近期论文
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核心期刊论文以及书籍篇章
Zhang, H., Lin, J., Cheng, X., Wang, C., & Wei, X. (revised and resubmitted). Concurrent and longitudinal contributions of phonological awareness to Chinese reading acquisition in early adolescent students: A one-year longitudinal study. Journal of General Psychology.
Zhang, H. (revised and resubmitted). Early development assessment in Chinese children’s reading acquisition: A longitudinal study. Journal of Psycholinguistic Research.
Achugar, M., Zhang, H., & Martín Sáez, G. (2022). Reading development in Spanish as a heritage language. In K. Koda & R.Miller(Eds.),The Routledge handbook of second language acquisition and reading(pp. XX-XX). NewYork: Routledge.
Zhang, H., Cheng, X. & Lin, J. (2022). Home factors in literacy development of Chinese heritage language learners. In D. Zhang & R. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education (pp. XX-XX). Berlin, Germany: Springer.
Zhang, H., & Pei, Z. (2022). Word knowledge dimensions in L2 lexical inference: Testing vocabulary knowledge and partial word knowledge. Journal of Psycholinguistic Research. doi:10.1007/s10936-021-09831-x
Zhang, H. (in press). 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., Zhang, X., Li, M., & Zhang, Y. (2021). Morphological awareness in L2 Chinese reading comprehension: Testing mediating routes. Frontiers in Psychology. doi:10.3389/fpsyg.2021.736933
Zhang, H., & Koda, K. (2021). Early oral language in Chinese heritage language reading development. Foreign Language Annals. doi:10.1111/?an.12562
Lin, J., & Zhang, H.*(2021). Cross-linguistic phonological awareness and phonological recoding in Chinese reading development among early adolescent students: A yearlong study. The Journal of General Psychology. doi:10.1080/00221309.2021.1922345 (*denotes corresponding author)
Zhang, H. (2021). The longitudinal effect of morphological awareness on higher order literacy skills among college L2 learners. Contemporary Educational Psychology, 65, 101969. doi:10.1016/j.cedpsych.2021.101969
Zhang, H., Cheng, X., & Cui, L. (2021). Progress or stagnation: Academic assessments for sustainable education in rural China. Sustainability, 13(6), 3248. doi:10.3390/su13063248
Zhang, H., Han, Y., Cheng, X., Sun, J., & Ohara, S. (2021). Unpacking crosslinguistic similarities and differences in third language Japanese vocabulary development among Chinese college students. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2020.1865987
Zhang, H., & Lin, J. (2021). Morphological knowledge in second language reading comprehension: Examining mediation through vocabulary knowledge and lexical inference. Educational Psychology. doi:10.1080/01443410.2020.1865519
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., & Koda, K.(2020). Cross-linguistic morphological awareness in Chinese heritage language reading acquisition. Journal of Psycholinguistic Research, 1-19. doi:10.1007/s10936-020-09722-7
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
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.
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