金檀
香港中文大学博士
语言数据网创始人
邮箱：tjin@scnu.edu.cn
ResearchGate | ORCID ID
华南师范大学教授、博士生导师，主要从事语料库语言学、语言智能教学及语言能力测评的研究与应用工作。研究代表成果有“阅读难度调控”“词汇特征挖掘”“主题语篇加工”及“学科知识融合”，应用代表成果有“阅读分级指难针”“词汇教学例句库”“主题语篇素材库”及“科普英语案例库”。创建语言数据网（LanguageData.net），主持研制“一针三库智能教研平台”，为语言教师数字化转型提供数据支持。
语料库语言学研究
Liu, F., Jiang, Y., Lai, C., & Jin, T*. (2024). Teacher engagement with automated text simplification for differentiated instruction. Language Learning & Technology, 28(2). [SSCI, *通讯作者]
Jiang, Y., Lu, X., Liu, F., Zhang, J., & Jin, T*. (2024). What should go with this word here: Connecting lexical collocations and rhetorical moves in narrative stories. Applied Linguistics. Advance Online Publication. [SSCI, *通讯作者]
Wu, J., Zhao, C. G., Lu, X., & Jin, T*. (2024). A rhetorical function and phraseological analysis of commentaries on visuals. English for Specific Purposes, 73, 33-45. [SSCI, *通讯作者]
金檀、李芷莹、徐曼菲、唐洁仪. (2023). 面向教材文本智能改编的教师语料库素养及实践应用. 《外语界》，(3), 23-30. [CSSCI]
Su, Y., Liu, K., Liu, F., Lee, J., & Jin, T*. (2023). Lexical complexity in exemplar EFL texts: Towards text adaptation for 12 grades of basic English curriculum in China. International Review of Applied Linguistics in Language Teaching (IRAL). Advance Online Publication. [SSCI, *通讯作者]
Jin, T., Duan, H., Lu, X., Ni, J., & Guo, K. (2021). Do research articles with more readable abstracts receive higher online attention? Evidence from Science. Scientometrics, 126, 8471-8490. [SSCI]
Jin, T., Lu, X., & Ni, J. (2020). Syntactic complexity in adapted teaching materials: Differences among grade levels and implications for benchmarking. Modern Language Journal, 104(1), 192-208. [SSCI]
金檀、刘康龙、吴金城. (2019). 学术英语教材词表的研制范式与实践应用. 《外语界》，(5), 21-29. [CSSCI]
Jin, T., & Lu, X. (2018). A data-driven approach to text adaptation in teaching material preparation: Design, implementation and teacher professional development. TESOL Quarterly, 52(2), 457-467. [SSCI]
Jin, T., Li, Y., & Li, B. (2016). Vocabulary coverage of reading tests: Gaps between teaching and testing. TESOL Quarterly, 50(4), 955-964. [SSCI]
语言智能教学研究
陈静、黄恺瑜、吴倩、金檀*. (2024). 课堂生态视域下的混合式学术英语写作教学模式探究.《中国外语》, (1), 68-77. [CSSCI, *通讯作者]
Fu, L., Gu, M., & Jin, T*. (2024). Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing. Language Learning & Technology, 28(1). [SSCI, *通讯作者]
Wu, Q., Jin, T.*, Chen, J., & Lei, J. (2023). Peer leadership in collaborative argumentative writing: A qualitative case study of blended design. Journal of Second Language Writing, 60, 100995. [SSCI, *通讯作者]
Zhang, S., Gu, M., Sun, W., & Jin, T*. (2023). Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers. Journal of Education for Teaching. Advance Online Publication. [SSCI, *通讯作者]
Jin, T., Jiang, Y., Gu, M., & Chen, J. (2022). “Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts. Journal of English for Academic Purposes, 60, 101177. [SSCI]
金檀、李世炜、刘丰恺. (2021). 学术英语阅读素材的智能选取与教学应用研究. 《外语界》, (1), 20-27. [CSSCI]
Lai, C., & Jin, T. (2021). Teacher professional identity and the nature of technology integration. Computers & Education, 175, 104314. [SSCI]
Liu, X., Gu, M., & Jin, T*. (2021). Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts. Language Teaching Research. Advance Online Publication. [SSCI, *通讯作者]
Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23-34. [SSCI]
Jin, T., Liu, X., & Lei, J. (2020). Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students. Journal of English for Academic Purposes, 45, 100853. [SSCI]
语言能力测评研究
Deng, Y., Lei, J., Jin, T., & Chen, J. (2024). Developing genre awareness in collaborative academic reading: A case study of novice academic learners. English for Specific Purposes, 74, 9-22. [SSCI]
Shi, Z., Liu, F., Lai, C., & Jin, T*. (2022). Enhancing the use of evidence in argumentative writing through collaborative processing of content-based automated writing evaluation feedback. Language Learning & Technology, 26(2), 106-128. [SSCI, *通讯作者]
Guo, K., Gu, M., & Jin, T*. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly, 55(3), 1060-1070. [SSCI, *通讯作者]
Su, Y., Liu, K., Lai, C., & Jin, T*. (2021). The progression of collaborative argumentation among English learners: A qualitative study. System, 98, 102471. [SSCI, *通讯作者]
Jin, T., Shi, Z., & Lu, X. (2019). From novice storytellers to persuasive arguers: Learner use of evidence in oral argumentation. TESOL Quarterly, 53(4), 1151-1161. [SSCI]
金檀、刘力、郭凯. (2016). 口语测试评分标准研究与实践三十年.《现代外语》, 39(6), 853-862. [CSSCI]
田朝霞、金檀. (2015). 英语语音评估与测试实证研究——世界发展趋势及对中国教学的启示.《中国外语》, 12(3), 80-86. [CSSCI]田朝霞、金檀. (2015). 英语语音评估与测试实证研究——世界发展趋势及对中国教学的启示.《中国外语》, 12(3), 80-86. [CSSCI]
Jin, T., & Mak, B. (2013). Distinguishing features in scoring L2 Chinese speaking performance: How do they work? Language Testing, 30(1), 23-47. [SSCI]
Jin, T., Mak, B., & Zhou, P. (2012). Confidence scoring of speaking performance: How does fuzziness become exact? Language Testing, 29(1), 43-65. [SSCI]Jin, T., Mak, B., & Zhou, P. (2012). Confidence scoring of speaking performance: How does fuzziness become exact? Language Testing, 29(1), 43-65. [SSCI]
金檀、王琰、宋春阳、郭曙纶. (2008). 口语测试模糊评分方法设计及实验研究.《现代外语》, 31(2), 157-164. [CSSCI]
更新：2024年1月
