Dr Yanyin Zhang
Areas of expertise
- Applied Linguistics And Educational Linguistics 200401
- Chinese Languages 200311
- English As A Second Language 200303
- Linguistic Structures (Incl. Grammar, Phonology, Lexicon, Semantics) 200408
- Discourse And Pragmatics 200403
- Curriculum And Pedagogy 1302
- Lote, Esl And Tesol Curriculum And Pedagogy (Excl. Maori) 130207
- Lexicography 200407
Publications
- Zhang, Y & Liu, B 2016, 'The 'tense' issue: Variable past tense marking by advanced end-state Chinese speakers of L2 English', in Jorg-U. Kefler, Anke Lenzing and Mathias Liebner (ed.), Developing, Modelling and Assessing Second Languages, John Benjamins Publishing Company, Amsterdam, pp. 101-119.
- Zhang, Y 2016, 'Does 'One Child Policy' Produce Little 'Emperors and Princesses'?: Fostering Critical Thinking and Reflective Learning in a Chinese Language Course', in Kathryn Coleman, Adele Flood (ed.), Enabling Reflective Thinking, Common Ground Publishing, America, pp. 79-99.
- Tang, H & Zhang, Y 2015, 'An Investigation of Chinese Students' Acquisition of Oral and Written English through the Measurement of Processability Theory', International Journal of Applied Linguistics and English Literature, vol. 4, no. 2, pp. 207-212.
- Zhang, Y 2015, 'The emergence of sentence Topic in a Topic-prominent language: A descriptive study of L2 Chinese', in Kristof Baten, Aafke Buyl, Katja Lochtman and Mieke Van Herreweghe (ed.), Theoretical and Methodological Developments in Processability Theory, John Benjamins Publishing Company, Amsterdam, pp. 45-69.
- Li, L & Zhang, Y 2015, 'Reconceptualising the Academic Writing Difficulties of International Students', in Abe Ata and Alex Kostogriz (ed.), International Education and Cultural-Linguistic Experiences of International Students in Australia, Australian Academic Press Pty Ltd., Samford Valley, pp. 133-147.
- Kinoshita, Y & Zhang, Y 2014, 'Why do we teach languages at universities? Re-conceptualization of foreign language education', Languages & Cultures Network for Australian Universities Colloquium (LCNAU 2013) - The Second National LCNAU Colloquium, ed. C Travis, J Hajek, C Nettelbeck, E Beckmann and A Lloyd-Smith, LCNAU, Australia, pp. 87-99.
- Zhang, Y 2013, 'L1 transfer under language processing constraint: L2 acquisition of Chinese wh-questions', Journal of the Chinese Language Teachers Association (JCLTA), vol. 48, no. 1, pp. 55-70.
- Zhang, Y & Mi, Y 2010, 'Another Look at the Language Difficulties of International Students', Journal of Studies in International Education, vol. 14, no. 4, pp. 371-388.
- DeFrancis, J & Zhang, Y, eds, 2010, ABC English-Chinese, Chinese-English Dictionary, University of Hawaii Press, Honolulu.
- Zhang, Y & Widyastuti, I 2010, 'Acquisition of L2 English morphology: A family case study', Australian Review of Applied Linguistics (online edition), vol. 33, no. 3, pp. 29.1-29.17.
- Zhang, Y 2008, 'Adverb-placement and wh-questions in the L2 Chinese of English speakers: Is transfer a structural property of a processing constraint?', in Keler, Jrg-U (ed.), Processability Approaches to Second Language Development and Second Language Learning, Cambridge Scholars Publishing, UK, pp. 113-305.
- DeFrancis, J., and Zhang, Y. (Eds.) (2010). ABC Chinese-English English-Chinese Dictionary. Honolulu: University of Hawaii Press.
- Zhang, Y, and Widyastuti, I. (2010). Acquisition of L2 English morphology: A family case study. Australian Review of Applied Linguistics, 33/3, pp.29.1-29.14.
- Zhang, Y. (2008). Adverb-placement and wh-questions in the L2 Chinese of English speakers: Is transfer a structural property or a processing constraint. In J. Kessler (ed.). Processability Approaches to Second Language Development and Second Language Learning. (pp.113-134). Newcastle upon Tyne: Cambridge Scholars Press.
- Zhang, Y. (2007). On the use of local authentic resources in overseas Chinese classroom teaching. Chinese Teaching in the World. 82/4, pp.118-128
- Zhang, Y. (2007). Testing the Topic Hypothesis: Acquisition of L2 Chinese syntax. In F. Mansouri (ed.), Second language research theory-construction and testing (pp.145-172). Newcastle upon Tyne: Cambridge Scholars Press.
- Zhang, Y. (2005). Introducing native speakers the foreign language classroom. Journal of American Chinese Teachers Association, 40/3, pp.71-90.
- Zhang, Y. (2005). Processing and formal instruction in the L2 acquisition of five Chinese grammatical morphemes. In M. Pienemann (ed.), Cross-linguistic Aspects of Processability Theory (pp.155-178). Amsterdam: Benjamins.
- Zhang, Y. (2004). Processing constraints, categorial analysis, and the second language acquisition of Chinese adjective suffix -de(ADJ). Language Learning, 54/3, pp.437-468.
- Zhang, Y. (2003). A note on the accuracy criterion and the emergence criterion. Chinese Teaching in the World, 65/3, pp.52-60.
- Zhang, Y. (2002). A processability approach to the L2 acquisition of Chinese grammatical morphemes. In B. Di Biase (ed.), Developing a Second Language: Acquisition, Processing and Pedagogy of Arabic, Chinese, English, Italian, Japanese, Swedish. Melbourne: Language Australia. pp.29-44.
- Zhang, Y. (2002). Describing the L2 acquisition process: The genitive and attributive markers of Mandarin Chinese. Journal of American Chinese Teachers Association, 37/2, pp.75-112.
- Zhang, Y. (1995). Indirectness in Chinese requesting. In G. Kasper (ed.), Pragmatics of Chinese As Native and Target Language, (pp.69-118). Second Language Teaching and Curriculum Center, University of Hawaii.
- Zhang, Y. (1995). Strategies in Chinese requesting. In G. Kasper (ed.), Pragmatics of Chinese As Native and Target Language, (pp.23-68). Second Language Teaching and Curriculum Center, University of Hawaii.
- Kasper, G. and Zhang, Y. (1995). 'It's good to be a bit of Chinese': Foreign students' experience of Chinese pragmatics. In G. Kasper (ed.), Chinese Pragmatics As Native and Target Language, (pp.1-22). Second Language Teaching and Curriculum Center, University of Hawaii.
- Chen, X, Ye, L., and Zhang, Y. (1995). Chinese refusal behavior. In G. Kasper (ed.), Pragmatics of Chinese As Native and Target Language (pp.119-164). Second Language Teaching and Curriculum Center, University of Hawaii.
