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張浩敏

（澳門城市大學人文社會科學學院教授）

鎖定
張浩敏，男，卡耐基梅隆大學語言學博士。現任澳門城市大學人文社會科學學院教授、博士生導師、應用語言學碩士、博士課程主任，教育部學位與研究生教育發展中心和教育部科技發展中心評審專家，中國英漢語比較研究會語言教育與國際傳播專業委員會第一屆理事、上海市外文學會理事、American Association for Applied Linguistics等多項學術和專業組織會員。曾任華東師範大學外語學院副院長、外語教學研究中心副主任。 [1-2] 
張浩敏教授主要研究方向為第二語言習得和心理語言學，近年來的科研成果主要集中於探究雙語閲讀發展和閲讀障礙的語言及認知機制。主持多項橫縱向科研項目包括國家社會科學基金項目、上海市哲學社會科學規劃項目、上海市 “浦江人才”資助項目、上海市高峯學科建設計劃-華東師範大學教育學課題、中央高等院校青年高層次人才引進項目。 [2] 
張浩敏教授目前還擔任 Journal of Educational Psychology (教育心理學SSCI頂刊)，Language andEducation （語言學SSCI Q1期刊）期刊編委會成員；以及Applied Artificial Intelligence, Applied Psycholinguistics, Asia Pacific Education Researcher, British Journal of Educational Psychology, Contemporary Educational Psychology，International Journal of Bilingual Education and Bilingualism, Journal of Educational Psychology 等數十份SCI/SSCI期刊審稿人。 [1] 
中文名
張浩敏
國    籍
中國
畢業院校
卡耐基梅隆大學
賓夕法尼亞大學
畢業院校
上海交通大學
學位/學歷
博士
職    業
教師
職    務
澳門城市大學人文社會科學學院教授

目錄

  1. 1 教育經歷
  2. 2 工作經歷
  3. 3 研究方向
  1. 4 專業會員
  2. 5 研究項目
  3. 6 獲獎記錄
  1. 7 學術成果

張浩敏教育經歷

2016 語言學博士，卡耐基梅隆大學，美國
2011 教育理學碩士，賓夕法尼亞大學，美國
2009 經濟學學士，上海交通大學，中國

張浩敏工作經歷

2024 - 至今 澳門城市大學人文社會科學學院教授、博士生導師
2024 - 至今 澳門城市大學人文社會科學學院應用語言學碩士、博士課程主任
2021 - 2023 華東師範大學外語學院副院長
2020 - 2021 華東師範大學人文與社會科學研究院副院長
2021 - 2024 華東師範大學外語學院紫江青年學者、教授、博士生導師
2017 - 2021 華東師範大學外語學院紫江青年學者、研究員（教授）、博士生導師

張浩敏研究方向

第二語言習得，心理語言學，雙語和多語讀寫發展，閲讀心理學

張浩敏專業會員

中國英漢語比較研究會語言教育與國際傳播專業委員會第一屆理事
上海市外文學會理事
華東師範大學第十二屆學位評定委員會委員
Member, AmericanAssociation for Applied Linguistics
Member,International Association of Chinese Linguistics
Member,International Literacy Association
Member, LinguisticSociety of America
Member, Societyfor the Scientific Studies of Reading
Member, TeachingEnglish to Speakers of Other Languages [1] 

張浩敏研究項目

國家社科基金項目（2021-2024）
北京中科博閲教育科技有限公司-華東師範大學橫向課題 （2023-2025）
上海頤合實業有限公司-華東師範大學橫向項目（2021-2022）已結項
上海鳳凰頤合文化發展有限公司-華東師範大學橫向項目（2020-2021）已結項
上海市哲學社會科學規劃項目（2018-2020）已結項，鑑定良好
上海市浦江人才計劃（2018-2020）已結項
上海市高峯學科建設計劃-華東師範大學教育學課題（2018-2019）已結項
華東師範大學紫江青年學者，青年高層次人才引進項目（2017-2023）已結項

張浩敏獲獎記錄

第七屆中國國際“互聯網+”大學生創新創業大賽上海賽區 優秀指導教師
2021年華東師範大學研究生教育卓越育人獎（優秀研究生導師獎）
2022年華東師範大學本科畢業論文優秀指導教師獎 [3] 

張浩敏學術成果

近五年（截至2024年01月）
  1. Ma, X., & Zhang, H.* (2024). The predictive ability of Duolingo English Mock Test for Chinese college-level EFLs: Using assessment use argument. Frontiers in Education (*corresponding author)
  2. Zhang, H., Jiang, Y., & Xu, Z. (2023). Teacher-assessed linguistic and social abilities in Chinese children’s reading acquisition: A longitudinal study. Journal of Genetic Psychology. doi: 10.1080/00221325.2023.2284924
  3. Zhang, H., Hu, Z., Wang, T., & Sun, J. (2023). Sustaining linguistic heritage: An exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students. Language and Education. doi: 10.1080/09500782.2023.2288638
  4. Sun, J., Zhao, J., Peng, Y., Chen, S., Li, J., & Zhang, H.* (2023). Can L2- L3 cognates affect L3 vocabulary knowledge and reading comprehension? – Evidence from Chinese learners of L3 French. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2281390 (*corresponding author)
  5. Zhang, H., Xu, Z., & Xu, X. (2023). Morphological awareness in arithmetic word-problem solving among Chinese early adolescent students. Humanities & Social Sciences Communications.
  6. Zhang, X., Xu, H., Zhang, H.*, Wang, C., Sun, J., & Pei, Z.* (2023). Early reading profiles of L2 English learners: How orthographic knowledge predicts reading comprehension. Journal of Cognitive Psychology. doi:10.1080/20445911.2023.2247610 (*corresponding author)
  7. Wang, T., & Zhang, H.* (2023). Examining the dimensionality of morphological knowledge and morphological awareness and their effects on second language vocabulary knowledge. Frontiers in Psychology, 14, 1207854. doi:10.3389/fpsyg.2023.1207854 (*corresponding author)
  8. Achugar, M., Zhang, H., & Martín Sáez, G. (forthcoming). Reading development in Spanish as a heritage language. In K. Koda & R. Miller (Eds.), The Rout- ledge handbook of second language acquisition and reading (pp. XX-XX). New York: Routledge.
  9. Lin, J., & Zhang, H.* (2023). How phonological and orthographic decoding com- plicates the simple view of reading in Chinese: Examining mediation through listening comprehension. Cognitive Processing. doi:10.1007/s10339-023-01143- 3 (*corresponding author)
  10. Zhang, H., Lin, J., Cheng, X., Wang, C., & Wei, X. (2023). Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition. The Journal of General Psychology, 150(3), 278-294. doi:10.1080/00221309.2022.2047003
  11. Peng, Y., Sun, J., Quan, J., Wang, Y., Lü, C., & Zhang, H.* (2023). Predicting Chinese EFL learners’ human-rated writing quality in argumentative writing through multidimensional computational indices of lexical complexity. Assessing Writing, 56, 100722. doi:10.1016/j.asw.2023.100722 (*corresponding author)
  12. Zhang, H., Cheng, X., & Lin, J. (2023). Early home and community support in later Chinese heritage language literacy development. In D. Zhang & R. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education (pp. 103-120). Berlin, Germany: Springer.
  13. Hu, Z., & Zhang, H.* (2023). Non-selective language activation in L2 lexical inference and text comprehension: Comparing skilled and less-skilled readers. Heliyon, 9(1), e12818. doi:10.1016/j.heliyon.2023.e12818 (*corresponding author)
  14. Zhang, H.*, Sun, J., Han, Y., & Yin, S.* (2022). Morphological and cognate awareness in L2 Japanese reading acquisition: Evidence from Chinese-speaking learners. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2022.2157203 (*corresponding author)
  15. Lin, J., Zhang, H.*, & Lin, X. (2022).Prosodic transfer in English literacy skills among Chinese elementary-age students: Controlling for non-verbal intelligence. Journal of Intelligence, 10, 114. doi:10.3390/jintelligence10040114 (*corresponding author)
  16. Cheng, X., & Zhang, H.* (2022). Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper-elementary Chinese students. Journal of Research in Reading. doi:10.1111/1467-9817.12415 (*corresponding author)
  1. Zhang, H., Lin, J., Cheng, X., & Li, J. (2022). The dimensionality of morpho- logical awareness in reading comprehension among Chinese early adolescent readers. PLoS One, 17(10), e0276546. doi:10.1371/journal.pone.0276546
  2. Wang, T., & Zhang, H.* (2022). Contributions of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge among Chinese EFL learners: A structural equation modeling analysis. Applied Linguistics Review. doi:10.1515/applirev-2022-0022 (*corresponding author)
  3. Zhang, H., Zhang, X., Wang, C., Sun, J., & Pei, Z.* (2022). Word knowledge in L2 Chinese lexical inference: A moderated path analysis of heritage status and instructional level. Frontiers in Psychology, 13, 869368. doi:10.3389/fpsyg.2022.869368
  4. Zhang, H., & Pei, Z. (2022). Word knowledge dimensions in L2 lexical inference: Testing vocabulary knowledge and partial word knowledge. Journal of Psycholinguistic Research. doi:10.1007/s10936-021-09831-x
  5. Zhang, H., Han, Y., Zhang, X., & Cui, L. (2022). Frequency, dispersion and abstractness in the lexical sophistication analysis of a learner-based word bank: Dimensionality reduction and identification. Journal of Quantitative Linguistics, 29(2), 195-211. doi:10.1080/09296174.2020.1782716
  6. Zhang, H., Zhang, X., Li, M., & Zhang, Y. (2021). Morphological awareness in L2 Chinese reading comprehension: Testing of mediating routes. Frontiers in Psychology, 12, 736933 doi:10.3389/fpsyg.2021.736933
  7. Lin, J., & Zhang, H.* (2021). Cross-linguistic phonological awareness and phono- logical recoding in Chinese reading development among early adolescent students: A yearlong study. The Journal of General Psychology. doi:10.1080/00221309.2021.1922345 (*corresponding author)
  8. Zhang, H., & Koda, K. (2021). Early oral language in Chinese heritage language reading development. Foreign Language Annals, 54(4), 1107-1123. doi:10.1111/flan.12562
  9. Zhang, H. (2021). The longitudinal effect of morphological awareness on higher- order literacy skills among college L2 learners. Contemporary Educational Psychology, 65, 101969. doi:10.1016/j.cedpsych.2021.101969
  10. Zhang, H., Cheng, X., & Cui, L. (2021). Progress or stagnation: Academic assessments for sustainable education in rural China. Sustainability, 13(6), 3248. doi:10.3390/su13063248
  11. Zhang, H., Han, Y., Cheng, X., Sun, J., & Ohara, S. (2021). Unpacking cross- linguistic similarities and differences in third language Japanese vocabulary development among Chinese college students. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2020.1865987
  12. Zhang, H., & Lin, J. (2021). Morphological knowledge in second language reading comprehension: Examining mediation through vocabulary knowledge and lexical inference. Educational Psychology, 41(5), 563-581. doi:10.1080/01443410.2020.1865519
  13. Zhang, H., Cui, L., & Zhang, X. (2021). Multicultural awareness and foreign language learning among Chinese college students: A one-year longitudinal investigation. International Journal of Multilingualism, 18(3), 370-383. doi:10.1080/14790718.2019.1680680
  14. Zhang, H., & Koda, K. (2020). Cross-linguistic morphological awareness in Chinese heritage language reading acquisition. Journal of Psycholinguistic Re- search, 50(2), 335-353. doi:10.1007/s10936-020-09722-7
  15. Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher- order reading abilities among college-level second language learners. Sustain- ability, 12(4), 1465. doi:10.3390/su12041465
  16. Zhang, H. (2020). Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis. European Journal of Psychology of Education, 35(4), 911-930. doi:10.1007/s10212- 020-00462-9
  17. Zhang, H., Koda, K., Han, Y., & Lin, J. (2019). Word-general and word-specific knowledge in L2 Chinese lexical inference: An exploration of word learning strategies. System, 87, 102146. doi:10.1016/j.system.2019.102146
  18. Zhang, H., & Xuan, W. (2019). Word knowledge in academic literacy skills among collegiate ESL learners. Applied Linguistics Review, 10(2), 201-218. doi:10.1515/applirev-2017-0057
  19. Zhang, H. (2019). Understanding learners’ vocabulary profiles in L2 Chinese classrooms. In F. Yuan & S. Li (Eds.), Classroom-based research on Chinese as a second language (pp. 170-189). London/New York: Routledge.
  20. Zhang, H. & Koda, K. (2019). Enhancing lexical sophistication through IC skills training in low-intermediate Chinese as a foreign language in the U.S. In K. Koda & J. Yamashita (Eds.), Reading to learn in a second language: An integrated approach to FL instruction and assessment. (pp. 180-190). Lon- don/New York: Routledge.
  21. Zhang, H., & Koda, K. (2019). Heterogeneity of early language experiences and word-knowledge development in Chinese as a heritage language learners. In X. Wen & X. Jiang (Eds.), Studies on learning and teaching Chinese as a second language (pp. 14-37). London/New York: Routledge.
  22. Zhang, H. (2019). L1 orthography in L2 Chinese morphological awareness: An investigation of alphabetic and abugida readers. Journal of Psycholinguistic Research. 48(1), 117-127. doi:10.1007/s10936-018-9593-4
  23. Ma, D., Yao, T., & Zhang, H. (2018). The effect of third language learning on language aptitude among English-major students in China. Journal of Multilingual and Multicultural Development, 39(7), 590-601. doi:10.1080/01434632.2017.1410162
  24. Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language (CHL) learners: A comparative study. Studies in Second Language Acquisition, 40(1), 201-223. doi:10.1017/S0272263116000450
  25. Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological aware- ness in Chinese as a heritage language (CHL) reading comprehension ability, Reading and Writing, 31(1), 53-74. doi:10.1007/s11145-017-9773-x
  26. Li, Q., Zhang, H., & Taguchi, N. (2017). The use of mitigation devices in heritage learners of Chinese. Heritage Language Journal, 14(2), 150-170.
  27. Ma, D., Yu, X., & Zhang, H. (2017). Word-level and sentence-level automaticity in English as a foreign language (EFL) learners: A comparative study. Journal of Psycholinguistic Research, 46(6), 1471-1483. doi:10.1007/s10936-017- 9509-8
  28. Taguchi, N., Zhang, H., & Li, Q. (2017). Pragmatic competence of heritage language learners of Chinese and its relationship to social contact. Chinese as a Second Language Research, 6(1), 7-37. doi:10.1515/caslar-2017-0002
  29. Zhang, H., & Zhuang, B. (2017). Multi-faceted morphological awareness and vocabulary knowledge in English as a second language learners: A multivariate analysis. Chinese Journal of Applied Linguistics, 40(1), 42-55. doi:10.1515/cjal- 2017-0003
  30. Zhang, H. (2017). Development of morphological awareness in young Chinese readers: Comparing poor comprehenders and good comprehenders. Reading & Writing Quarterly, 33(2), 187-197. doi:10.1080/10573569.2016.1145562
  31. Zhang, H. (2016). Early language input and later literacy development in Chinese as a heritage language (CHL) learners. International Journal of Applied Linguistics, 26(3), 437-448. doi:10.1111/ijal.12146
  32. Zhang, H. S. (2016). Does morphology play an important role in L2 Chinese vocabulary acquisition? Foreign Language Annals, 49(2), 384-402. doi:10.1111/flan.12193
  33. Zhang, H. (2016). Concurrent and longitudinal effects of morphological awareness on reading comprehension among Chinese-speaking children. Reading Psychology, 37(6), 867-884. doi:10.1080/02702711.2015.1133463
  34. Zhang, H. S., & van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Language and Sociocultural Theory, 3(1), 99-120. doi:10.1558/lst.v3i1.27549
  35. Zhang, H. (2016). Morphological awareness in literacy acquisition of Chinese second graders: A path analysis. Journal of Psycholinguistic Research, 45(1), 103-119. doi:10.1007/s10936-014-9327-1
  36. 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. doi:10.1002/rrq.89
  37. 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. doi:10.1177/0265532213520303 [1] 
參考資料