教师简介

刘兴华 副教授

部门:英语系

导师:硕士生导师

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. Hsiang, T.P., Graham, S., Liu, X. & Zhou, Z. (2022). Teachers' beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing. https://doi.org/10.1007/s11145-022-10336-9
  2. 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
  3. 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.
  4. 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. 
  5. 刘兴华.(2020).英语写作教学的循证实践.《当代外语研究》, 1: 68-76. 
  6. 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.
  7. 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.
  8. 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.
  9. 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. 
  10. 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.
  11. 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. 
  12. 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
  13. 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.
  14. 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.
  15. Liu, X. (2017). Towards Evidence-based Foreign Language Teaching and Research. TESOL International Journal. 2
  16. 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.
  17. Shi, Y., & Liu, X. (2016). Recontextualizing writing proficiency: An investigation of model argumentation texts for IELTS preparation. TESOL International Journal. 11(2):57-69.
  18. 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.
  19. McCabe, A., Gledhill, C., & Liu, X. (2015). Systemic functional linguistics and English language teaching. TESOL International Journal. 10(1):1-10.
  20. Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive perspective. English Text Construction. 8(1):65-87.
  21. 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.
  22. 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.
  23. 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.
  24. Liu, X. (2014). Motivation-based bonding activities in an EFL writing classroom: A case report from mainland China. ELTWO (special issue on bonding).
  25. 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
  26. Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An APPRAISAL study. E-FLT, 10(1):40-53.
  27. 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.
  28. 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.
  29. Liu, X. (2011).Directions in contrastive rhetoric research. Language Studies Working Papers, University of Reading, 3:58-65.
  30. Liu, X. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, University of Reading, 2: 51-63.
  31. 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

Review of Educational Research

Assessing Writing

Text & Talk

Scientific reports

Lingua

Heliyon

Educational Psychology Review

Frontiers in Psychology

BMC 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;

Cambridge University Press;

American Educational Research Association Annual Conference;

SIG Writing Conference.

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