains inadequate and selected language assessment courses are still unable to bridge the theory- practice gap within the assessment reform context. Implications and recommendations for promoting language assessment literacy are discussed.
Carless, D. (2012). From testing to productive student learning: Implementing formative assessment in Confucian-heritage settings. New York: Routledge. [ 详情收藏取消收藏
XiaodongXu、QingrongChen、Klaus-UwePantherYichengWu，2017，Influence of Concessive and Causal Conjunctionson Pragmatic Processing: Online Measures from Eye Movements and Self-Paced Reading[J]，《》，0-0。 [ 详情摘要收藏取消收藏
In investigations of the second-language writing process the aim of interviews and questionnaireshas often been to find shared difficulties among them. However，in practice some writers are moresuccessful than others. The aim of this study is to examine how some writers succeed in masteringscientific discourse in English，in a non-English speaking environment. Interviews were conductedwith 13 Japanese researchers: 5 junior，5 middle-ranking and 3 established. The analysis focusesnot only on their difficulties，but also on their strategies to cope with them. Findings show that identificationof their audience may distinguish established researchers from others. Another distinguishingcharacteristic seems to be their learning strategies，and these can be divided into two sets. Thefirst set focuses on reading academic texts in their field (subject knowledge-oriented) to learn typicalwriting patterns. This practice was adopted by all. The second involves giving direct attention tomastering English speakers’ language use (language-oriented strategies)，but these were employedby only 2 junior and 3 established researchers. The majority seems to prefer simply to cope with theirlimited English，because of time constraints; however，efforts to adopt the second type would appearto pay off in the long run.
关键词：Writing and learning strategies; Scientific research articles; Japanese researchers