赵静 - 中山大学(广州校区)

个人简介

赵静，副教授，博士，Texas A&M University (美国)。主要经历: 2017至今中山大学外国语学院副教授 2014-2015 美国哈佛大学访问学者 2011-2013 中山大学外国语学院师资博士后 2011: 美国得克萨斯农工大学教育学院课程与教学博士 2007: 青岛大学外国语言学与应用语言学硕士 2004: 青岛大学英语语言文学学士学科方向: Second language acquisition (SLA); Bilingual language and literacy development; EFL teacher professional development 开设课程: Spring 2018: 外语教学理论与实践（17级英语语言文学、外国语言学及应用语言学研究生）；英语口译II（15英语专必）； Fall 2017: 现代语言学（17级英语语言文学、外国语言学及应用语言学研究生） Fall 2016: 英语口译I （14英语专必）；英语口译基础II(14辅修专必) Spring 2016: 英语口译基础I （14辅修专必）；综合英语 III （14辅修专必） Fall 2015: : 英语口译I （13英语专必）；英语口译基础II(13辅修专必) Spring 2014: 语言学概论（与常晨光教授合上；12英语专必） Fall 2013: 英语口译I （11英语专必）；英语口译基础II(10辅修专必) ；英语写作 (10辅修专必) Spring 2013：英语口译II（10英语专必）；英语口译基础I (10辅修专必) ；语言学概论（与常晨光教授合上；11英语专必） Fall 2012: 外国文化 I （12英语专必）；英语口译I （10英语专必）；英语口译基础II(09辅修专必) Spring 2012：英语口译基础I (09辅修专必) Fall 2011：英语写作 (08辅修专必); 第一外国语（英语） (11日法德俄硕士博士研究生) 荣誉获奖: 2014 广东省高等学校“千百十工程”校级培养对象 2010 George W. Kunze Prize, Office of Graduate Studies, Texas A&M University 2010 Dissertation Research Grant, Department of Teaching, Learning and Culture, Texas A&M University 2009 George Bush International Travel Grant, George Bush Presidential Library Foundation Book Reviews and Translation Zhao, J. (2016). A review of “Intercultural contact, language learning and migration”. Language and Education, 30(3), 286-288. doi:10.1080/09500782.2015.1115058 (A&HCI; SSCI) Zhao, J. (2012). A review of “Spelling and society: The culture and politics of orthography around the world”. Asia EFL Journal, 14(2), 157-159. Zhao, J. (2010). A review of “Modern languages in the primary school”. Language and Education, 6, 542-545. Zhao, J., & Dai, F. (2014). Lingnan Foundation: Long-lasting Influence in Education――The 30th Anniversary of Cooperation between Sun Yat-sen University and Lingnan Foundation (1980—2010). Guangzhou: Sun Yat-sen University Press. Research Grants (1) Home literacy environment and emergent literacy development in Chinese children with ASD (PI) Funded by the National Social Science Fund of China 2013/6/30-2016/12/31 (2) Expressive writing and university students’ foreign language anxiety: An intervention study (PI) Funded by the Fundamental Research Funds for the Central Universities of China 2013/1/1-2015/12/31 (3) The relationship between metalinguistic awareness and children’s EFL reading skills (PI) General Financial Grant from the China Postdoctoral Science Foundation 2012/5/1-2013/12/31 (4) Strengthening Europeans' Capabilities by Establishing the European Literacy Network (ELN) (non-EU expert; PI: Rui Alves) Funded by European Cooperation in Science and Technology 2014-2018

近期论文

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Zhao, J., Joshi, M., Dixon, L. Q., & Chen, S. (2017). Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models. Contemporary Educational Psychology, 49, 185-194. doi: http://dx.doi.org/10.1016/j.cedpsych.2017.01.007 (SSCI; 2015 impact factor 2.492; Q1) Zhao, J., Dixon, L.Q., Quiroz, B., & Chen, S. (2017). The relationship between vocabulary and word reading among Head Start Spanish-English bilingual children. Early Childhood Education Journal, 45(1), 27-34. doi: 10.1007/s10643-015-0764-8 (SSCI) Zhao, J., Quiroz, B., Dixon, L. Q., & Joshi, M. (2016). Comparing bilingual to monolingual learners on English spelling: A meta-analytic review. Dyslexia, 22, 193-213. doi: 10.1002/dys.1530 (SSCI; Impact Factor 1.733; Q1) Zhao, J., Joshi, R.M., Dixon, L. Q., & Huang, L. (2016). Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities. Annals of Dyslexia, 66(1), 127-146. doi: 10.1007/s11881-015-0110-2 (SSCI; Impact Factor: 1.444; Q2) Yi, L., Fan, Y., Zhao, J., Huang, D., Li, Y., & Zou, X. (2013). Atypical understanding of mental terms in Chinese-speaking children with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 1411-1417. doi: 10.1016/j.rasd.2013.08.009 (SSCI) Dixon, L. Q., Zhao, J., Shin, J.-Y., Wu, S., Su, J.-S., Burgess-Brigham, R., Gezer, M. U. & Snow, C. E. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82 (1), 5-60. doi: 10.3102/0034654311433587 (SSCI) Dixon, L. Q., Zhao, J., Quiroz, B., & Shin, J.-Y. (2012). Home and community factors influencing bilingual children’s ethnic language vocabulary development. International Journal of Bilingualism, 16, 541-565. doi: 10.1177/1367006911429527 (SSCI) Dixon, L. Q., Zhao, J., & Joshi, R. M. (2012). One dress, two dress: Dialectal influence on spelling of English words among kindergarten children in Singapore. System, 40, 214-225. doi: 10.1016/j.system.2012.02.003 (SSCI) Dixon, L. Q., Zhao, J., & Joshi, R. M. (2010). Influence of L1 orthography on spelling English words by bilingual children: A natural experiment comparing syllabic, phonological, and morphosyllabic first languages. Learning Disability Quarterly, 33, 211-221. (SSCI) Quiroz, B., Snow, C. E., & Zhao, J. (2010). Vocabulary skills of Spanish/English bilinguals: Impact of mother-child language interactions and home language and literacy support. International Journal of Bilingualism, 14, 379-399. doi: 10.1177/1367006910370919 (SSCI) 黄丽燕、赵静（通讯作者）、陈心怡. 2016. 英语教师的基本语言知识结构要素及其预测能力研究. 外语教学与研究 (CSSCI一类A核心期刊) 48(4): 425-436.

学术兼职

中国英汉语对比研究会心理语言学专业委员会理事 (2011—present) Member, Asia TEFL (April, 2008— present) Member, American Education Research Association (Feb 2009—present) Member, Society of Scientific Study of Reading (Feb 2009-present) Member, American Association of Applied Linguistics (Feb 2010—present)