6. 主持 (2024-2025). 中央高校基本科研业务费，“普通话儿童词汇理解能力线上测量工具的开发与应用研究”. (SK2024025)

5. 主持 (2023-2025). 陕西省社科基金, “汉语孤独症谱系障碍儿童个人叙事能力发展研究”. (2023K013)

4. 主持 (2020-2022). 德国Fritz Thyssen Foundation, Narrative abilities in ‘left-behind’ ethnic minority children in China: Evidence from Kam-Mandarin bilingual children.(40.20.0.002SL)

3. 参与 (2018-2020). 香港研究资助局 (The Hong Kong Research Grants Council, RGC), Asymmetries in Cantonese children’s comprehension and production of relative clauses: Structure, Typology and Processing.

2. 参与 (2013). 香港理工大学, A new adult L2 Spoken Mandarin Chinese corpus: Construction and linguistic analyses.

1. 参与 (2022-2025). 教育部人文社会科学研究青年基金项目, 发育性语言障碍儿童的变调加工及认知神经机制研究.

11. Yang, W. C*, Chan, A.*, & Gagarina, N.* (2024). Remote Online Language Assessment: Eliciting Discourse from Children and Adults. Frontiers in Psychology & Frontiers in Communication, 15. doi: 10.3389/fpsyg.2024.1508448. (SSCI, Q2)

10. 杨文纯, 赵睿婕, 彭凤玲*. (2024). 孤独症儿童指称产出与理解:特征、影响因素及研究展望. 西安外国语大学学报，32(4), 30-35. (CSSCI扩展版)

9. Yang, W. C.*, Chan, A.*, & Gagarina, N.* (2023). Left-behind status and language proficiency predict narrative abilities in the home language of Kam-speaking minority children in China. Frontiers in Psychology, 13:1059895. doi: 10.3389/fpsyg.2022.1059895. (SSCI, Q2).

8. Yang, W. C., Chan, A., & Gagarina, N. (2023). Narrative abilities in ‘left-behind’ ethnic minority children in China: Evidence from Kam-Mandarin bilingual children. Janus-Brief, Centre "Language, Variation, Multilingualism", Potsdam University.

7. Wang, S. & Yang, W. C.* (2023). Adapting the Multilingual Assessment Instrument for Narrative (MAIN) to Tibetan. ZAS Papers in Linguistics, 65, 85-90.

6. Yang, W. C., Chan, A.*, Chang, F., & Kidd, E*. (2020). Four-year-old Mandarin-speaking children's online comprehension of relative clauses. Cognition, 196, 104103. https://doi.org/10.1016/j.cognition.2019.104103 (SSCI, Q1)

5. Chen, J. D.*, Narasimhan, B., Chan, A., Yang, W. C., & Yang, S. (2020). Information Structure and Word Order Preference in Child and Adult Speech of Mandarin Chinese. Languages, 5(2),14. https://doi.org/10.3390/languages5020014.

4. Yang, W.C.*, Chan, A., & Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Kam to MAIN. ZAS Papers in Linguistics, 64, 147-151. https://zaspil.leibniz-zas.de/article/view/567/555. Berlin: ZAS.

3. Luo, J., Yang, W.C., Chan, A.*, Cheng, K., Kan, R., & Gagarina, N. (2020). The Multilingual Assessment Instrument for Narratives (MAIN): Adding Mandarin to MAIN. ZAS Papers in Linguistics, 64, 159-162. https://zaspil.leibniz-zas.de/article/view/569/557. Berlin: ZAS.

2. Tsoi, E., Yang, W. C., Chan, A.*, & Kidd, E.* (2019). Mandarin-English bilingual and Mandarin monolingual children’s comprehension of relative clauses. Applied Psycholinguistics, 40(4), 933-964. https://doi.org/10.1017/S0142716419000079. (SSCI, Q1)

1. Chan, A.*, Yang, W. C., Chang, F., & Kidd, E*. (2018). Four-year-old Cantonese-speaking children’s online processing of relative clauses: A permutation analysis. Journal of Child Language, 45(1), 174-203. https://doi.org/10.1017/S0305000917000198. (SSCI, Q1)

* 通讯作者

语言能力评估工具 

3. Wang, S. & Yang, W.C. (2022). MAIN: Multilingual Assessment Instrument for Narratives (Tibetan version 藏语).

2. Yang, W. C., Chan, A., & Gagarina, N. (2020). MAIN: Multilingual Assessment Instrument for Narratives (Kam version 侗语).

1. Luo, J., Yang, W. C., Chan, A., Cheng, K., Kan, R., & Gagarina, N. (2020). MAIN: Multilingual Assessment Instrument for Narratives (Mandarin version 普通话).

语料库

Yang, W. C., Chan, A., & Gagarina, N. (2022). Narratives in left-behind Kam-Mandarin bilingual children. Endangered Languages Archive. Handle: http://hdl.handle.net/2196/z5909c9o-7p3a-4898-5444-u15z7p41763r.

11. 2025 . Education and social media reshape family language policy: a case study of Baima Tibetan community. American Association for Applied Linguistics (AAAL). Denver, USA.

10. 2025. Narrative development in ethnic minority children in China. The Symposium on Language Acquisition Across Diverse Contexts: From Bilingualism to Multilingualism. CUHK, HK, China.

9. 2024. The development of narrative macrostructures in Mandarin-Speaking children with Autism Spectrum Disorder. Presented at the 中国语文现代化学会语言认知与智能发展专业委员会第二届学术年会. Shanghai, China.

8. 2024. The Development of Narrative Macrostructures and Microstructures in Dong-Mandarin Bilinguals.Presented at the第二届“儿童语言、语音获得与认知发展国际研讨会. 新疆, 中国.

7.2024. The production of referential expressions in narratives of Kam-Mandarin bilingual children. Presented at the International Congress of the Study of Child Language (IASCL 2024).Prague, Czech Republic.

6. 2024. Production of narrative macrostructure and microstructure in 5-9 years old Kam-Mandarin bilinguals. Presented at the International Symposium on Language Sciences (ISLS): Interdisciplinary Research and the Legacy of Yuen Ren Chao. Hong Kong, China.

5.2024. The more positive attitude the more use of the language? A case study of Baima Tibetan communities in Southwest China. Presented at the Sociolinguistics Symposium 25 (SS25). Perth, Australia.

4. 2024. The production of microstructures in narratives in Kam-Mandarin bilingual children. Presented at the 21st AILA World Congress 2024. Kuala Lumpur, Malaysia.

3. 2023. 5-9岁侗汉双语儿童叙事的指称选择.语言认知与智能发展专业委员会第一届学术年会. 北京, 中国.

2. 2023. 侗汉双语儿童叙事的指称表达研究. 2023年江苏省研究生语言发展与障碍学术创新论坛. 南京, 中国.

1. 2023. Narrative production in home language of left-behind Kam-Mandarin-speaking bilinguals in China. Paper presented at the 14th International Symposium on Bilingualism. Macquarie University, Sydney, Australia. 

客座编辑

Frontiers in Psychology (https://www.frontiersin.org/research-topics/21524/remote-online-language-assessment-eliciting-discourse-from-children-and-adults)

审稿

Journal of Experimental Child Psychology, Clinical Linguistics & Phonetics, Journal of Psycholinguistic Research, Journal of Child Language, First Language 等

科学/公众咨询

Berlin Interdisciplinary Network for Multilingualism (BIVEM)