Haomin (Stanley) Zhang

Carnegie Mellon University, Pittsburgh, PA

Ph.D., Second Language Acquisition, May 2016

Dissertation: Reading Development in Chinese Heritage Language Learners

Committee: Dr. Keiko Koda (chair), Dr. G. Richard Tucker, Dr. Yueming Yu

University of Pennsylvania, Philadelphia, PA

M.S.Ed., Teaching English to Speakers of Other Languages, May 2011

Thesis: Creating a Supportive Learning Environment in ESL Acquisition

Thesis adviser: Dr. Diana Paninos

Shanghai Jiao Tong University, Shanghai, China

B.Econ., International Economy and Trade, June 2009

Economics, Management and Finance

Thesis: A New E-Marketing Strategy: Blog Marketing

Nov. 2021-present, Associate Dean for Research and Graduate Studies, School of Foreign Languages, East China Normal University

Sep 2020-Sep 2021, Associate Dean, The Academy of Humanties and Social Sciences, East China Normal University

July 2017-present, Zijiang Young Scholar Professor, School of Foreign Languages, East China Normal University

Psycholinguistics, Language and Cognition, Metalinguistic Awareness in Biliteracy Development

Research Grants and Talent Programs

Shanghai Planning Project of Philosophy and Social Sciences (2018-2020)

Shanghai Pujiang Talents Program (2018-2020)

Shanghai Municipal Peak Discipline Construction Project of Education at East China Normal University (2018-2019)

East China Normal University Zijiang Young Scholar, Double-Hundred Talents Program (2017-2023)

Lab Members 

Doctoral Students:

Jiang, Yue (Class of 2025)

Hu, Zhen (Class of 2024); Wang, Tuoxiong (Class of 2024); 

Martin Saez Guillermo Jesus (Class of 2024)

Han, Yuting (Class of 2023);  Lin, Jiexin (Class of 2023)

Masters Students (Research Track):

Li, Mengjie (Class of 2023); Zhang, Yiming (Class of 2023)

Sun, Jie (Class of 2022); Cheng, Xi (Class of 2022); Wang, Chichi (Class of 2022)

Cui, Liuran (Class of 2021); Zhang, Xing (Class of 2021)

Undergraduate Students:

Li, Jiefang (Class of 2019)-Masters Student in Psycholinguistics at UNC Chapel Hill, USA

The Bilingual Reading Education, Assessment and Development (BREAD) Lab is recruiting Ph.D., Masters students and undergraduate research assistants with backgrounds in linguistics, psychology and education.

We welcome students with diverse cultural and linguistic backgrounds to work on our cross-linguistic studies. If you are interested in pursing a Masters or Ph.D. degree, please follow the instructions on http://lxs.ecnu.edu.cn/EN/msg.php?id=44 (Masters admissions) and http://lxs.ecnu.edu.cn/EN/msg.php?id=45 (PhD admissions).

Ad-hoc Reviewer:

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

Membership:

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

Psycholinguistics, Language and Cognition, Metalinguistic Awareness in Biliteracy Development

Research Grants and Talent Programs

Shanghai "Pujiang Talents" Program (2018-2020)

Shanghai Municipal Peak Discipline Construction Project of Education at East China Normal University (2018-2019)

East China Normal University "Zijiang Young Scholar", Double-Hundred Talents Program (2017-2023)

The Bilingual Reading Education And Development (BREAD) Lab is recruiting Ph.D., Masters students and undergraduate research assistants with backgrounds in linguistics, psychology and education.

Undegraduate Courses:

Integrated English I

Intergrated English II

Introduction to Linguistics

Language and Cognition: An Introduction to Psycholinguistics

Language and Food: Food Linguistics

Graduate Courses:

Psycholinguistics and FL Teaching (M.Ed.)

Second Language Acquisition Theories and Research (M.A. and Ph.D.)

Bilingual Reading Development: Theory and Practice (M.A. and Ph.D.)

Shanghai Pujiang Talents Program (2018-2020)

Shanghai Planning Project of Philosophy and Social Sciences (2018-2020)

Shanghai Municipal Peak Discipline Construction Project of Education at East China Normal University (2018-2019)

East China Normal University Zijiang Young Scholar, Double-Hundred Talents Program (2017-2023)

Referred Journal Publications and Book Chapters

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

Boook Review

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.

Conference Proceedings and Other Publications

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.