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桑园
长聘教轨副教授
本科生公共英语教学中心 硕士生导师 ysang@sjtu.edu.cn
基本介绍
佛罗里达州立大学博士，上海交通大学外国语学院长聘教轨副教授，硕士研究生导师。主要从事外语教师身份认同、情感、健康等教师心理研究。在Language Teaching Research, International Journal of Applied Linguistics, Journal of Multilingual and Multicultural Development等期刊发表高水平论文十余篇。主持国家社科基金青年项目、校级项目等课题。担任中国英汉语比较研究会教育语言学专业委员会会刊《教育语言学研究》副主编，担任The Modern Language Journal, TESOL Quarterly, System等20余部重要期刊审稿人。
工作经历
  • 2021-2025 上海交通大学外国语学院 长聘教轨助理教授,
  • 2026-今 上海交通大学外国语学院 长聘教轨副教授,
教育经历
  • 2017-2021 佛罗里达州立大学 博士，
研究领域
  • 外语教师心理研究：如教师身份认同、教师情感、教师健康等
  • 积极心理学：如外语教师积极心理特质、积极情感、积极组织系统等
  • 质性研究方法：如民族志研究、叙事研究、案例研究等
科研项目
  • 2025年国家社科基金青年项目
  • 2024年上海交通大学文科青年人才培育计划项目
  • 2024年上海交通大学外国语学院科研创新计划项目
  • 2022年上海交通大学教学发展基金项目
学术论文
  • Sang, Y. (2026). Seeing teacher identity through teachers' beliefs: Narratives of pre-service EFL teachers in China. Language Teaching Research, 30(4), 1914–1937. (SSCI)
  • Alrashood, J. S., *Sang, Y., Alotaibi, S. B., Alshlowiy, A., & Al-Hoorie, A. H. (2026). Teachers’ metamotivational beliefs about extrinsic incentives: An interpretive narrative inquiry. International Journal of Applied Linguistics, Early View, 1–12. (*corresponding author, SSCI)
  • Sang, Y., Chen, J-N., & Zhou, F. (2026). Unpacking three novice EFL teachers' emotional wellbeing in banzhuren work in Chinese secondary schools. International Journal of Applied Linguistics, Early View, 1–10. (SSCI)
  • Sang, Y. (2026). Conducting ethnography in language teacher identity research: Applications, issues, and future directions. In V. Tavares & S. Melo-Pfeifer (Eds.), The Routledge handbook of language teacher identity (pp. 97–113). Routledge.
  • Liu, M., *Sang, Y., Hiver, P., Al-Hoorie, A. H. (2025). The Ulysses Pact: An emic perspective on Registered Reports in applied linguistics. Journal of Second Language Studies, OnlineFirst, 1–27. (*corresponding author, ESCI)
  • Sang, Y., Al-Shammari, A. H., & Al-Hoorie, A. H. (2025). Chinese in the Kuwaiti linguistic market: Language policy and political economy. Journal of Multilingual and Multicultural Development, 46(1), 26–44. (SSCI, A&HCI)
  • 桑园. (2024). 诚信: 学术英语写作课程思政教学案例. 张荔(编),《外语课程思政教学与研究》. 北京: 光明日报出版社, 247–253.
  • Sang, Y. (2023). China's standards of English language ability: Voice from English teachers at Chinese universities. Sage Open, 13(4), 1–12. (SSCI)
  • Sang, Y. (2023). Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class. Linguistics and Education, 73, 1–13. (SSCI, A&HCI)
  • Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731–738. (SSCI)
  • Sang, Y. (2021). [Review of the book Dynamics of a social language learning community]. Journal for the Psychology of Language Learning, 3(1), 115–118.
  • Sang, Y., & Hiver, P. (2021). Using a language socialization framework to explore Chinese students’ L2 reticence in English language learning. Linguistics and Education, 61, 1–12. (SSCI, A&HCI)
  • Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Conceptualizing learners' involvement in the L2 classroom. In P. Hiver, A. H. Al-Hoorie & S. Mercer (Eds.), Student engagement in the language classroom (pp. 17–37). Multilingual Matters.
  • Hiver, P., Zhou, A., Tahmouresi, S., Sang, Y., & Papi, M. (2020). Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience. System, 91, 1–13. (SSCI)
  • Hiver, P., Obando, G., Sang, Y., Tahmouresi, S., Zhou, A., & Zhou, Y. (2019). Reframing the L2 learning experience as narrative reconstructions of classroom learning. Studies in Second Language Learning and Teaching, 9(1), 83–116. (SSCI)
  • Sang, Y. (2017). Investigating the “issues” in Chinese students’ English writing and their “reasons”: Revisiting the recent evidence in Chinese academia. International Journal of Higher Education, 6(3), 1–11.
  • Sang, Y. (2017). A conceptual review of age effect on L2 acquisition. Journal of Education and Practice, 8(9), 1–4.
  • Sang, Y. (2017). Expanded territories of “Literacy”: New Literacies and Multiliteracies. Journal of Education and Practice, 8(8), 16–19.
社会兼职
  • 《教育语言学研究》 副主编
  • The The Modern Language Journal, TESOL Quarterly, Language Teaching Research, Journal of Multilingual and Multicultural Development, System等20余部重要期刊审稿人
顶部