Publications
Pelzl, Eric. 2019. What makes second language perception of Mandarin tones hard? A non-technical review of evidence from psycholinguistic research. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 54 (1) : 51–78.
Murphy, John and Ziyi Geng. 2018. The knowledge base of Chinese as a second language teaching in K-12 settings. Staking out the territory. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (3) : 295–307.
Huang, Sha. 2018. A qualitative case study of CSL learners’ reading strategies. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (2) : 131–162.
Xie, Yan. 2018. Motivation of ideal Chinese L2 self and global competence. A case study on postsecondary Chinese language learners. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (2) : 163–186.
Yuan, Fangyuan. 2018. Roles of action research in the professional development of Chinese language teachers. A case study. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (3) : 201–221.
Li, Xiaoshi. 2017. Stylistic variation in L1 and L2 Chinese. Native speakers, learners, teachers, and textbooks. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 52 (1) : 55–76.
Lin, Jia. 2017. Language learning strategy and language learning achievement. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 52 (2) : 148–171.
Shen, Helen H. 2017. Lexical accessing for ambiguous words among advanced Chinese L2 learners. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 52 (3) : 209–231.
Yang, Bei. 2017. Prosodic features, self-monitoring, and dysfluency in native and non-native Mandarin speech. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 52 (1) : 3–27.