黃虹慈 - 台湾清华大学 - 人文社会学院

个人简介

• Highest Degree / 最高學歷: Ph.D. in Second Language Studies, University of Hawaii, USA 美國夏威夷大學第二語言習得博士 • Job Title / 職稱: Associate Professor 副教授 • Teaching / 授課領域: Corpus Linguistics and Language Teaching, Reading & Writing, English Listening 語料語言學與語言教學、學術寫作、第二語言習得、外語教學理論、英語聽講 Work Experiences / 經歷 •2017 國立清華大學外國語文學系副教授 Associate Professor, Department of Foreign Languages and Literature National Tsing Hua University, Taiwan •2010 - 2017 國立清華大學外國語文學系助理教授 Assistant Professor, Department of Foreign Languages and Literature National Tsing Hua University, Taiwan •2005 - 2009 美國夏威夷大學 English Language Institute 兼任講師 •2004 - 2005 國立清華大學外國語文學系兼任講師 Adjunct Lecturer, Department of Foreign Languages and Literature National Tsing Hua University, Taiwan

研究领域

Second Language Acquisition, Teaching and Learning Vocabulary, Language Learning Motivation 第二語言習得、字彙教學與習得、語言學習動機

近期论文

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Journal Articles / 期刊論文 •Huang, H. –T. * (2017). Private English tutoring and adolescents’ motivation to learn English as a foreign language: A self system perspective. Taiwan Journal of TESOL, 1-36. (THCI) •Huang, H. –T.*, & Chang, Y, –J. (2015). Applying genre-based and L2 pragmatic instruction to teaching oral presentations on the web. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 54, 66-82. (Corresponding author) •Chang, Y, –J., & Huang, H. –T. (2015). Exploring TED talks as a pedagogical resources for oral presentations: A corpus-based move analysis. English Teaching & Learning, 39, 29-62. (THCI core) •Huang, H. –T.*, Hsu, C.-C., & Chen, S. -W. (2015). Identification with social role obligations, possible selves, and L2 motivation in foreign language learning. System, 51, 28-38. (Corresponding author, SSCI) •Wang, H.-C., Huang, H. –T.*, Hsu, C.-C. (2015). The impact of choice on EFL students’ motivation and engagement with L2 vocabulary learning: Choice and task motivation. Taiwan Journal of TESOL, 12, 1-40. (Corresponding author, THCI) •Lin, W.-C., Huang, H. –T. *, Liou, H. –C. (2013). The effects of text-based SCMC on SLA: A meta analysis. Language Learning & Technology, 17, 123-142. (Corresponding author, SSCI). •Ma, J.-H., & Huang, H. –T.*. (2013). The relationships of learning strategy instruction, autonomy, and motivation in L2 vocabulary learning. English Language & Literature Teaching, 19, 177-201. (Corresponding author) •Yang, M., Chang, Y.-J., & Huang, H. –T. (2013). EFL students’ use o finterpersonal discourse strategies in oral presentations. Selected papers from the 22nd International Symposium on English Teaching, pp. 162-173. (ETA Best Paper Award) •Lee, S. K., & Huang, H. –T. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307-331. (SSCI) •Huang, H. –T., & Liou, H. C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 11, 64-82. (SSCI) •Huang, H. –T., & Liou, H. C. (2005). An action research study of an academic English writing course for graduate students in Taiwan: Students’ needs, perceptions, and register features in the writing. English Teaching & Learning, 30, 45-73. (THCI Core) Book Chapters / 專書論文 •Huang, H. –T. *, & Chen, I. –L. (2017). L2 selves in motivation to learn English as a foreign language: The case of Taiwanese adolescents. In M. Apple, D. da Silva, & T. Fellner (Eds). L2 Selves and Motivations in Asian Contexts (pp. 51-69). Bristol, UK: Multilingual Matters. (Corresponding author) Conference Papers / 研討會論文 •Huang, H. –T. (2017). Actual self and English learning motivation: A case study of Taiwanese parents and their adolescent children. American Association for Applied Linguistics 2017 Conference, March 18-25, Portland, Oregon, U.S.A •Huang, H. –T. (2016). Parental expectations and adolescents’ motivation. 2016 JALT: 42nd Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, November, 26-28, Nagoya, Japan. •Yeh, M. –H., & Huang, H. –T. (2015). The influences of external expectations on Taiwanese EFL adolescents’ selves and learning motivation. 2015 JALT: 41st Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, November, 20-23, Shizuoka City, Japan. •Liu, I. –H., & Huang, H. –T. (2014). The development of formulaic sequences in oral production. The 31st International Conference on English Teaching & Learning, May 17-18, Zhongli, Taiwan. •Huang, H. –T. (2013). A synthesis of L2 motivation research in Taiwan: Studies published in international journals. Invited Colloquium. The 1st International Conference on English Language Teaching: ELT in a Globalization Era, Nov. 22, Tunghai University, Taichung. •Yang, M., Chang, Y.-J., & Huang, H.-T. (2013). EFL students’ use o finterpersonal discourse strategies in oral presentations. The 22nd International Symposium on English Teaching, November 8-10, Taipei, Taiwan. •Chen, I.-L., & Huang, H.-T. (2013). L2 selves and L2 learning motivation in Taiwan. 2013 JALT: 39th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, October, 25-28, Kobe, Japan. •Huang, H. –T., Hsu, C. -C. N., & Chen, S. –W. (2013). Motivation and selves in learning a third language: The case of foreign language learning in Taiwan. The 2013 conference of the American Association for Applied Linguistics, March 16-19, Dallas, Texas. •Hsu, I. -R., & Huang, H. –T. (2012). Investigating the development of collocations with high-frequency verbs: A dynamic systems perspective. The 21st International Symposium on English Teaching, November 9-11, Taipei, Taiwan. •Wang, H. -C., & Huang, H. –T. (2012). The impact of choice on EFL students’ task motivation of vocabulary learning. The 21st International Symposium on English Teaching, November 9-11, Taipei, Taiwan. •Huang, H. –T., & Chang, Y. J. (2012). Speaking academically: L2 pragmatic instruction on the web. The 15th International CALL Research Conference, May 24-27, Taichung, Taiwan. •Huang, H. –T. (2011). The longitudinal development of L2 vocabulary: The influence of Instructional Contexts. 2011 PAC and 20th International Symposium on English Teaching, November 11-13, Taipei, Taiwan. •Huang, H. –T. (2011). Vocabulary knowledge as a dynamic system: A longitudinal perspective on L2 vocabulary development. The 16th World Congress of Applied Linguistics (AILA 2011), August 23-28, Beijin.