金檀
香港中文大学博士
语言数据网创始人
tjin@scnu.edu.cn
华南师范大学外国语言文化学院教授、博士生导师，研究方向为语料库语言学、语言测试与评估及计算机辅助语言学习。主持创建语言数据网（LanguageData.net），为语言教学与研究提供数据支持。开展了阅读难度调控研究，主持研制“阅读分级指难针”，提供阅读分级的智能改编；开展了写作语体匹配研究，主持研制“写作表达范文库”，提供写作表达的智能查询；开展了校本资源建设研究，主持研制“词汇网络分析器”，提供词汇网络的智能推荐。发表的论文可访问ResearchGate查阅。
阅读难度调控研究
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]
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]
写作语体匹配研究
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]
Su, Y., Liu, K., Lai, C., & Jin, T*. (2021). The progression of collaborative argumentation among English learners: A qualitative study. System, 98, 1-15. [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]
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., 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]
校本资源建设研究
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]
Lai, C., & Jin, T. (2021). Teacher professional identity and the nature of technology integration. Computers & Education, 175, 1-14. [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., 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, 1-8. [SSCI]
Jin, T., & Mak, B. (2013). Distinguishing features in scoring L2 Chinese speaking performance: How do they work? Language Testing, 30(1), 23-47. [SSCI]
