Chunsheng Yang

Associate Professor

Chinese Studies

---

The 32nd North American Conference on Chinese Linguistics (NACCL-32), September 18-19, 2020 (virtual)

2020 UConn Summer in China program flyer

Education

2011 Ph. D in Chinese Linguistics, The Ohio State University

2009 MA in Chinese Linguistics, The Ohio State University

2005 MA in English Linguistics, Ningbo University, China

2000 BA in English, University of Science and Technology of China

Areas of Expertise

Chinese linguistics, second language acquisition, second language phonetics and phonology, applied linguistics, computer-assisted language teaching and learning, and Chinese pedagogy in general.

Personal webpage

Recent publications

Books

Yang,Chunsheng. (Ed.) (expected January 2021). The Acquisition of Chinese as a Second Language Pronunciation: Segments and prosody. Springer.

Yang, Chunsheng. 2016. The Acquisition of Second Language Mandarin Prosody: From Experimental Studies to Pedagogical Practice. Amsterdam: John Benjamins Publishing Company.

Peer-reviewed articles and book chapters

Yang, C. 2020. An expanded study of compliment responses in Chinese. Intercultural Communication Studies, ICS XXIX(1), 2020 (July).

Yang, C. 2019. Teaching Chinese intonation and rhythm. In Chris Shei, Monica E. McLellan Zikpi, and Der-lin Chao (Eds). The Routledge Handbook of Chinese Language Teaching (pp. 180-194). Abingdon and New York: Routledge

Yang, C., and Yu, A. 2019. The acquisition of Mandarin affricates by American L2 learners. Taiwan Journal of Linguistics.

Chu, J., Yang, C., and Liu, G. 2019. Analysis of second language acquisition (SLA) speech perception model & the perception of second language prosody. REVISTA DE CERCETARE SI INTERVENTIE SOCIALA, 64, 334-351.

Yang, C. 2018. The effect of L1 tonal status on the acquisition of L2 Mandarin tones. International Journal of Applied Linguistics. https://rdcu.be/3yHw

Yang, C., and Jin, W. 2018. Chinese as a second language pronunciation teaching survey. Journal of National Council of Less Commonly Taught Languages, 23, 153-188.

Luo, H., and Yang, C. 2018. Twenty Years of Telecollaborative Practice: Implications for Teaching Chinese as a Foreign Language. Computer-Assisted Language Learning, 1, 1-26. https://www.tandfonline.com/doi/full/10.1080/09588221.2017.1420083

Yang, C., and Luo, H. 2017. The applicability of SLA research to L2 pedagogy: Focusing on Mandarin tones. Second Language Learning Research, 2, 62-79.

Yang, C., and Luo, H. 2017. The Acquisition of Mandarin Dative Constructions by L2 and Heritage Learners. Chinese as a Second Language Research, 6,2, 251-275.

Yang, C., and Ni, B. 2016. The acquisition of L2 Mandarin vowels in context. Journal of Chinese Language Teaching, 13, 4, 1-24.

Luo, H., and Yang, C. 2016. Using Wechat in Teaching L2 Chinese: An exploratory study. Journal of Technology and Chinese Language Teaching, 7, 2, 82-96.

Yang, C., and Chu, J. 2016. Testing rhythm metrics in L2 Mandarin Chinese. Journal of Second Language Pronunciation, 2, 2, 208-224.

Yang, C. 2016. Tone errors in scripted conversations of L2 Mandarin Chinese. Chinese as Second Language Research, 5, 1, 63-86.