张浩敏

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

2021年11月至今，华东师范大学外语学院，副院长（分管科研、研究生培养、大学生科创）

2017年7月至今，华东师范大学 外语学院英语系,紫江青年学者,教授,博士生导师

2020年9月至2021年9月，华东师范大学人文社会科学研究院，副院长(挂职)

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

访问学者和博士后科研人员：

刘晔婷(2022-2024),宾夕法尼亚大学博士

裴振霞(2020-2021),安徽外国语学院副教授

博士生：

王振梁(2023级)

姜悦(2021级)

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:

廖小月（2022级），王圣栋（2022级）

张艺鸣(2020级),李梦婕(2020级)

成茜(2019级)-清华大学博士研究生

孙杰(2019级)-中山大学博士研究生，王迟迟(2019级)-浙江大学博士研究生

崔流然(2018级)-杭州高级中学教师，张形(2018级)-上海外国语大学博士研究生

高源(2018级)-天津理工大学教师

本科生指导:

陈心悦(2017级), 金晓芸(2017级)，沈心怡(2017级)，袁轶铭(2017级)，彭雨欣(2017级)

郑清颖(2016级)，曲惠宇(2016级)，周彤(2016级)

李婕芳(2015级)

指导的本科毕业生继续攻读研究生的高校包括复旦大学，浙江大学，同济大学，华东师范大学，美国UNC Chapel Hill(心理语言学-全奖),美国Brandeis University (计算机科学),英国University of London College(教育学)

**感谢各位考生来信咨询，2024年课题组不招收博士研究生**

欢迎博士后科研人员，博士和硕士研究生，欢迎具有语言学、心理学、计算机科学、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。

SSCI期刊编委

Journal of Educational Psychology

Language and Education

SCI/SSCI期刊同行评审

Applied Artificial Intelligence

Applied Psycholinguistics

Asia Pacific Education Researcher

Assessing Writing

British Journal of Educational Psychology

Contemporary Educational Psychology

Foreign Language Annals

Frontiers in Communication

Frontiers in Psychology

Higher Education Pedagogies

International Journal of Applied Linguistics

International Journal of Bilingual Education and Bilingualism

International Journal of Environmental Research and Public Health

Journal of Experimental Child Psychology

Journal of Psycholinguistic Research

Journal of Research in Reading

Modern Language Journal

Language and Literacy

Language Awareness

Learning and Individual Differences

Lingua

PloS One

Psychological Science

Reading Psychology

Reading and Writing

SAGE Open

Scientific Studies of Reading

Second Language Research

System

TESOL Quarterly

学术协会成员

上海市外文学会理事

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

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、计算机科学、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。

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

语言与美食：食物语言学

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)

主持的科研项目和人才计划

国家社科基金项目(2021-2024)

上海颐合实业有限公司-华东师范大学横向项目(2021-2022)

上海凤凰颐合文化发展有限公司-华东师范大学横向项目(2020-2021) 已结项

上海市哲学社会科学规划项目(2018-2020) 已结项，鉴定良好

上海市浦江人才计划 (2018-2020) 已结项

上海市高峰学科建设计划-华东师范大学教育学课题 (2018-2019) 已结项

华东师范大学紫江青年学者，青年高层次人才引进项目 (2017-2023)

核心期刊论文以及书籍篇章

Zhang, H., Lin, J., Cheng, X., Wang, C., & Wei, X. (revised and resubmitted). Concurrent and longitudinal contributions of phonological awareness to Chinese reading acquisition in early adolescent students: A one-year longitudinal study. Journal of General Psychology.

Zhang, H. (revised and resubmitted). Early development assessment in Chinese children’s reading acquisition: A longitudinal study. Journal of Psycholinguistic Research.

Achugar, M., Zhang, H., & Martín Sáez, G. (2022). Reading development in Spanish as a heritage language. In K. Koda & R.Miller(Eds.),The Routledge handbook of second language acquisition and reading(pp. XX-XX). NewYork: Routledge.

 Zhang, H., Cheng, X. & Lin, J. (2022). Home factors in literacy development of Chinese heritage language learners. In D. Zhang & R. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education (pp. XX-XX). Berlin, Germany: Springer.

Zhang, H., & Pei, Z. (2022). Word knowledge dimensions in L2 lexical inference: Testing vocabulary knowledge and partial word knowledge. Journal of Psycholinguistic Research. doi:10.1007/s10936-021-09831-x

Zhang, H. (in press). 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., Zhang, X., Li, M., & Zhang, Y. (2021). Morphological awareness in L2 Chinese reading comprehension: Testing mediating routes. Frontiers in Psychology. doi:10.3389/fpsyg.2021.736933

Zhang, H., & Koda, K. (2021). Early oral language in Chinese heritage language reading development. Foreign Language Annals. doi:10.1111/flan.12562

Lin, J., & Zhang, H.*(2021). Cross-linguistic phonological awareness and phonological recoding in Chinese reading development among early adolescent students: A yearlong study. The Journal of General Psychology. doi:10.1080/00221309.2021.1922345 (*denotes corresponding author)

Zhang, H. (2021). The longitudinal effect of morphological awareness on higher order literacy skills among college L2 learners. Contemporary Educational Psychology, 65, 101969. doi:10.1016/j.cedpsych.2021.101969

Zhang, H., Cheng, X., & Cui, L. (2021). Progress or stagnation: Academic assessments for sustainable education in rural China. Sustainability, 13(6), 3248. doi:10.3390/su13063248

 Zhang, H., Han, Y., Cheng, X., Sun, J., & Ohara, S. (2021). Unpacking crosslinguistic similarities and differences in third language Japanese vocabulary development among Chinese college students. Journal of Multilingual and Multicultural Development. doi:10.1080/01434632.2020.1865987 

 Zhang, H., & Lin, J. (2021). Morphological knowledge in second language reading comprehension: Examining mediation through vocabulary knowledge and lexical inference. Educational Psychology. doi:10.1080/01443410.2020.1865519 

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., & Koda, K.(2020). Cross-linguistic morphological awareness in Chinese heritage language reading acquisition. Journal of Psycholinguistic Research, 1-19. doi:10.1007/s10936-020-09722-7 

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/su12041465

Zhang, H. (2020). Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: A cross-lagged panel analysis. European Journal 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:10.1080/14790718.2019.1680680

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:10.1080/01434632.2017.1410162

Zhang, H., & Koda, K. (2018). Word-knowledge development in Chinese as a heritage language (CHL) learners: A comparative study. Studies in Second Language Acquisition, 40(1), 201-223. doi:10.1017/S0272263116000450

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:10.1080/10573569.2016.1145562

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:10.1080/02702711.2015.1133463

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:10.1177/0265532213520303

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.

荣获第七届中国国际“互联网+”大学生创新创业大赛上海赛区 优秀指导教师

荣获2021年华东师范大学研究生教育卓越育人奖（优秀研究生导师奖）

荣获2022年华东师范大学本科毕业论文优秀指导教师奖