英语专业教研室
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李莹莹

2020年07月13日 15:33  点击:[]

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    姓名:李莹莹

 

    职称:讲  师

 

    Email:doria_li@hotmail.com.hk

 

 

 

教育背景

香港大学 英语教育专业博士

香港大学 英语教育专业硕士

郑州大学 英语专业学士

 

研究方向

外语教学,二语习得,二语写作,教师反馈

 

讲授课程

综合英语,中级英语阅读,跨文化交际导论,毕业论文写作

 

科研成果

1.编著:

《英语语法精华》(参编),外语教学与研究出版社,2011年

2.论文 :

(1)Li, Y. & Han, Y. (2020). (In press)Practitioners respond to Icy Lee’s ‘Teacher written corrective feedback: Less is more’.Language Learning. (SSCI)

(2)Li, Y., Han, Y., & Gao, X. (2018). Young learners’ motivation for learning English,in Garton & Copland (eds.),Handbook of Teaching English to Young Learners. Routledge: 60-72.

(3)Li, Y. (2016) Review of the book Written corrective feedback for L2 development by John Bitchener and Neomy Storch (Multilingual Matters, 2016).Journal of Second Language Writing, 34, 25-27 (SSCI)

(4)Li, Yingying. (2015). A review of previous studies on written corrective feedback and individual differences.Research Studies in Education, 13, 130-138.

(5)“应用语言学国际期刊质性研究发表过程的分析与解读”(第一作者),《复旦外国语言文学论丛》2016年秋季号, 31-36.

 

研究课题

国家社科基金青年项目(2017):《中国大学生思辨能力的英语课堂评价和发展研究》(参与)。在研

 

会议论文

1. Li, Yingying. (2018).Written corrective feedback for individual learners in a Chinese EFL context. Annual Conference of American Association for Applied Linguistics, March 24-27, 2018. Chicago, United States.

2. Li, Yingying. (2017).Exploring the effects of direct and coded WCF: A sociocognitive perspective. Symposium on Second Language Writing, June 30-July 2, 2017. Bangkok, Thailand.

3. Li, Yingying. (2016).The effectiveness of two types of comprehensive written corrective feedback for L2 development: direct WCF vs. coded WCF. Annual Conference of American Association for Applied Linguistics, April 9-12, 2016. Orlando, United States.

4. Li, Yingying. (2015).EFL learners’ processing of direct and indirect written corrective feedback on their writing. Symposium on Second Language Writing, November 18-21, 2015. Auckland, New Zealand.

5. Li, Yingying. (2014).Individual differences and written corrective feedback: Exploring the differential effects of direct and indirect CF on students’ writing development. Symposium on Second Language Writing, November 13-15, 2014. Tempe, United States.