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教学团队
贺琳
发布时间:2014-11-05     作者:   分享到:

贺琳

博士、副教授

研究方向:二语词汇习得、应用语言学

电子邮箱:.cn

 

个 人 简 介

2002年毕业于西安外国语大学,获英语语言学士学位;

2005年毕业于英国约克大学,获语言学习教育硕士学位;

2015年毕业于新西兰惠灵顿维多利亚大学,获应用语言学博士学位。

 

 

科 学 研 究


论 文代表作:

琳 (2017).二语习法教学中的程性教学法研究。《西教育》(高教版)第六期, 25-28。

董明,贺琳 (2017). 英语精读课堂教师提问个案研究. 《陕西教育》(高教版),第11期,4-7

Boers, Frank, Warren, Paul, He, L., Deconinck, J. (2017). Does adding pictures to glosses enhance vocabulary uptake from reading? System. (Online access: (17).

Boers, F., Demecheleer, M., He, L.,Deconinck, J., Stengers, H., and Eyckmans, J. (2016). Typographic enhancement of multiword units in second language text. International Journal of Applied Linguistics, 10.1111/ijal.12141.

贺琳 (2014).注意语言形态是否会影响语言意义的获得-以二语阅读为任务的实证研究。《外语教学理论与实践》第三期,44-48。

He, L., Shang, M., & Wang, Y. (2013). Vocabulary learning activities employed by Chinese EFL learners and their reflections on these activities. GSTF Journal on Education, 18. DOI. 10.5176/2345-7163_1.1.7#sthash.1C1eLCXu.dpuf.

Chen, Ron, He, L.& Hu, Chunmei. (2013). Chinese requests: In comparison to American and Japanese requests and with reference to the “East-West divide”. Journal of Pragmatics, 55, 140-161.

Chen, Ron, Hu, Chunmei, & He, L. (2013). Lying between English and Chinese: An intercultural comparative study. Journal of Intercultural Pragmatics, 10(3), 375-401.

琳(2012)语义深加工在二语词汇记忆中的作用。《西南科技大学学报》第三期。

贺琳 (2011) 基于研究设计的ICT辅助语言教学研究的个案分析。《读与写杂志》第六期。

贺琳 (2010)浅谈心理阅读猜谜游戏理论与信息处理阅读理论的异同。《读与写杂志》第四期。

  

参编教材:

《英国社会与文化》,世界图书出版社,2010年。

 

承担和参与的科研目:

2011.07-2015.07 “说谎”言语行为的英汉语用杜比分析陕西省教育厅专项科研计划项目(参与)

2017.05 —2019.12显性信息在过程性教学中对目标语法习得的作用,西安外国语大学2017年度科研基金资助项目(主持)

2016.06 - 2019.12英语专业学生语用能力多模态语料库的研发和应用2016年度国家社会科学基金项目(参与)

2017年西安外国大学校教学改革目 “基于翻转课堂的微教学在英语专业阅读教学中用探析”(主持)

西安外国大学2016年教材立项专项资目名“心理言学介”(主持)。

 

会议发言:

He, L. & E. Marsden. (2017). IRIS: A digital repository of instruments for research into second language. The 8th International Forum on ELT in China, Xi’an, Oct. 20-22.

He, L., Wang, Y. & Guo, Q. (2017). Foreign grammar instruction & Processing Instruction. SLA International Forum, Dalian University of Foreign Languages, June 2-4.

He, L., Zhao, Q. (2016). What linguistic cues do Chinese EFL learners use when they process English sentences? The 7th SLA International Forum in China, Chongqing University, Nov. 12-13.

He, L.Chen, R., Hu, Chunmei. (2015). Utterance condensation: An emergent means of word formation in Chinese. The 13th International Cognitive Linguistics Conference, Northumbria University, Newcastle upon Tyne, UK, July 20-25.

He, L. (2014). The effects of Processing Instruction on the learning of English relative clauses. The 17th World Congress of the International Association of Applied Linguistics, Brisbane, Australia, August 10-15.

He, L. (2013). Perspectives on in-class English grammar teaching from Chinese English teachers and students. FASSGRAD Interdisciplinary Postgraduate Conference. Waikato, New Zealand, Nov. 11-12.

He, L. (2012). An examination on research methods of empirical studies on processing instruction. Applied Linguistics Association of Australia National Conference. Perth, Australia. November 12-14.

He, L. & Hu, Chunmei (2012). Levels of processing and second language vocabulary learning. The 15th China International Conference on Contemporary Linguistics. Xi’an, China. May 11-13.

He, L., Hu, Chunmei, & Li, Jingjing (2011). Temperature metaphor network in Mandarin Chinese. The 11th International Cognitive Linguistics Conference. Xi’an, China. July 11-16.

He, L. & Yang, N. (2008). Integration in form and meaning: A case study. The 15th World Congress of the International Association of Applied Linguistics. Essen, Germany. August 24-29.

 

主 要 荣 誉

西安外国语大学第三届青年教师教学竞赛 一等奖

西安外国语大学第三届微课教学比赛一等奖

 

 




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