The 32nd North American Conference on Chinese Linguistics (NACCL-32), September 18-19, 2020 (virtual)
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.
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.
|Phone||+1 860 486 9240|
|Office Location||Oak 204|
|Office Hours||On Sabbatical for Fall 2019|