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姓名:杨承松
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杨承松主页 - 杨 承松





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教育经历:
(科技英语翻译) 1995-1999 西安外国语学院, 中国,学士,英语 研究方向: 眼动跟踪与二语习得研究(测试、翻译、阅读、听力、写作、词典使用、视频学习等) 新研究方法视角下的二语写作(包括学术英语写作)研究 研究方法效度研究
主持项目: 教育部人文社科项目:“二语过程研究中有声思维和眼动法的效度问题及多方法联用补偿研究”(19YJA740070)
期刊文章: Yang, C. S., Zhang, L. J., & Parr, J. (2020). The reactivity of think-alouds in writing research: Quantitative and qualitative evidence from writing in English as a foreign language. Reading and Writing, 33(2), 451-483. https://doi.org/10.1007/s11145-019-09970-7 Yang, C. S. (2019). The veridicality of think-aloud protocols and the complementary roles of retrospective verbal reports: A study from EFL writing. The Asia-Pacific Education Researcher, 28(6), 531-541. https://doi.org/10.1007/s40299-019-00453-5 (SSCI-indexed) 杨承松、范娜(2018)也谈英语专业的“良心”与未来,《当代外语研究》,第五期,38-40. Yang, C. S. (2017). Advancing the Yoo (2014) and Ren (2014) debate on ownership of English: It's time for a shift of conceptualizations and focus. Applied Linguistics, 38, 424-429. 杨承松、张军,2015,有声思维法在二语写作研究中的反应性和真实性 [J],《第二语言学习研究》,第一卷第一期,41-50。 Wang, W. H., & Yang, C. S.* (2015). Claiming centrality as promotion in applied linguistics research article introductions. Journal of English for Academic Purposes, 20,162-175. Yang, C. S., & Zhang, L. J. (2015). China English in trouble: Evidence from dyadic teacher talk. System, 51, 39-50. Yang, C. S., Hu, G., & Zhang, L. J. (2014). Reactivity of concurrent verbal reporting in second language writing. Journal of Second Language Writing, 24(1), 51-70. Yang, C. S., Hu, G., & Zhang, L. J. (2014). Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate. Chinese Journal of Applied Linguistics, 37(4), 411-429.
2019出席会议: 1. 4月19-20,“长三角•心青年”首届长三角心理学青年学者论坛,中国 上海,华东师范大学心理与认知学院,参会 Applied Linguistics, TESOL Quarterly (Reports), System, Language Testing, Asian-Pacific Education Researcher, Journal of Writing Research, Contemporary Foreign Languages Studies 审稿人 |