张浩敏 紫江青年****, 研究员(教授), 博士生导师
外语学院??????


导航
个人资料
研究方向
开授课程
科研项目
学术成果
荣誉及奖励







个人资料
部门： 外语学院
毕业院校： 美国卡耐基梅隆大学
学位： 博士
学历： 博士研究生
邮编： 200241
联系电话：
传真：
电子邮箱： hmzhang@english.ecnu.edu.cn
办公地址： 外语楼517
通讯地址： 上海市闵行区东川路500号华东师范大学

教育经历
2012-2016美国卡耐基梅隆大学(Carnegie Mellon University)语言学博士
2009-2011美国宾夕法尼亚大学(University of Pennsylvania)教育理学硕士
2005-2009上海交通大学 经济学学士


工作经历
2017年7月至今， 华东师范大学 外语学院英语系 紫江青年****


个人简介

主要研究方向：心理语言学，第二语言习得，双语阅读，语言与认知
核心研究方向：双语阅读发展的语言以及认知机制(包括元语言意识，跨语言迁移，字词加工，信息处理)

Bilingual Reading Education Assessment and Development (BREAD) Lab

研究团队成员

博士生：
胡真(2020级),王托兄(2020级)，Martin Saez Guillermo Jesus(2020级)
韩玉婷(2019级)，林洁心(2019级)
硕士生:
张艺鸣(2020级)
孙杰(2019级)，成茜(2019级)
崔流然(2018级)，张形(2018级)
本科生:
郑清颖(2016级)-已毕业，保研至浙江大学攻读外国语言学及应用语言学硕士学位
曲惠宇(2016级)-已毕业，保研至同济大学攻读外国语言学及应用语言学硕士学位
周彤(2016级)-已毕业，英国University of London College攻读教育学硕士学位
李婕芳(2015级)-已毕业，美国UNC Chape Hill(全奖)攻读心理语言学硕士学位

现拟招收博士后科研人员，博士和硕士研究生，欢迎具有语言学，心理学，教育学等相关专业背景的同学和博士毕业生加入课题组！

博士研究生招生单位为外语学院和思勉人文高等研究院，博士招收均采用“申请考核”制，有意报考的同学请在秋季学期关注华东师范大学研究生招生信息网招生信息和招生简章。


社会兼职
国际权威学术期刊(SCI/SSCI)审稿人
Applied Psycholinguistics
Foreign Language Annals
International Journal of Applied Linguistics
International Journal of Bilingual Education and Bilingualism
Journal of Experimental Child Psychology
Journal of Research in Reading
Modern Language Journal
Language and Literacy
Lingua
PloS One
Psychological Science
Reading Psychology
Reading and Writing
Scientific Studies of Reading
TESOL Quarterly

国际学术协会成员
American Association for Applied Linguistics
American Council on the Teaching of Foreign Languages
International Association of Chinese Linguistics
International Literacy Association
Linguistic Society of America
Society for the Scientific Studies of Reading
The Eastern Pennsylvania Area Association of TESOL
Teaching English to Speakers of Other Languages


研究方向
研究方向
心理语言学，第二语言习得，双语阅读，语言与认知


现拟招收博士后科研人员，博士和硕士研究生，欢迎具有语言学，心理学，教育学等相关专业背景的同学和博士毕业生加入课题组！

博士研究生招生单位为外语学院和思勉人文高等研究院，博士招收均采用“申请考核”制，有意报考的同学请在秋季学期关注华东师范大学研究生招生信息网招生信息和招生简章。


开授课程
本科生课程:
综合英语I
综合英语II
语言学概论
语言与认知：心理语言学概论

研究生课程:
外语研究前沿课程：心理语言学(专业硕士)
第二语言习得研究(学术型硕士博士)
教育测量与语言测试 (学术型硕士博士)
双语阅读发展：理论与实践(学术型硕士博士)




科研项目
主持的科研项目和人才计划
上海市哲学社会科学规划项目(2018-2020)
上海市浦江人才计划(2018-2020)
上海市高峰学科建设计划-华东师范大学教育学课题(2018-2019)
华东师范大学紫江青年****，青年高层次人才引进项目(2017-2023)



学术成果
核心期刊论文以及书籍篇章
Zhang, H., & Lin, J. (forthcoming). Morphological knowledge in EFL reading comprehension: Examining mediation through vocabulary knowledge and lexical inference. Educational Psychology.
Zhang, H., Han, Y., Zhang, X., & Cui, L. (2020). Frequency, dispersion and abstractness in the lexical sophistication analysis of a learner-based word bank: Dimensionality reduction and identification.Journal of Quantitative Linguistics.
Zhang, H. (2020). The longitudinal and reciprocal relationship between word knowledge and reading comprehension in L2 Chinese learners. In F. Xiao (Ed.), Second language Chinese development: A longitudinal perspective. (pp. XX--XX). Maryland: Lexington Books.
Zhang, H., & Zou, W. (2020). Morphological intervention in promoting higher-order reading abilities among college-level second language learners. Sustainability, 12(4), 1465. doi:10.3390/su**
Zhang, H.(2020). Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis. EuropeanJournal of Psychology of Education, 1-20. doi:10.1007/s10212-020-00462-9
Zhang, H., Cui, L., & Zhang, X. (2019). Multicultural awareness and foreign language learning among Chinese college students: A one-year longitudinal investigation. International Journal of Multilingualism, 1-14. doi:10.1080/**.2019.**
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
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
Zhang, H.(2019). Understanding learners’ vocabulary profiles in L2 Chinese classrooms. In F. Yuan & S. Li (Eds.), Classroom-based research on Chineseas a second language(pp. 170-189). London/New York: Routledge.
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 integratedapproach to FL instruction and assessment. (pp. 180-190). London/New York: Routledge.
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 secondlanguage(pp. 14-37). London/New York: Routledge.
Zhang, H.(2019). L1 orthography in L2 Chinese morphological awareness: An investigation of alphabetic and abugida readers. Journal of PsycholinguisticResearch. 48(1), 117-127. doi:10.1007/s10936-018-9593-4
Ma, D., Yao, T., &Zhang, H.(2018). The effect of third language learning on language aptitude among English-major students in China. Journal of Multilingualand Multicultural Development, 39(7), 590-601. doi:10.1080/**.2017.**
Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language (CHL) learners: A comparative study. Studies in SecondLanguage Acquisition, 40(1), 201-223. doi:10.1017/S0450
Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability, Reading and Writing, 31(1), 53-74. doi:10.1007/s11145-017-9773-x
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
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
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
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/**.2016.**
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
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
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/**.2015.**
Zhang, H. S., & van Compernolle, R. A. (2016). Learning potential and the dynamic assessment of L2 Chinese grammar through elicited imitation. Languageand Sociocultural Theory, 3(1), 99-120. doi:10.1558/lst.v3i1.27549
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
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
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:10.1177/0303

精选书评
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.

会议论文及其他出版物
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.(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.



荣誉及奖励


招生信息














10 访问


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