教师简介

刘兴华 副教授

部门:英语系

导师:硕士生导师

邮箱:liuxinghua@sjtu.edu.cn

主要经历

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)。

 

主要荣誉/奖励

1.  烛光奖,上海交通大学,2020

2.“教书育人奖”提名奖,上海交通大学,2019

3.“英华”学术奖提名奖,中国英汉语比较研究会,2018

4.“SMC-晨星青年学者奖励计划优秀青年教师奖,上海交通大学,2012

5.国家优秀自费留学生奖,国家留学基金委,2011

6.  海外研究生奖学金,英国雷丁大学,2008-2011

7.  校长奖,上海交通大学,2004

教学科研

研究兴趣:

循证语言教育;跨文化修辞研究;基于语料库和系统功能语言学分析框架的语篇分析;写作的认知过程研究;写作教与学中的个体差异;特殊学习者群体(如学习障碍者)的写作教与学;精神障碍人群的书写诊断与干预。

 

Coursebooks

  1. 林玉珍、刘兴华. (2019). 新英语阅读教程(2). 北京:高等教育出版社.

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

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

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

 

Monographs

  1. Liu, X., & McCabe, A. (2018). Attitudinal Evaluation in Chinese University Students’ English Writing: A Contrastive Perspective. Singapore: Springer

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

 

Journal Papers/Book Chapters

  1. Ng, C., Graham, S., Liu, X., Lau, K., & Tang, K. (2021). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses. Reading and Writing. https://doi.org/10.1007/s11145-021-10190-1
  2. Ng, C., Graham, S., Lau, K., Liu, X. & Tang, K. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses, International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101751.
  3. 刘兴华.(2020).中学英语写作教学循证实践现状研究.《外语教学理论与实践》, 4: 58-64. 
  4. 刘兴华.(2020).英语写作教学的循证实践.《当代外语研究》, 1: 68-76. 
  5. 刘兴华、童剑平. (2019). 应用型本科院校通用大学英语教材适切性调查.《当代外语研究》,497-105.
  6. 李恬山、刘兴华. (2019). 基于语料库的高中生英语书面语口语化特征研究.《基础外语教育》,13-11.
  7. 刘兴华、麻怡隽. (2019). 基于自我调节策略发展模式的英语写作教学:理论与实践.《英语教师》,216-10.
  8. Liu, X. (2019). Writing research, writing instruction and educational research frontiers and methodology: An interview with Steve Graham. International Journal of TESOL Studies, 1: 102-116. 
  9. Ray, A.B., Graham, S. & Liu, X. (2018). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing: An Interdisciplinary Journal.  https://doi.org/10.1007/s11145-018-9900-31.
  10. 刘兴华、纪小凌. (2018). 大学英语写作同伴评分的可行性和有效性研究.《外语界》, 5: 63-70. 
  11. Graham, S., Liu, X., Bartlett, B., Ng, C., Harris, K. R., Aitken, A., Barkel, A., Kavanaugh, C., Talukdar, J. (2018). Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research. 88(2): 243-284. DOI: 10.3102/0034654317746927
  12. Graham, S.Liu, X.Aitken, A.Ng, C.Bartlett, B.Harris, K.R., & Holzapfel, J. (2017). Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-AnalysisReading Research Quarterly. 53(3): 279–304.  https://doi.org/10.1002/rrq.194.
  13. 刘兴华、纪小凌、余继英(2017.以评促学---大学英语写作有效同伴反馈模式构建及促学效果研究.《当代外语研究》,5: 9-15.
  14. Liu, X. (2017). Towards Evidence-based Foreign Language Teaching and Research. TESOL International Journal. 2
  15. Liu, X. (2017). Writing instruction, writing research, and educational psychology: An interview with Steve Graham. Educational Psychology Review. 29(1):175-187. DOI 10.1007/s10648-016-9375-1.
  16. Shi, Y., & Liu, X. (2016). Recontextualizing writing proficiency: An investigation of model argumentation texts for IELTS preparation. TESOL International Journal. 11(2):57-69.
  17. 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》,21):85-89.
  18. McCabe, A., Gledhill, C., & Liu, X. (2015). Systemic functional linguistics and English language teaching. TESOL International Journal. 10(1):1-10.
  19. Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive perspective. English Text Construction. 8(1):65-87.
  20. 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.
  21. 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.
  22. 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.
  23. Liu, X. (2014). Motivation-based bonding activities in an EFL writing classroom: A case report from mainland China. ELTWO (special issue on bonding).
  24. 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
  25. Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An APPRAISAL study. E-FLT, 10(1):40-53.
  26. 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.
  27. 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.
  28. Liu, X. (2011).Directions in contrastive rhetoric research. Language Studies Working Papers, University of Reading, 3:58-65.
  29. Liu, X. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, University of Reading, 2: 51-63.
  30. Liu, X., & Thompson, P. (2009). Attitude in students’ argumentative writing: A contrastive perspective. Language Studies Working Papers, University of Reading, 1: 3-15.

社会兼职

  1. Chief Editor: International Journal of TESOL Studies (ISSN: 2632-6779) (www.tesolunion.org)

  2. Co-Editor: International Journal of Chinese Language Teaching (ISSN: 2708-9517) (www.clt-international.org)

  3. Executive Editor: New Techno-Humanities (www.journals.elsevier.com/new-techno-humanities)

  4. Editorial Board Member: Sage Open (http://journals.sagepub.com/page/sgo/editorial-board) 

  5. Advisory Committee Member, Global Open Access Portal, UNESCO

 

Invited Reviewer for the following journals:

Journal of English for Specific Purposes;

Journal of English for Academic Purposes;

Journal of Psycholinguistic Research;

Logopedics Phoniatrics Vocology;

Linguistics and Education;

Language and Education;

Journal of Research in Reading;

Reading and Writing: An Interdisciplinary Journal

Education Science: Theory and Practice;

Assessing Writing;

Text & Talk;

Lingua;

Educational Psychology Review;

Frontiers in Psychology;

Educational Research for Policy and Practice;

English Text Construction;

Journal of Writing and Pedagogy;

Computers and Education Open;

Language Studies Working Papers.

 

Invited Reviewer for the following publishers and conferences:

Palgrave;

Bloomsbury;

Springer;

American Educational Research Association Annual Conference;

SIG Writing Conference.

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