Stanley Haomin Zhang

 

 

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PUBLICATIONS

Zhang, H. (under review). Early language input and later literacy development in Chinese as a heritage language (CHL) learners. International Journal of Bilingual Education and Bilingualism.

Zhang, H. S., & van Compernolle, R. A. (under review). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory.

Taguchi, N., Zhang, H., & Li, Q. (forthcoming). Relationship between pragmatic competence and social contact in heritage learners of Chinese. Chinese as a Second Language Research.

Zhang, H. (under review). Does morphology play an important role in L2 Chinese vocabulary acquisition? Foreign Language Annals.

Zhang, H. (under review). Development of morphological awareness in young Chinese readers: Comparing poor comprehenders and good comprehenders. Reading and Writing Quarterly.

Zhang, H. (revised and resubmitted). Concurrent and longitudinal effects of morphological awareness on reading comprehension among Chinese children. Reading Psychology.

Zhang, H., & Zhuang, B. (under review). Morphological awareness in EFL vocabulary acquisition. Language Sciences.

Zhang, H. (in press). Morphological awareness in literacy acquisition of Chinese second graders: A path analysis. Journal of Psycholinguistic Research.

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. 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.

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.

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.

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.

MANUSCRIPTS

Zhang, H. (to be submitted). Development of oral vocabulary knowledge and phonological awareness in heritage language acquisition: A synthesis study. Language Awareness.

Zhang, H., & Xuan, W. (to be submitted). Morphological awareness and vocabulary knowledge in reading and writing acquisition among college-level EFL learners. Reading and Writing.

Zhang, H., & Koda, K. (to be submitted). Lexical inferencing ability in Chinese as a heritage language (CHL) learners: A comparative study. Language Learning.

Zhang, H., & Zhuang, B. (in preparation). Morphological awareness as a longitudinal predictor of ESL reading ability. To be submitted to Learning and Instruction.

Zhang, H. (in preparation). Morphological awareness and vocabulary knowledge: A meta-analysis to explore the effects of learner characteristics and assessment characteristics. To be submitted to Scientific Studies of Reading.

Zhang, H. (in preparation). Early development instrument (EDI) in Chinese children's reading development. To be submitted to Journal of School Psychology.

Zhang, H. (in preparation). Validation of Chinese morphological awareness measures. To be submitted to Language Assessment Quarterly.

Zhang, H. (in preparation). Cross-language transfer of morphological awareness in bilingual word decoding among Chinese-speaking children. To be submitted to Scientific Studies of Reading.

Zhang, H. (under revision). Negative morphemes under Chinese as a heritage language (CHL) acquisition.

Zhang, H. (2011). From Outsider to Insider: Creating a pleasant and supportive atmosphere of learning in L2 classroom (Qualitative and Quantitative Practitioner Research), unpublished Master¨s thesis, University of Pennsylvania, Philadelphia.

CONFERENCE PRESENTATIONS

Zhang, H. (in preparation). Early Language Exposure and Later Reading Acquisition among Chinese as a Heritage Language Learners. The Fifth International Symposium on Chinese Applied Linguistics (ISCAL V), April 22nd-23rd, Iowa City, Iowa.

Zhang, H., Taguchi, N., & Li, Q. (under review). Relationship between Pragmatic Competence and Social Contact in Heritage Learners of Chinese. The 2016 Conference of the American Association of Applied Linguistics (AAAL), April 9th-12th, Orlando, Florida.

Koda, K., Ke, S., Zhang, H., & Tsai, A. (2015). Integrated Communications Skills in Dual-Focused Foreign Language Instruction. The 2015 American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention, Nov. 20th-24th, San Diego, California.

Zhang, H. (2015). Morphological Awareness in L2 Chinese Vocabulary Knowledge Development: Examining Language Universality and Specificity. The 34th Annual Second Language Research Forum (SLRF 2015). Oct. 29th-31st, Atlanta, Georgia.

Zhuang, B., Zhang, H., & Xuan, W. (2015). The Predictive Role of Morphological Awareness in ESL Literacy Acquisition: Testing Mediation via Vocabulary Knowledge. The 34th Annual Second Language Research Forum (SLRF 2015). Oct. 29th-31st, Atlanta, Georgia.

Zhang, H., & Qin, T. (2015). Can Morphological Awareness Predict Chinese Children's Reading Comprehension Across Time? The 23rd Annual Meeting of the International Association of Chinese Linguistics (IACL-23), June 19th-21st, Seoul, Korea.

Zhang, H. (2015). Linguistic and Metalinguistic Resources in Lexical Inferencing Ability among Chinese as a Heritage Language (CHL) Learners. The 27th Annual Meeting Society for Scientific Studies of Reading, July 15th-18th, Big Island, Hawaii.

Zhang, H., & Liu, Y. (2015). Lexical Inferencing Ability in Chinese as a Heritage Language (CHL) Learners. The 2015 Conference of the American Association of Applied Linguistics (AAAL), March 21st -24th, Toronto, Canada.

Zhuang, B., & Zhang, H. (2015). The Unique Role of Derivational Morphology in ESL Vocabulary Acquisition. The 2015 Conference of the American Association of Applied Linguistics (AAAL), March 21st-24th, Toronto, Canada.

Zhang, H., & Zhuang, B., (2015). Derivational Awareness and Compound Awareness in ESL Vocabulary Acquisition: A Multivariate Analysis. The 33rd Annual Second Language Research Forum (SLRF 2014), Oct 23rd-25th, Columbia, SC.

Zhuang, B., & Zhang, H. (2014). The Role of Morphological Awareness in ESL Vocabulary Acquisition. The 7th International Conference on English Language Teaching in China (ELT 2014), Oct. 23rd-26th, Nanjing, China.

Zhang, H., & Zhuang, B., (2014). Tapping Morphological Awareness in ESL/EFL Vocabulary Acquisition. 2014 International Symposium on Conceptual Transfer and Second Language Acquisition, May 24th-25th, Shanghai, China.

Zhang, H. (2014). Morphological Awareness and Literacy Acquisition in Chinese-speaking Children. The 22nd Annual Meeting of the International Association of Chinese Linguistics (IACL-22), May 2nd - 4th, College Park, MD.

Wang, C., & Zhang, H. (2014). Lexical Inference Ability among Young Chinese-speaking Children. The 22nd Annual Meeting of the International Association of Chinese Linguistics (IACL-22), May 2nd - 4th, College Park, MD.

Zhang, H. (2014). Home Influences on Heritage Language Literacy Development--A Synthesis of Studies. 2014 Georgetown University Round Table on Languages and Linguistics (GURT), March 15th-16th, Washington, D.C.

Zhang, H. (2014). Home Factors on Early Heritage Language Literacy Development: From Social and Cognitive Perspectives. The Second International Conference on Heritage /Community Languages, March 7th-8th, Los Angeles, CA.

Diao, W., & Zhang, H. (2013). Enregistering v┿ˀ¹² Indexing Shanghai in Mandarin communication. New Ways of Analyzing Variation 42 (NWAV 42), Oct. 17-19th, Pittsburgh, PA. 

Zhang, H., & van Compernolle, R. A. (2013). Evaluating L2 English Grammatical Competence through Dynamic Assessment of Elicited Imitation. The 20th Annual Sociocultural Theory and Second Language Learning Research Working Group Meeting, Sep. 26-28th, State College, PA.

Zhang, H. (2013).  Negation under Chinese Heritage Language Acquisition. The 21st Annual Meeting of the International Association of Chinese Linguistics (IACL-21), June 7th-9th, Taipei, Taiwan.

Zhang, H. (2012). Understanding with Profundity: Classifiers in Shanghainese. The 18th International Conference of Korean Linguistics (ICKL 2012), July 5th -8th , Xuzhou, China.

Zhang, H. (2011). Whose Job Is It? Chinese Heritage Language Acquisition and Maintenance. 2011 Chinese Language Education Forum, November 11th-12th, San Francisco, CA.

Zhang, H. (2011). Obstacle of Vocabulary in Second Language Acquisition. Penn TESOL East Conference, November 5th, Abington, PA.

Zhang, H. (2011). Exploration of Parental Measures for Chinese Heritage Language Maintenance among Young Children. The 32nd Ethnography Forum in Education, February 25th-26th, Philadelphia, PA.

Zhang, H., & Xin, Y. (2010). Washback Effects of High-stakes Writing Assessment-A Review of CET-Writing Subtest in China. Penn TESOL East Conference, November 6th, Abington, PA.

Zhang, H. (2010). Corrective Feedback/Error Correction in Chinese Heritage Language Classroom. Poster Session, Penn TESOL East Conference, November 6th, Abington, PA.