91论坛

91论坛 91论坛 队伍 91论坛 名录 刘兴华
刘兴华
/ 副教授
英语系 硕士生导师
工作经历
  • 2014-09-2014-07：英国诺丁汉特伦特大学（Nottingham Trent University）,担任特邀研究员
  • 2015-09-2016-07：美国亚利桑那州立大学（Arizona State University）,开展写作方向博士后研究
教育经历
  • 2008-09 - 2012-07：英国雷丁大学，University of Reading，博士
研究领域
  • 循证语言教育；跨文化修辞研究；基于语料库和系统功能语言学分析框架的语篇分析；写作的认知过程研究；写作教与学中的个体差异；特殊学习者群体（如学习障碍者）的写作教与学；精神障碍人群的书写诊断与干预。
学术论文
  • 刘兴华、司学娟、李静(2023). 初中英语教师教材观及个体差异研究. 当代外语研究，6：97-107.
  • Liu, X. & Jiang, X. (2023). Attitudinal evaluation in written peer feedback: An Appraisal study. In Liu, X., Hebert, M., & A. Alves, R. (Eds.). The Hitchhiker's guide to writing research: A festschrift for Steve Graham (pp.375-392). Springer.
  • Liu X, Alves RA, Schmied J. & Aitken, A. (2023). Editorial: Peer feedback in second/foreign language writing classrooms: Educational psychology perspective. Frontiers in Psychology. 14:1266437. //doi.org/10.3389/fpsyg.2023.1266437
  • Hsiang, T.P., Graham, S., Liu, X. & Zhou, Z. (2023). Teachers' beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing: An Interdisciplinary Journal, 36(7), 1651–1684. //doi.org/10.1007/s11145-022-10336-9
  • Ng, C., Graham, S., Liu, X., Lau, K., & Tang, K. (2021). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses. Reading and Writing. //doi.org/10.1007/s11145-021-10190-1
  • Ng, C., Graham, S., Lau, K., Liu, X. & Tang, K. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. //doi.org/10.1016/j.ijer.2021.101751.
  • 刘兴华.(2020).中学英语写作教学循证实践现状研究.《外语教学理论与实践》, 4: 58-64.
  • 刘兴华.(2020).英语写作教学的循证实践.《当代外语研究》, 1: 68-76.
  • 刘兴华、童剑平. (2019). 应用型本科院校通用大学英语教材适切性调查.《当代外语研究》，4：97-105.
  • 李恬山、刘兴华. (2019). 基于语料库的高中生英语书面语口语化特征研究.《基础外语教育》，1：3-11.
  • 刘兴华、麻怡隽. (2019). 基于自我调节策略发展模式的英语写作教学：理论与实践.《英语教师》，21：6-10.
  • Liu, X. (2019). Writing research, writing instruction and educational research frontiers and methodology: An interview with Steve Graham. International Journal of TESOL Studies, 1: 102-116.
  • Ray, A.B., Graham, S. & Liu, X. (2018). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing: An Interdisciplinary Journal. //doi.org/10.1007/s11145-018-9900-31.
  • 刘兴华、纪小凌. (2018). 大学英语写作同伴评分的可行性和有效性研究.《外语界》, 5: 63-70.
  • Graham, S., Liu, X., Bartlett, B., Ng, C., Harris, K. R., Aitken, A., Barkel, A., Kavanaugh, C., Talukdar, J. (2018). Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research. 88(2): 243-284. DOI: 10.3102/0034654317746927
  • Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K.R., & Holzapfel, J. (2017). Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis. Reading Research Quarterly. 53(3): 279–304. //doi.org/10.1002/rrq.194.
  • 刘兴华、纪小凌、余继英（2017）.以评促学---大学英语写作有效同伴反馈模式构建及促学效果研究.《当代外语研究》，5: 9-15.
  • Liu, X. (2017). Towards Evidence-based Foreign Language Teaching and Research. TESOL International Journal. 2
  • Liu, X. (2017). Writing instruction, writing research, and educational psychology: An interview with Steve Graham. Educational Psychology Review. 29(1):175-187. DOI 10.1007/s10648-016-9375-1.
  • Shi, Y., & Liu, X. (2016). Recontextualizing writing proficiency: An investigation of model argumentation texts for IELTS preparation. TESOL International Journal. 11(2):57-69.
  • 刘兴华、唐青叶(2016). 大学英语教学面面观—国际语言教育专家访谈.《第二语言学习研究》，2（1）：85-89.
  • McCabe, A., Gledhill, C., & Liu, X. (2015). Systemic functional linguistics and English language teaching. TESOL International Journal. 10(1):1-10.
  • Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive perspective. English Text Construction. 8(1):65-87.
  • Liu, X., & Wolf, H. (2015). A cross-cultural investigation of attitudinal evaluation in Chinese and British university students’ argumentative writing. Journal of EFL Writing Teaching & Research, 2: 93-112.
  • Liu, X., & Furneaux, C. (2014). A multidimensional comparison of discourse organization in English and Chinese university students’ argumentative writing. International Journal of Applied Linguistics. 24(1):74-96.
  • Liu, X. (2014). Contrastive Rhetoric Research of English and Chinese: Old Issues and New Perspectives (pp.99-115). In J. Wang & D. Lin (eds): Teaching and Researching EFL Writing from the Psycho-cognitive and Socio-cultural Perspectives. Beijing: Foreign Language Teaching and Research Press.
  • Liu, X. (2014). Motivation-based bonding activities in an EFL writing classroom: A case report from mainland China. ELTWO (special issue on bonding).
  • Liu, X. & Le, T. (2013). Voice and audience in writing: A multidimensional account (pp.187-200). In T. Le and Q. Le (eds), Conducting Research in a Changing and Challenging World. New York: Nova Science Publishers
  • Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An APPRAISAL study. E-FLT, 10(1):40-53.
  • Liu, X. (2012). Towards an ecological view of contrastive rhetoric research between English and Chinese. The Internet Journal of Language, Culture and Society, 34:33-42.
  • Liu, X. (2011). More than Ba Gu Wen (Eight-legged essay) and Confucianism: A new research agenda for English-Chinese writing studies. Second Language Writing News,vol6, No.2.
  • Liu, X. (2011).Directions in contrastive rhetoric research. Language Studies Working Papers, University of Reading, 3:58-65.
  • Liu, X. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, University of Reading, 2: 51-63.
  • Liu, X., & Thompson, P. (2009). Attitude in students’ argumentative writing: A contrastive perspective. Language Studies Working Papers, University of Reading, 1: 3-15.
学术著作
  • 林玉珍、刘兴华. (2019). 新英语阅读教程（2）. 北京：高等教育出版社.
  • Roundy, D. & Liu, X. (2015). A Neurolinguistic Course for English Learners. Brighton: Cranmore Publications.
  • Roundy, D. & Liu, X. (2015). Creative Writing for English as Foreign Language Learners: Teachers’ Manual. Brighton: Cranmore Publications.
  • Roundy, D. & Liu, X. (2014). Creative Writing for English as Foreign Language Learners: A Course Book. Brighton: Cranmore Publications.
  • Liu, X., Hebert, M., & A. Alves, R. (2023). The Hitchhiker's Guide to Writing Research: A Festschrift for Steve Graham. Springer.
  • Liu, X., & McCabe, A. (2018). Attitudinal Evaluation in Chinese University Students’ English Writing: A Contrastive Perspective. Singapore: Springer
  • Liu, X. (2015). An Intercultural Rhetoric Study on English-Chinese University Students’ Argumentative Writing. Beijing: Foreign Language Teaching and Research Press.
奖励与荣誉
  • 烛光奖，91论坛 ，2020
  • “教书育人奖”提名奖，91论坛 ，2019
  • “英华”学术奖提名奖，中国英汉语比较研究会，2018
  • “SMC-晨星青年学者奖励计划”优秀青年教师奖，91论坛 ，2012
  • “国家优秀自费留学生奖”，国家留学基金委，2011
  • 海外研究生奖学金，英国雷丁大学，2008-2011
  • 校长奖，91论坛 ，2004
社会兼职
  • International Journal of TESOL Studies (www.tesolunion.org)(Scopus-indexed, Q1)
  • International Journal of Chinese Language Teaching (www.clt-international.org)
  • Sage Open (//journals.sagepub.com/page/sgo/editorial-board)
  • Humanities & Social Sciences Communications (//www.nature.com/palcomms/editorialboard)
  • Access: An International Journal of Nepal Library Association
  • Advisory Committee, Global Open Access Portal, UNESCO
  • Steering Committee, International Society for the Advancement of Writing Research (ISAWR)
顶部