个人信息

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

邮箱 Email: wenchunyang@xjtu.edu.cn

地址 Address: 西安交通大学逸夫外文楼B805

ORCID:0000-0002-8180-8575 

ResearchGate: https://www.researchgate.net/profile/Wenchun-Yang

 

招生方向：语言习得、儿童语言习得。欢迎具有语言学，心理学，言语治疗等相关交叉学科背景或研究兴趣的同学交流咨询！

 

欢迎对儿童语言发展及儿童双语/多语教育感兴趣的家长前来参与我们的研究项目，交流合作！

研究领域

心理语言学，儿童语言习得，二语习得，双语/多语研究，少数民族儿童语言发展，语言障碍

我的新闻

基本信息

杨文纯，博士，西安交通大学外国语学院副教授/特聘研究员，入选西安交通大学青年拔尖人才支持计划，博士生导师 。当前的主要研究话题包括：单语/双语/多语正常发展及有语言障碍儿童语言习得，少数民族儿童语言发展，少数民族儿童语料库建设等。研究成果发表在Cognition, Journal of Child Language, Applied Psycholinguistics, Frontiers in Psychology等相关领域的SSCI期刊。多次作为召集人及主持人参加国际会议，包括 “Bi/multilingualism and Specific Language Impairment (Developmental Language Disorder) (Bi-SLI), MODE: Methods of Online Discourse Elicitation Conference, Text & Tea meeting等。学术兼职与服务方面，担任Frontiers in Psychology客座编辑，受邀为多个SCI/SSCI期刊的审稿专家，包括Journal of Child Language, Journal of Experimental Child Psychology, Clinical Linguistics & Phonetics, Journal of Psycholinguistic Research等。不定期为Berlin Interdisciplinary Network for Multilingualism (BIVEM) 提供儿童双语/多语教育相关的科学/公众咨询服务。

主要经历

2022.12.-  西安交通大学外国语学院，副教授/特聘研究员, 博士生导师

2020-2022 德国莱布尼茨语言研究所 (Leibniz-Zentrum Allgemeine Sprachwissenschaft (ZAS))，博士后

2014-2019 香港理工大学，哲学博士，语言学专业

2011-2013 香港理工大学，研究助理

2009-2010 香港中文大学，文学硕士，汉语语言学及语言获得专业

2005-2009 西安外国语大学，文学学士， 对外汉语专业

科研项目

10. 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.

9. 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.

8. 参与 (2017-2018). 香港理工大学, Relative Clause Processing in Cantonese-Speaking Children with Specific Language Impairment: A Pilot Study.

7. 参与 (2017-2018). 香港理工大学, Influence of Language on Speech Impairments in Parkinson's Disease: Adding Cantonese to the FRALUSOPARK.

6. 参与 (2016-2017). 香港理工大学, Bilingual NCS children in Hong Kong: Learner language characteristics and second language vulnerability.

5. 参与 (2011-2015). 香港理工大学, Constructing a blueprint of a new assessment tool for child L2 Mandarin receptive vocabulary.

4. 参与 (2014-2015). 香港理工大学, Relative Clauses in Child Cantonese: An Eye-Tracking Study.

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

2. 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.

1. 参与 (2021-2024). 江苏省教育厅, 动词叙实性在汉语自闭症儿童心理理论发展中的作用.

期刊文章

10. Yang, W. C. & Chan, A., & Kidd, E. (submitted). Kam-Mandarin bilingual children’s comprehension of relative clauses.

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, Q1, IF(5-year)=4.426).

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, IF(5-year)=4.698)

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, Q2, IF(5-year)=2.787)

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, IF(5-year)=2.832.)

* 通讯作者

语言能力评估工具、语料库及科普材料

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.

           

科普材料

Science for Life Facts-Research-Information for Parents and Teachers. Flyer series for Berlin Interdisciplinary Network for Multilingualism (BIVEM). Chinese version.

会议报告 & 受邀讲座 （selected）

14. Yang, W. C., Chan, A., & Gagarina, N. (2023). Narrative production in home language of left-behind Kam-Mandarin-speaking bilinguals in China. Paper to be presented at the 14th International Symposium on Bilingualism. Macquarie University, Sydney, Australia. 

13. Yang, W. C. & Esersin, S. (2022). Non-WEIRD population as a part of the global research network MAIN: Kam-Mandarin & Kurmanji-Turkish bilingual children in focus. Text & Tea Meeting, Berlin, Germany.

12. Gagarina, N., Esersin, S., Tselekidou, F., & Yang, W.C. (2022). LITMUS MAIN - where are we up to? Presented at the 4th conference on Bi/multilingualism and Specific Language Impairment (Developmental Language Disorder) (Bi-SLI). Berlin, Germany.

11. Yang, W. C., Chan, A., & Gagarina, N. (2021). Narrative comprehension abilities in ‘left-behind’ ethnic minority children in China: Evidence from Kam-Mandarin bilinguals. Paper presented at the 13th International Symposium on Bilingualism. University of Warsaw, Poland. 

10. Chan, A. & Yang, W. C. (2019). Documenting the language abilities of ‘left-behind’ ethnic minority children in China: evidence from Kam-Mandarin bilingual children’s comprehension of relative clauses. The Workshop on Language Diversity, Contact and Change.  The University of Chicago Beijing Center. Beijing, China.

9. Chan, A., Matthews, S., Cheung. C., Yang, W. C., Chang, F., & Kidd, E. (2019). Revisiting subject-object asymmetry in Chinese: Evidence from Cantonese-speaking children’s relative clause production. Presented at Child Language Symposium 2019. The University of Sheffield, UK.

8. Yang, W. C., Chan, A., & Kidd, E. (2019) Comprehension of complex sentences in bilingual ethnic minority children in China: Evidence from Kam-Mandarin bilingual children’s comprehension of subject- and object-relative clauses. Presented at the 12th International Symposium on Bilingualism (ISB12). Edmonton, Canada.

7. Yang, W. C., Chan, A., & Kidd, E. (2017). Beyond subject/object asymmetry: Mandarin-speaking children’s processing of different relative clause types. The 14th International Congress for the Study of Child Language (IASCL 14). Lyon, France.

6. Yang, W. C., Chan, A., & Kidd, E. (2015). Revisiting the Acquisition of Relative Clauses in Mandarin-speaking Children: Universal versus Typological Perspectives. Child Language Symposium 2015. University of Warwick, UK.

5. Yang, W. C. & Chan, A. (2014). Bilingual Children’s Comprehension of Relative Clauses in Mandarin and Dong: Implications for Speech Therapists. Hong Kong Speech and Hearing Symposium 2014. The Chinese University of Hong Kong, Hong Kong, China.

4. Yang, W.C. & Chan, A. (2014). When overlap with canonical word order is helping and hurting: evidence from bilingual children’s comprehension of relative clauses in Dong and Mandarin. The 13th International Congress for the Study of Child Language (IASCL 13). Amsterdam, Netherlands.

3. Yang, W. C. & Chan, A. (2013). Bilingual Children’s Comprehension of Relative Clauses in Mandarin and Dong. North American Conference on Chinese Linguistics (NACCL 2013). University of Michigan, US.

2. Chan, A., Feng, J., & Yang, W. C. (2013). A New Multimedia Shared L2 Spoken Mandarin Chinese Corpus: Construction and Linguistic Analyses. Annual conference of the International Association of Chinese Linguistics (IACL 21).  National Taiwan Normal University, Taiwan, China. 

1.Yang, W. C. (2013). 侗語指示代詞的語義及句法分析. Annual conference of the International Association of Chinese Linguistics (IACL 21).  National Taiwan Normal University, Taiwan, China. 

学术兼职 & 服务

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 (SCI), Clinical Linguistics & Phonetics (SSCI), Journal of Psycholinguistic Research (SSCI), Journal of Child Language (SSCI)等

 

科学/公众咨询

Berlin Interdisciplinary Network for Multilingualism (BIVEM)