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师资队伍

刘兴华,男,讲师,硕士研究生导师。英国雷丁大学(University of Reading)应用语言学博士(2008-2012),英国诺丁汉特伦特大学(Nottingham Trent University)特邀研究员(2014),曾于美国亚利桑那州立大学(Arizona State University)开展写作方向博士后研究(2015-2016)。

 

电子邮件: liuxinghua@sjtu.edu.cn

 

研究兴趣

写作的认知过程研究,特别是运用有声思维法、眼动以及书写跟踪技术;书面语篇分析,特别是运用语料库手段和系统功能语言学分析框架;写作教学策略的开发与验证;特殊学习者群体(如学习障碍者)的写作教与学。

 

学术兼职

1. 主编:TESOL International Journal (www.tesol-international-journal.com)

2. 编委:English Language Teaching World Online (http://blog.nus.edu.sg/eltwo/editorial-board/) 

 

担任审稿人

Journal of Psycholinguistic Research; Journal of Writing and Pedagogy; Linguistics and Education; Sage Open; Language Studies Working Papers.

Palgrave; American Educational Research Association Annual Conference; SIG Writing Conference.

 

近期出版物

Books

1.  Roundy, D. & Liu, X. (2015). A Neurolinguistic Course for English Learners. Brighton: Cranmore Publications.

2.  Roundy, D. & Liu, X. (2015). Creative Writing for English as Foreign Language Learners: Teachers’ Manual. Brighton: Cranmore Publications.

3.  Liu, X. (2015). An Intercultural Rhetoric Study on English-Chinese University Students’ Argumentative Writing. Beijing: Foreign Language Teaching and Research Press.

4.  Roundy, D. & Liu, X. (2014). Creative Writing for English as Foreign Language Learners: A Course Book. Brighton: Cranmore Publications.

 

Journal Papers

1. Liu, X. (2016). Writing instruction, writing research, and educational psychology: An interview with Steve Graham. Educational Psychology Review. DOI 10.1007/s10648-016-9375-1.

2. 刘兴华、唐青叶(2016). 大学英语教学面面观—国际语言教育专家访谈。 《第二语言学习研究》,2(1):85-89.

3. McCabe, A., Gledhill, C., & Liu, X. (2015). Systemic functional linguistics and English language teaching. TESOL International Journal. 10(1):1-10.

4. Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive perspective. English Text Construction. 8(1):65-87.

5. Liu, X., & Wolf, H. (2015). A cross-cultural investigation of attitudinal evaluation in Chinese and British university students’ argumentative writing. Journal of EFL Writing Teaching & Research, 2: 93-112.

6. Liu, X., & Furneaux, C. (2014). A multidimensional comparison of discourse organization in English and Chinese university students’ argumentative writing. International Journal of Applied Linguistics. 24(1):74-96.

7. Liu, X. (2014). Contrastive Rhetoric Research of English and Chinese: Old Issues and New Perspectives (pp.99-115). In J. Wang & D. Lin (eds): Teaching and Researching EFL Writing from the Psycho-cognitive and Socio-cultural Perspectives. Beijing: Foreign Language Teaching and Research Press.

8. Liu, X. (2014). Motivation-based bonding activities in an EFL writing classroom: A case report from mainland China. ELTWO (special issue on bonding).

9. Liu, X. & Le, T. (2013). Voice and audience in writing: A multidimensional account (pp.187-200). In T. Le and Q. Le (eds), Conducting Research in a Changing and Challenging World. New York: Nova Science Publishers

10. Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An APPRAISAL study. E-FLT, 10(1):40-53.

11. Liu, X. (2012). Towards an ecological view of contrastive rhetoric research between English and Chinese. The Internet Journal of Language, Culture and Society, 34:33-42.

12. Liu, X. (2011). More than Ba Gu Wen (Eight-legged essay) and Confucianism: A new research agenda for English-Chinese writing studies. Second Language Writing News,vol6, No.2.

13. Liu, X. (2011).Directions in contrastive rhetoric research. Language Studies Working Papers, University of Reading, 3:58-65.

14. Liu, X. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, University of Reading, 2: 51-63.

15. Liu, X., & Thompson, P. (2009). Attitude in students’ argumentative writing: A contrastive perspective. Language Studies Working Papers, University of Reading, 1: 3-15.

 

会议报告

1. Validity of Peer Feedback Activity in Chinese EFL Writing Classrooms, Pacific Coast Research Conference, San Diego, USA, 4th – 6th February 2016.

2. A Cross-cultural examination of Attitudinal resources in Chinese and British university students’ argumentative writing, 2014 SIG Writing Conference, Amsterdam: University of Amsterdam, Netherlands, 27th -29th August 2014.

3. Reconsidering the role and influence of traditional Chinese rhetoric strategy in Chinese EFL writing classroom, the 3rd International Symposium on Chinese Language and Discourse, Birkbeck, University of London, UK, 11th – 13th June, 2014   

4. An empirical investigation of Qi-Cheng-Zhuan-He rhetoric structure in students’ writing: Reconsidering the role and influence of traditional Chinese rhetoric strategy, the 12th Symposium on Second Language Writing, Shandong University, China, 17th- 21st Oct, 2013.

5. A contrastive study of argument structures in Chinese university EFL students’ writing: A SFL perspective, 40th International Systemic Functional Congress, Sun Yat-sen University, China, 15th -19th July, 2013.

6. Traditional Chinese rhetoric strategy in contemporary Chinese EFL writing classroom, CELC International Symposium, National University of Singapore, 27th -29th May, 2013.

7. Contrastive rhetoric research of English and Chinese: Old issues and new      perspectives. the 8th International Symposium on EFL Writing Research and Teaching in China. Shandong University, China, 12th- 14th October, 2012.

8. APPRAISAL resources in Chinese university EFL students’ argumentative writing: A cross-linguistic perspective. the 38th International Systemic Functional Congress. University of Lisbon, Portugal, 25th- 29th July, 2011.

9. A cross-linguistic investigation of audience awareness and personal voice in Chinese EFL university students’ argumentative writing in Chinese and English: A systemic functional linguistic approach. 4th International Conference on Writing Research: Writing Research across Borders II. University of George Mason, USA., 17th -20th February, 2011.

 

 

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