秦文娟 - 复旦大学 - 外国语言文学学院

个人简介

学习经历 2012. 08– 2018. 05哈佛大学，教育学院博士 2010. 08– 2011. 05哈佛大学，教育学院硕士 2006. 09– 2010. 08北京外国语大学，英语学院学士工作经历 2018年6月-2021年1月，任复旦大学外文学院讲师 2021年1月至今，任复旦大学外文学院副教授主讲课程本科：《写作入门（上）》，《写作入门（下）》，《应用语言学导论》研究生：《研究方法入门》，《应用语言学》（合开）

研究领域

应用语言学、自然语言处理、教育学

近期论文

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主要著作、教材等《共性与特性：母语与外语学习者英语读写能力发展研究》，复旦大学出版社，2021. Uccelli, P., Galloway, E.P. & Qin, W. (in press). The language for school literacy: Widening the lens on language and reading relations. In N.K. Lesaux & E. Moje, (Eds.), The Handbook of Reading Research, Volume V. Cambridge University Press. 学术论文 Qin, W., Wang, W., Yang, M. & Gui. T. (under review). Using pre-trained language model to analyze argumentative moves: Validation and application. Computer-assisted Language Learning [SSCI]. Wang, W. & Qin, W. (under review). Does higher grade indicate more complex language usage? Exploring syntactic complexity development among high school EFL learners. ECNU Review of Education. Chen. W. […] Qin, W. […] & Gui. T. (under review). The rise and potential of large language model based agents: A survey. Artificial Intelligence [SCI]. Qin, W., Jia, R. & Ren, W. (Forthcoming). Pragmatic competence in writing: The influences of situation, L1 background, and L2 proficiency. Written Communication (SSCI). Qin, W. & Uccelli. P. (2024). Introduction: Textual analysis to inform language learning and teaching. IRAL (SSCI). Qin, W., Li, H. & Zheng, Y. (2023). Group trends and individual variability in writing development: A descriptive grammatical complexity analysis. International Review of Applied Linguistics in Language Teaching (SSCI). 秦文娟、周季鸣. (2023). 基于写作自动评估的教师反馈素养研究. 《外语界》(CSSCI). Qin, W. & Zhang, X. (2022). Do EFL learners use different grammatical complexity features in writing across registers? Reading and Writing: An Interdisciplinary Journal (SSCI). 秦文娟、孙玥灵、丁泉琨（2022）. 跨学科分析型语言能力：论语言课堂的教学改革与评价创新.《全球教育展望》(CSSCI). 秦文娟、郑咏滟、冯清琳、贾柔嘉（2022）.句法复杂度对通用语言能力和学术语言能力的预测效应.《第二语言学习研究》. Wang, H., Li, Z, Chen, S. Qin, W. et al. (2022). The effect of a disability-targeted cash transfer program on universal health coverage and universal access to education: A nationwide cohort study of Chinese children and adolescents with disabilities. The Lancet Regional Health – Western Pacific (SCIE). Qin, W. & Uccelli, P. (2021). Textual borrowing in science summaries: Mid-adolescents learning to write the language of science. Reading and Writing: An Interdisciplinary Journal (SSCI). Qin, W., Li, Z. & Vikram, P. (2021). Associations of parental depression during adolescence with cognitive development in later life in China: A population-based cohort study. PLOS Medicine (SCIE). 秦文娟、郑咏滟、Paola Uccelli (2021). 外语学习者学术型阅读理解的核心语言能力：理论框架及测评，《外语界》(CSSCI). Qin, W. & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing (SSCI). Qin, W. & Uccelli, P. (2019). Metadiscourse: Variation of Interaction in Colloquial and Academic Writing. Journal of Pragmatics (SSCI). Qin, W., Kingston, H. & Kim, J. (2019). What does retell ‘tell’ about children’s reading proficiency? First language (SSCI). Qin, W. & Uccelli, P. (2016). Same language, different functions: Exploring EFL learners’ writing performance across genres. Journal of Second Language Writing (SSCI).