2024年6月28日至30日，第二届外语教育学学术论坛在南开大学成功举办，来自全国多所知名院校以及研究机构的学者齐聚一堂，共同探讨外语教育学最新理论与实践发展。上海对外经贸大学语言研究与测评中心（CLEAR）联合青年学者杨妍（新西兰奥塔哥大学博士生）、葛倩文（上海外国语大学博士生），以及上海对外经贸大学硕士研究生朱立萍、省可可、左巧玲、陈艳共同参加了此次论坛的专题研讨会，并做题为“当现代语言教育理论遇上岛脊曲线：一种解释外语学习复杂性的全新视角”的专题报告。
From June 28 to 30, 2024, the 2nd Academic Forum on Foreign Language Education Studies (FLES) was successfully held at Nankai University. Scholars from many famous universities and research institutes across China gathered to discuss the latest theoretical and practical developments of FLES. Young scholars from the Center for Language Education and Assessment Research (CLEAR) of Shanghai University of International Business and Economics (SUIBE), including young scholar Yan Yang (PhD candidate from the University of Otago) and young scholar Qianwen Ge ( PhD candidate from the Shanghai International Studies University) and Liping Zhu, Keke Xing, Qiaoling Zuo and Yan Chen, master’s students from Shanghai University of International Business and Economics (SUIBE), took part in the symposium and made a presentation entitled "When modern language education theories meet Island Ridge Curve (IRC): A new lens to account for the complexity in foreign language learning".
此次专题报告由蔡雨阳教授召集，青年学者杨妍主持，南开大学张文忠教授担任点评专家。专题报告包括6篇以岛脊曲线为理论框架的实证研究。报告伊始，杨妍同学介绍了岛脊曲线的理论框架，接着与现场学者分享了题为“岛脊曲线：揭示自我导向学习自我效能感、信息通信技术使用与英语阅读成就之间相互关系的新视角”的研究。研究发现高级自我导向学习自我效能感间接预测中等水平读者的英语阅读成就，符合岛脊曲线的理论。
The symposium was convened by Professor Yuyang Cai and chaired by young scholar Yan Yang, with Professor Wenzhong Zhang of Nankai University as the reviewer. The symposium included six empirical studies using the IRC as the theoretical framework. At the beginning of the symposium, Ms. Yan Yang introduced the theory of IRC. Then she shared with the scholars the study entitled "Island Ridge Curve: A new lens to uncover the interplay between SDL self-efficacy, ICT use, and English reading achievement". The study found that advanced SDL self-efficacy indirectly predicted English reading achievement among medium-proficiency readers, which aligns with the IRC theory.
CLEAR青年学者省可可、葛倩文将岛脊曲线理论与基于信息通讯技术下的语言学习背景结合。省可可同学基于岛脊曲线理论，调查了不同语言能力学生中信息通信技术愉悦度和在线英语参与对英语成就的潜在不同影响。研究发现信息通信技术愉悦度和行为投入和在线英语成就呈正相关，但这一正相关仅在中等成绩的学生中出现。葛倩文同学基于岛脊曲线理论，探讨了信息通讯技术自我效能与英语阅读成就在不同英语阅读能力组之间关系的变化。研究发现英语阅读成就与信息通信技术自我效能的关系呈现非线性波动状态。两篇研究进一步证实了岛脊曲线在基于信息通讯技术下的语言学习中的适用性。
CLEAR young Scholars Keke Xing and Qianwen Ge from SISU combined the IRC with the context of ICT-based language learning. Based on the IRC, Ms. Keke Xing investigated the potentially varying effects of ICT enjoyment and online English engagement on English language achievement among students with different language proficiency. It was found that ICT enjoyment and behavioral engagement were positively related to online English achievement, but only in the medium-achievers. Ms. Qianwen Ge explored the variation of the relationship between ICT self-efficacy and English reading achievement across different English reading proficiency groups based on the IRC. The results revealed that the relationship between English reading achievement and ICT self-efficacy showed non-linear fluctuation. The two studies further confirmed the validity of applying IRC to ICT settings.
CLEAR青年学者朱立萍、左巧玲则在岛脊曲线的理论框架下研究学业情绪与二语成绩的非线性关系。朱立萍同学研究考试焦虑对二语成绩的非线性影响，研究发现考试焦虑对二与成绩的影响在中等成绩的学生群体中最大。左巧玲同学则探讨了外语无聊情绪对英语成绩的非线性作用。研究结果显示，无聊情绪负向预测低成绩和高成绩学生的英语成绩，但在中等成绩组中无显著预测效果。这一发现为通过岛脊曲线理论揭示情绪与外语成绩关系的复杂性提供了证据。
CLEAR young scholars Liping Zhu and Qiaoling Zuo investigated the non-linear relationship between academic emotions and second language (L2) achievement under the theoretical framework of the IRC. Ms. Liping Zhu studied the non-linear effect of test anxiety on L2 achievement. She found that test anxiety produced the largest effect for the medium-proficiency group. Ms. Qiaoling Zuo explored the non-linear effect of foreign language boredom on English achievement. The results of the study showed that boredom negatively predicted the English achievement of low- and high-achievers but had a non-significant effect on the mid-achievers. This finding provided evidence for using IRC to reveal the complexity of the emotion-achievement relationship.
CLEAR青年学者陈艳则在岛脊曲线的理论框架下探讨低、中、高英语水平组的自我效能感，系统思维以及英语成绩的关系。研究发现系统思维是自我效能和英语成绩的完全中介，并且发现系统思维对自我效能感和英语成绩的中介作用只在中等水平组显著，这也体现了岛脊曲线理论中“黄金中心性”的思想。
CLEAR young scholar Yan Chen explored the fluctuation of the interplay between self-efficacy and systems thinking in predicting English performance across low-, medium-, and high-proficiency groups. The results suggested that systems thinking fully mediated the relationship between self-efficacy and English test performance, and the mediation of systems thinking was only significant in the medium-achievers, which reflected the thought of "golden centrality" in the theory of IRC.
报告结束后，在场学者就岛脊曲线理论展开了热烈讨论。有学者提出在岛脊曲线的理论下开展质性研究，或者质性与量化相结合的研究思路，现场学术氛围浓厚。张文忠教授对此次专题报告做出了高度赞扬。张教授认为，岛脊曲线理论具有强大的解释力和创新性，未来可以在岛脊曲线的理论框架下开展多变量研究。此外，张教授指出，岛脊曲线的研究不仅仅局限在对学生群体的研究上，可以扩展到其他群体，例如教师等。最后，张教授强调，岛脊曲线理论具有强大的解释力，而张教授原创理论“赋权增能教育理路”则更重实践，二者在未来有很多合作的可能性。
After the symposium, the scholars present had a warm discussion on the theory of IRC. Some scholars proposed the idea of carrying out qualitative research under the theory of IRC or the combination of qualitative and quantitative research. The academic atmosphere of the scene was strong. Professor Wenzhong Zhang highly praised the performance of the young scholars. He believes that the theory of IRC has strong explanatory power and innovation, and multivariate research can be carried out under the theoretical framework of the IRC in the future. In addition, Professor Zhang pointed out that the research on the IRC should be not only limited to the study of student groups but can be extended to other groups, such as teachers. Finally, Professor Zhang emphasized that the theory of IRC has strong explanatory power. In contrast, Professor Zhang's original theory, the "RightOempower Approach to Education," is more practical, so there are many possibilities for cooperation between the two theories in the future.
撰稿人：陈艳，左巧玲
Contributed by CHEN Yan, ZUO Qiaoling