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
伟德app官网(亚洲)集团有限公司教授、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。代表作包括“阅读难度调控”“写作语步匹配”“人机协作评估”与“学术读写整合”，主持研制“语料库系列”与“研究法系列”本硕博一体化课程。创建语言数据网（LanguageData.net），主持搭建“一针三库”语料库智能教研平台，包括：“阅读分级指难针”“写作表达范文库”“主题课文素材库”与“研究方法案例库”。
阅读难度调控研究（阅读分级指难针）
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.
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.
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.
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.
Jin, T., Li, Y., & Li, B. (2016). Vocabulary coverage of reading tests: Gaps between teaching and testing. TESOL Quarterly, 50(4), 955-964.
写作语步匹配研究（写作表达范文库）
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. [第一作者为通讯作者*曾指导的员工]
Guo, K., Gu, M., & Jin, T*. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly, 55(3), 1060-1070. [第一作者为通讯作者*曾指导的员工]
Su, Y., Liu, K., Lai, C., & Jin, T*. (2021). The progression of collaborative argumentation among English learners: A qualitative study. System, 98, 102471. [第一作者为通讯作者*曾指导的员工]
Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23-34.
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.
人机协作评估研究（主题课文素材库）
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. [第一作者为通讯作者*曾指导的员工]
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.
Jin, T., & Mak, B. (2013). Distinguishing features in scoring L2 Chinese speaking performance: How do they work? Language Testing, 30(1), 23-47.
Jin, T., Mak, B., & Zhou, P. (2012). Confidence scoring of speaking performance: How does fuzziness become exact? Language Testing, 29(1), 43-65.
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.
学术读写整合研究（研究方法案例库）
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.
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.
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. [第一作者为通讯作者*曾指导的员工]
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.
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.
更新：2023年8月
