彭劍娥

2014. Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Bristol: Multilingual Matters. ^[1] 

in press (first and corresponding author). The mediation of multimodal affordances on willingness to communicate in the English as a foreign language classroom. TESOL Quarterly. doi: 10.1002/tesq.298.

2015. The context-sensitivity of self-concept and willingness to ommunicate in the Chinese EFL classroom: A case study. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 84-103). Basingstoke: Palgrave Macmillan.

2015. L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.

2013. The challenge of measuring willingness to communicate in EFL contexts. The Asia-Pacific Education Researcher, 22(3),281-291.

2012. Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System, 40(2), 203-213.

2011. Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System, 39(3), 314-324.

2010 (first and corresponding author). Willingness to communicate in English: A model in Chinese EFL classroom context. Language Learning, 60(4), 834-876.

2007. Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2, 33-59.

2007. Willingness to communicate in the Chinese EFL classroom: A cultural perspective. In J. Liu (Ed.) English language teaching: New approaches, perspectives, and standards (pp. 250－269). London: Continuum.

2016. 教師研究的生態學視角. 《外語教師教育重點問題研究》（徐浩主編），北京：外語教學與研究出版社. 將出版.

2015. 二語動機自我係統、國際姿態及努力程度關係的結構方程模型研究. 外語教學理論與實踐,1, 12-18,81.

2008. 文化視角下大學生英語交際意願的實證研究. 語言教學與研究, 2008, 6, 30-36.

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2014, August 28－30. The mediation of multimodal affordances on willingness to communicate in the EFL classroom. Paper presented at the International Conference on Motivational Dynamics and Second Language Acquisition. Nottingham, UK.

2011, March 26－29. Situated conceptualization of willingness to communicate in Chinese EFL classrooms: A mixed-methods approach. Paper presented at the 2011 conference of the American Association for Applied Linguistics (AAAL). Chicago, IL.

2011, August 23－28. Modeling L2 motivational self system and willingness to communicate in a L2: The Chinese context. Paper presented at the 16th International Applied Linguistics Association (AILA) Congress. Beijing, China.

2008, August 24－29. Dynamic fluctuations of willingness to communicate in Chinese EFL classroom: A multiple-case study. Paper presented at the 15th International Applied Linguistics Association (AILA) Congress. Essen, Germany.

2013, 11月16－17. Willingness to communicate in English: A model in Chinese EFL classroom context. 廣東外國語言學會2013年年會. 韶關.

2012, 12月7－9. 外語環境下英語交際意願的測量效度檢驗與思考．第二屆廣外應用語言學論壇. 廣州.

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1. 汕頭市優秀教師，2015.

2. 李嘉誠基金會卓越教學獎，2015.

3. 廣東省2010－2011年度哲學社會科學優秀成果獎論文類一等獎, 2013.

4.美國Anaheim University “David Nunan Institute for Language Education Travel Award”, 2010.

5. 悉尼大學國際研究獎學金，2006－2009.

6.悉尼大學教育與社會工作學院“傑出研究生獎” , 2008. ^[1] 

1.國家社科基金一般項目“高校外語教師國際學術論文發表的現狀與影響因素研究”（14BYY067）。

2.教育部人文社科規劃項目“外語課堂多模態因素對交際意願的影響研究”（13YJA740041）。

3.廣東省教育廳教育科學項目“英文影視與大學英語課堂教學的整合研究”（2011TJK335）（已結題）。

4.汕頭大學科研啓動經費項目“多模態教學環境下英語交際意願的動態發展”（STF12021）（已結題）。

5.汕頭市重點科技計劃項目“大學生課堂上英語交際意願的研究”（已結題）。 ^[1]