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个人简介

教育经历 2012-2016 美国卡耐基梅隆大学(Carnegie Mellon University) 语言学博士 2009-2011 美国宾夕法尼亚大学(University of Pennsylvania) 教育理学硕士 2005-2009 上海交通大学 经济学学士 工作经历 2017年7月至今, 华东师范大学 外语学院英语系 紫江青年学者 开授课程 本科生课程: 综合英语I 综合英语II 语言学概论 语言与认知:心理语言学概论 研究生课程: 外语研究前沿课程:心理语言学(专业硕士) 第二语言习得研究(学术型硕士博士) 教育测量与语言测试 (学术型硕士博士) 双语阅读发展:理论与实践(学术型硕士博士) 主持的科研项目和人才计划 上海市哲学社会科学规划项目(2018-2020) 上海市浦江人才计划 (2018-2020) 上海市高峰学科建设计划-华东师范大学教育学课题 (2018-2019) 华东师范大学紫江青年学者,青年高层次人才引进项目 (2017-2023) 精选书评 Zhang, H. (2014). Review of Phonological Awareness and Reading Acquisition (Costenaro, V., 2013). Reading in a Foreign Language, 26(2), 82-85. Zhang, H. (2013). Review of Bilingual Pre-teens: Competing Ideologies and Multiple Identities in the U.S. and Germany (Fuller, J., 2012). The LINGUIST List. 会议论文及其他出版物 Kuby, C. R., & Zhang, H. (2015). Vocabulary acquisition among Chinese-speaking children. Voice of Literacy, Podcast retrieved from http://www.voiceofliteracy.org Zhang, H. (2015). Understanding with profundity: Classifiers in Shanghainese. Inquiries into Korean Linguistics, 115-125. Zhang, H. (2012). Whose job is it? Chinese heritage language acquisition and maintenance. Chinese L2 Theory and Practice, 139-147. Chinese Language Education & Research Center (CLERC), California, U.S.A Zhang, H. (2012). Classroom discourse and power: Insights into learner empowerment in L2 classroom. Proceedings of 3rd International Academic Conference of Young Scientists Humanities and Social Sciences 2011, 240-243, Lviv, Ukraine. Zhang, H. (2012). Critical discussion: Washback effect of CET Writing Subtest in China. Social Science Letters, 2(1), 60-64. Zhang, H. (2011). Language anxiety in ESL classroom: Analysis of turn-taking patterns in ESL classroom discourse. IPEDR, 18, 29-33.

研究领域

主要研究方向:心理语言学,第二语言习得,双语阅读,语言与认知 核心研究方向:双语阅读发展的语言以及认知机制(包括元语言意识,跨语言迁移,字词加工,信息处理)

近期论文

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Zhang, H., & Lin, J. (forthcoming). Morphological knowledge in EFL reading comprehension: Examining mediation through vocabulary knowledge and lexical inference. Educational Psychology. Zhang, H., Han, Y., Zhang, X., & Cui, L. (2020). Frequency, dispersion and abstractness in the lexical sophistication analysis of a learner-based word bank: Dimensionality reduction and identification. Journal of Quantitative Linguistics. Zhang, H. (2020). The longitudinal and reciprocal relationship between word knowledge and reading comprehension in L2 Chinese learners. In F. Xiao (Ed.), Second language Chinese development: A longitudinal perspective. (pp. XX--XX). Maryland: Lexington Books. Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher-order reading abilities among college-level second language learners. Sustainability, 12(4), 1465. doi:10.3390/su12041465 Zhang, H.(2020). Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis. European Journal of Psychology of Education, 1-20. doi:10.1007/s10212-020-00462-9 Zhang, H., Cui, L., & Zhang, X. (2019). Multicultural awareness and foreign language learning among Chinese college students: A one-year longitudinal investigation. International Journal of Multilingualism, 1-14. doi:10.1080/14790718.2019.1680680 Zhang, H., Koda, K., Han, Y., & Lin, J. (2019). Word-general and word-specific knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System, 87, 102146. doi:10.1016/j.system.2019.102146 Zhang, H., & Xuan, W. (2019). Word knowledge in academic literacy skills among collegiate ESL learners. Applied Linguistics Review, 10(2), 201-218. doi:10.1515/applirev-2017-0057 Zhang, H.(2019). Understanding learners’ vocabulary profiles in L2 Chinese classrooms. In F. Yuan & S. Li (Eds.), Classroom-based research on Chineseas a second language (pp. 170-189). London/New York: Routledge. Zhang, H., & Koda, K. (2019). Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the U.S. In K. Koda & J. Yamashita (Eds.), Reading to learn in a second language: An integratedapproach to FL instruction and assessment. (pp. 180-190). London/New York: Routledge. Zhang, H., & Koda, K. (2019). Heterogeneity of early language experiences and word-knowledge development in Chinese as a heritage language learners. In X. Wen & X. Jiang (Eds.), Studies on learning and teaching Chinese as a secondlanguage(pp. 14-37). London/New York: Routledge. Zhang, H. (2019). L1 orthography in L2 Chinese morphological awareness: An investigation of alphabetic and abugida readers. Journal of PsycholinguisticResearch. 48(1), 117-127. doi:10.1007/s10936-018-9593-4 Ma, D., Yao, T., & Zhang, H. (2018). The effect of third language learning on language aptitude among English-major students in China. Journal of Multilingualand Multicultural Development, 39(7), 590-601. doi:10.1080/01434632.2017.1410162 Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language (CHL) learners: A comparative study. Studies in Second Language Acquisition, 40(1), 201-223. doi:10.1017/S0272263116000450 Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability, Reading and Writing, 31(1), 53-74. doi:10.1007/s11145-017-9773-x Ma, D., Yu, X., & Zhang, H. (2017). Word-level and sentence-level automaticity in English as a foreign language (EFL) learners: A comparative study. Journal of Psycholinguistic Research, 46(6), 1471-1483. doi:10.1007/s10936-017-9509-8 Taguchi, N., Zhang, H., & Li, Q. (2017). Pragmatic competence of heritage language learners of Chinese and its relationship to social contact. Chinese as a Second Language Research, 6(1), 7-37. doi:10.1515/caslar-2017-0002 Zhang, H., & Zhuang, B. (2017). Multi-faceted morphological awareness and vocabulary knowledge in English as a second language learners: A multivariate analysis. Chinese Journal of Applied Linguistics, 40(1), 42-55. doi:10.1515/cjal-2017-0003 Zhang, H. (2017). Development of morphological awareness in young Chinese readers: Comparing poor comprehenders and good comprehenders. Reading & Writing Quarterly, 33(2), 187-197. doi:10.1080/10573569.2016.1145562 Zhang, H. (2016). Early language input and later literacy development in Chinese as a heritage language (CHL) learners. International Journal of Applied Linguistics, 26(3), 437-448. doi:10.1111/ijal.12146 Zhang, H. S. (2016). Does morphology play an important role in L2 Chinese vocabulary acquisition? Foreign Language Annals, 49(2), 384-402. doi:10.1111/flan.12193 Zhang, H. (2016). Concurrent and longitudinal effects of morphological awareness on reading comprehension among Chinese-speaking children. Reading Psychology, 37(6), 867-884. doi:10.1080/02702711.2015.1133463 Zhang, H. S., & van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Languageand Sociocultural Theory, 3(1), 99-120. doi:10.1558/lst.v3i1.27549 Zhang, H. (2016). Morphological awareness in literacy acquisition of Chinese second graders: A path analysis. Journal of Psycholinguistic Research, 45(1), 103-119. doi:10.1007/s10936-014-9327-1 Zhang, H. S. (2015). Morphological awareness in vocabulary acquisition among Chinese-speaking children: Testing partial mediation via lexical inference ability. Reading Research Quarterly, 50(1), 129-142. doi:10.1002/rrq.89 van Compernolle, R. A., & Zhang, H. S. (2014). Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker. Language Testing, 31(4), 395-412. doi:10.1177/0265532213520303

学术兼职

国际权威学术期刊(SCI/SSCI)审稿人 Applied Psycholinguistics Foreign Language Annals International Journal of Applied Linguistics International Journal of Bilingual Education and Bilingualism Journal of Experimental Child Psychology Journal of Research in Reading Modern Language Journal Language and Literacy Lingua PloS One Psychological Science Reading Psychology Reading and Writing Scientific Studies of Reading TESOL Quarterly 国际学术协会成员 American Association for Applied Linguistics American Council on the Teaching of Foreign Languages International Association of Chinese Linguistics International Literacy Association Linguistic Society of America Society for the Scientific Studies of Reading The Eastern Pennsylvania Area Association of TESOL Teaching English to Speakers of Other Languages

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