Session: 《全球英语、人工智能与语言测评创新的必要性》Global Englishes, AI, and the case for innovation in assessment
Theme: 以评促学：超越应试的评价创新 Assessment That Serves Learning: Innovation Beyond the Exam
演讲者简介：
Luke Harding是英国兰卡斯特大学应用语言学教授，现任语言学与英语学科负责人。其研究兴趣涵盖语言测评及更广泛的应用语言学领域，重点关注听力与口语测评、全球英语、语言测评素养以及数字技术和人工智能在语言测评中的应用。
他的研究成果发表于多种学术期刊。2017-2022年期间，他曾担任《语言测试》（Language Testing）期刊的联合主编，并担任《Routledge语言测试手册（第二版）》的联合主编。现任国际语言测试协会（ILTA）主席。
Speaker Bio:
Luke Harding is a Professor of Applied Linguistics and current Discipline Lead in Linguistics and English Language at Lancaster University (UK). His research interests are in language assessment and applied linguistics more broadly, particularly assessing listening and speaking, Global Englishes, language assessment literacy, and the use of digital technology and AI in language assessment. Luke’s work has been published in a range of academic journals Luke served as co-editor of the journal Language Testing from 2017-2022 and was co-editor of the Routledge Handbook of Language Testing (2nd Edition). Luke is currently President of the International Language Testing Association (ILTA).
讲座内容：
本讲将梳理“全球英语”（Global Englishes）的范式以及过去四年生成式人工智能革命给语言测评带来的挑战，探讨这些变化如何影响对英语语言能力的重新认识。本讲还将重点关注一线语言教师如何在本土化的测评实践中应对，并提供口语和听力测评的具体案例。此外，本讲将介绍英国兰卡斯特大学开发的一项全新的开放获取资源——EMI语料库（英语授课语料库），该资源可用于写作测评的设计。最后，本讲将强调教师与研究人员开展合作的重要性，共同开发适用于未来课堂语言测评的实用材料和方法。
Session Description:
In this talk, I will first map out the challenges for language assessment raised by a Global Englishes paradigm and by the GenAI revolution of the past four years. I will then discuss how these changes must influence how we reconceptualise English language proficiency. I will then turn to focus specifically on how classroom language teachers might respond in more localised assessment practices. I will provide some concrete examples regarding speaking and listening assessment, and I will also discuss a new open access resource developed at Lancaster University that could be used in the design of writing assessments: the EMI (English Medium Instruction) Corpus. Finally, I will highlight the importance of teacher-researcher partnerships in developing useful materials and methods for classroom language assessment in the future.