个人简历

姓名
韩潮

学位
博士

职称
教授

是否博士生导师/硕士生导师
硕士、博士生导师

性别
男

Email
chaohan@xmu.edu.cn

教授课程
英语口译、口译研究、口笔译测试与评估

研究方向
口译/笔译/手语翻译测试与评估、口笔译实证研究、译学研究方法

工作经历
2016-2020 西南大学 外国语学院

教育背景
2011-2016 麦考瑞大学(Macquarie University), 应用语言学, 博士, 悉尼
2008-2011 厦门大学, 英语语言文学(口译), 硕士, 厦门
2004-2008 西南大学, 英语, 学士, 重庆

主要出版物
近五年多来, 以独立作者、第一作者、通讯作者身份, 发表各类文章36篇, 包括研究论文21篇，详情如下，或见ORCID ID（https://orcid.org/0000-0002-6712-0555）和ResearchGate （https://www.researchgate.net/profile/Chao_Han9）。

?研究方向1: 口译/笔译/手语翻译测试与评估(通讯作者*)
?Han, C. & Xiao, X-Y.^*(forthcoming). A comparative judgment approach to assessing Chinese Sign Language interpreting. Language Testing. [SSCI, A&HCI]
?Han, C.^*(forthcoming). Analytic rubric scoring versus comparative judgment: A comparison of two approaches to assessing spoken-language interpreting. Meta: Translators’ Journal.[A&HCI]
?Han, C. Xiao, R. & Su, W.^*(2021). Assessing the fidelity of consecutive interpretation: The effects of using source versus target text as the reference material. Interpreting. doi: intp.00058.han [SSCI, A&HCI]
?Han, C.^*& An, K-R. (2020). Using unfilled pauses to measure (dis)fluency in English-Chinese consecutive interpreting: In search of an optimal pause threshold. Perspectives. 1-18. doi: 10.1080/**X.2020.** [SSCI, A&HCI]
?Han, C. & Zhao, X.^* (2020). Accuracy of peer ratings on spoken-language interpreting. Assessment & Evaluation in Higher Education.1-20.doi: 10.1080/**.2020.**[SSCI, A&HCI]
?Han, C.^*(2020). Translation quality assessment: A critical methodological review. The Translator, 26(3), 257-273. [SSCI, A&HCI]
?Han, C.^* & Fan, Q. (2020). Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility. Perspectives, 28(1), 109-125. [SSCI, A&HCI]
?Han, C.^*,Chen, S-J., Fu, R-B., & Fan, Q. (2020). Modelling the relationship between utterance fluency and raters’ perceived fluency of consecutive interpreting. Interpreting, 22(2), 211-237.[SSCI, A&HCI]
?Han, C.^*(2019). A generalizability theory study of optimal measurement design for a summative assessment of English/Chinese consecutive interpreting. Language Testing, 36(3), 419-438. [SSCI, A&HCI]
?Han, C.^*(2018). Using rating scales to assess interpretation: Practices, problems and prospects. Interpreting, 20(1), 60-96. [SSCI, A&HCI]
?Han, C.^*(2018). Latent trait modelling of rater accuracy in formative peer assessment of English-Chinese consecutive interpreting. Assessment and Evaluation in Higher Education, 43(6), 979-994. [SSCI]
?Han, C.^*(2018). A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course. Studies in Educational Evaluation, 58, 187-196. [SSCI]
?Han, C.^* & Riazi, M. (2018). The accuracy of student self-assessments of English-Chinese bidirectional interpretation: A longitudinal quantitative study. Assessment & Evaluation in Higher Education, 43(2), 386-398. [SSCI]
?Han, C.^*(2017). Using analytic rating scales to assess English-Chinese bi-directional interpreting: A longitudinal Rasch analysis of scale utility and rater behavior. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 16, 196-215. [SSCI, A&HCI]
?Han, C.^*(2016). Investigating score dependability in English/Chinese interpreter certification performance testing: A generalizability theory approach. Language Assessment Quarterly, 13(3), 186-201. [SSCI, A&HCI]
?Han, C.^* & Slatyer, H. (2016). Test validation in interpreter certification performance testing: An argument-based approach. Interpreting, 18(2), 225-252. [SSCI, A&HCI]
?Han, C.^*(2015). Investigating rater severity/leniency in interpreter performance testing: A multifaceted Rasch measurement approach. Interpreting, 17(2), 255-283. [SSCI, A&HCI]

?研究方向2: 口笔译实证研究
?Han, C.^* & Riazi, M. (2017). Investigating the effects of speech rate and accent on simultaneous interpretation: A mixed-methods approach. Across Languages and Cultures, 18(2), 237-259. [SSCI, A&HCI]
?Han, C.^*(2016). A survey to profile conference interpreting practice in China. Interpreting, 18(2), 253-266. [SSCI, A&HCI]
?Han, C.^* & Chen, S-J. (2016). Strategy use in English-to-Chinese simultaneous interpreting: A descriptive-exploratory study. Forum, 14(2), 173-193. [ESCI/Emerging Sources Citation Index]
?Han, C.^*(2015). Lacunae, myths and legends about conference interpreters: A diary study to explore conference interpreting practice in China. Perspectives, 23(3), 440-457. [A&HCI]

?研究方向3: 译学研究方法
?Han, C.^*(2018). Mixed-methods research in Interpreting Studies: A methodological review (2004-2014). Interpreting, 20(2), 155-187. [SSCI, A&HCI]
?Han, C.^*(2016). Reporting practices of rater reliability in interpreting research: A mixed-methods review of 14 journals (2004-2014). Journal of Statistics and Research Design in Linguistics and Communication Science, 3(1), 49-75.

?书籍评述
?Han, C.^*(2020). Making Way in Corpus-based Interpreting Studies. Forum, 18(1), 106-111. [ESCI]
?Han, C.^*(2019). Rasch analysis in the Human Sciences. Journal of Statistics and Research Design in Linguistics and Communication Science, 5(1-2), 208-211.
?Han, C.^*(2019). From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training. Meta, 63(3), 832-835. [A&HCI]
?Han, C.^*(2019). Invariant Measurement with Raters and Rating Scales: Rasch Models for Rater-Mediated Assessments. Language Testing, 36(2), 131-134. [SSCI, A&HCI]
?Han, C.^*(2019). Chinese as a Second Language Assessment. International Journal of Applied Linguistics, 29(2), 265-272.[ESCI]
?Han, C.^*(2018). Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments. Measurement: Interdisciplinary Research and Perspectives, 17(2), 113-116. [ESCI]
?Han, C.^*(2018). Learner Corpora in Language Testing and Assessment. International Journal of Corpus Linguistics, 23(1), 119-124. [SSCI, A&HCI]
?Han, C.^*(2018). Quantitative Research Methods in Translation and Interpreting Studies. Interpreter and Translator Trainer, 12(2), 244-247. [SSCI, A&HCI]
?Han, C.^* & Fu, R-B. (2016). Research Methodologies in Translation Studies. Journal of Statistics and Research Design in Linguistics and Communication Science, 3(1), 145-151.
?Han, C.^*(2016). Research Methods in Interpreting: A Practical Source. Journal of Statistics and Research Design in Linguistics and Communication Science, 2(2), 181-186.
?Han, C.^*(2016). Assessment issues in language translation and interpreting. Interpreting, 18(1), 120-126. [SSCI, A&HCI]

?书籍章节
?Dawrant, A., & Han, C. (forthcoming). Assessment for conference interpreting. InRoutledge Handbook of Conference Interpreting. Routledge.
?Han, C.^*(2019). Conceptualizing and operationalizing a formative assessment model for English-Chinese consecutive interpreting. In Huertas Barros, E., Vandepitte, S., & Iglesias Fernández, E. (Eds.). Quality Assurance and Assessment Practices in Translation and Interpreting. Hershey, PA, USA: IGI Global, 89-111.
?Han, C.^*(2018). Construct definition for English/Chinese interpreter certification performance testing: An interactionalist approach. In Hong, M., Hong, N., & Zhu, L. J. (Eds.).Professionalization in Interpreting: Research and Development – Proceedings of the 11^thChina National Conference and International Forum on Interpreting. Beijing: Foreign Language Teaching and Research Press, 165-180.
?Han, C.^*(2016). Using many-facet Rasch analysis to examine psychometric properties of a rater-mediated assessment of simultaneous interpreting. In J. Chen & L-Y. Yang (Eds.), Interpreting Studies: The Way Forward– Proceedings of the 10^thNational Conference and International Forum on Interpreting. Beijing: Foreign Language Teaching and Research Press, 183-205.

科研项目
?主持项目
?国家社科基金项目(青年项目), “基于语料库的口译资格测试等级量表研制”(项目编号: 18CYY010), 主持, 2018-2022；
?重庆市教育科学“十三五”规划课题(重点项目),（项目编号: 2018-GX-089), 主持, 2018-2020；
?第11批中国博士后基金特别资助, “口译资格测试中质量评估方法研究”（项目编号: 2018T110935), 主持, 已结项；
?第62批中国博士后基金面上资助(二等资助), “基于评分量表英汉口译形成性及终结性测评体系的构建”(项目编号: 2017M622938), 主持, 已结项；
?中央高校科研基金, “英汉口译测试中分析性评分量表的适用性与有效性研究”(项目编号: SWU**), 主持, 2016-2018, 已结项。

?参研项目
?教育部考试中心-英国文化教育协会英语测评科研课题 ,“Applying CSE-Interpreting Competence Scales in Interpreting Education: Perceptions and Practices among Interpreter Trainers in China”,2020-2022, 参研人员,排名2/6, 在研；
?国家社科基金项目(一般项目),“基于汉英口译语料库的语块操作规范研究”（项目编号：17BYY048), 2017-2021, 参研人员,排名2/7,在研；
?国家社科基金项目(一般项目),“认知翻译研究体系的构建”（项目编号：17BYY048), 2017-2021, 参研人员，排名3/6,在研；
?国家社科基金项目(一般项目), “口译职业认证测试的理论体系和运作模式” (项目编号: 09BYY073), 2009-2013, 参研人员, 排名5/6, 已结项。

其他
?科研指导
?I am keen to collaborate with undergraduate, postgraduate and doctoral students who are interested in testing, assessment and evaluation of translation, spoken/signed language interpreting, and any other forms of language mediation. Specifically, I am currently working on a variety of research topics concerning rater-mediated and automatic assessment of translation and interpreting (T&I), including (but not limited to):
?Test materials/tasks
?Scoring methods
?Rater effects
?Rater training
?Rater cognition (in relation to T&I cognitive studies)
?Automatic assessment

?All types of students are expected to collect, organize, and analyze both quantitative and qualitative data, individually and/or collaboratively, using a diverse array of software (e.g., NVivo, SPSS, R, EduG, Windsteps, Facets, SigmaPlot).

?Ideally, potential doctoral students should come from one of the following backgrounds (i.e., specialized study and training at postgraduate level):
?Translation/interpreting
?Psychological and educational (language) assessment
?Cognitive psychology
?Computational linguistics
?Other related fields

?Doctoral students are expected to develop in-depth understandings of the following areas:
?Translation and interpreting (T&I) studies
?Psychological and educational (language) testing and assessment
?Research methodology (especially experimental & mixed-methods design)
?Measurement and scaling
?(Applied) multivariate statistical analysis

?Postgraduate and doctoral students may also be required to learn and use relevant technologies/programing languages (e.g., digital pen, eye-tracker, EEG, Python, R) to investigate issues related to rater-mediated and/or automatic assessment of T&I.

?Under normal circumstances, doctoral students should conduct three studies under my supervision during the course of their PhD:
?One study on rater-mediated assessment (as part of research training)
?One study on research methodology (as part of research training)
?One study on testing and assessment of T&I (doctoral dissertation)

?Interested students are advised to contact me in advance (via email).