时间： 11月23日（周五）下午 15:00---16:30
Associate Professor，School of Education, the University of New South Wales, Australia. Andy Gao has published over 100 articles in high level journals in areas including language learner autonomy, sociolinguistics, teacher development and serves as associate Editor/Co-editor for System: An international journal of educational technology and applied linguistics (Elsevier). (2013-), associate Editor for The Asia Pacific Education Researcher (Springer) (2012-2013), member of the Editorial and Advisory Board for Journal of Asia Pacific Education Researcher, Journal of Language, Identity and Education (Oct. 2013), Teacher Development and TESOL Quarterly (2010-2013) and exco-Member of Hong Kong Association for Applied Linguistics and doctoral examiner for Griffiths University Australia.
1. Gao, X. (2010). Strategic language learning: The roles of agency and context. Bristol: Multilingual Matters. (this research monograph was reviewed in Studies in Second Language Acquisition and System. It has received 50 citations in google scholar)
2. Murray, G., Gao, X. & Lamb, T. (2011)(eds.). Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters. (this edited volume was reviewed in International Journal of Bilingual Education and Bilingualism, and Studies in Second Language Acquisition.Cited 36 times in google scholar ).
3. Trent, J., Gao, X. & Gu, MM. (2013). Becoming language teachers in a multilingual context. New York, Springer. (it was reviewed in System).
4. Deters, P., Gao, X., Miller, L., & Vitanova, G. (2014). Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingua l Matters.
5. Gao, X.(2018).Language teacher autonomy and social censure. In Chik, A., Aoki, N. & Smith, R.(eds.) Autonomy in Language Learning and Teaching (pp.29-49).London: Palgrave Pivot.
6. Gao, X., & Shao, Q. (2018). Language policy and mass media. In J. Tollefson & M. Pérez-Milans (Eds.). The Oxford Handbook of Language Policy and Planning (pp.299-317). Oxford: Oxford University Press.