Jianling Liao

Books

2019. Liao, J.  Principles of Language Testing and Assessment — The Cases and Issues in Chinese Language Assessment.《语言测试与评估原理—汉语测评案例与问题》(192 pages). Beijing, China: Foreign Language Teaching & Research Press (外语教学与研究出版社). ISBN: 978-7-5213-1483-0. http://www.fltrp-clt.com/pages/book/sigleBook.jsp?modelType=book&id=97b8d43cf51848688a8774a2e4d4e6d9

2013. Liao, J.  Curriculum Design for International Chinese Language Teaching.《国际汉语教学设计》(215 pages). Beijing, China: Higher Education Press (高等教育出版社). ISBN: 978-7-0403-6646-4. https://xuanshu.hep.com.cn/front/book/findBookDetails?bookId=59ce430aba9eb884cf81d320

Selected refereed journal articles and book chapters

2023. Liao, J. What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard. Assessing Writing, 57, 100765. Special issue: The assessment of writing in languages other than English. https://doi.org/10.1016/j.asw.2023.100765

2023. Liao, J., & Lü, C. Interpersonal resources in letter writing of young L2 Chinese learners. System, 115, 103038. https://doi.org/10.1016/j.system.2023.103038

2023. Liao, J. Do learners use different topical progression patterns in L2 Chinese argumentative spoken and written discourse? Chinese as a Second Language Research, 12(1), 37–64. De Gruyter. https://doi.org/10.1515/caslar-2023-0002

2022. Liao, J. Disfluency and self-repair in presentational and interpersonal speech modalities. Foreign Language Annals. 1–27. https://doi.org/10.1111/flan.12658

2022. Liao, J.  The effects of linguistic measures in the analysis of L2 Chinese descriptive writing. Chinese as a Second Language, (56/2), 118–145. John Benjamins Publishing; https://doi.org/10.1075/csl.21012.lia

2022. Qi, H., & Liao, J. Summary writing in L2 Chinese and its relationships with L2 reading and independant writing skills. 汉语二语缩写能力及其与阅读和写作能力之间的关系. Chinese Teaching in the World 世界汉语教学, 36, 251–261. DOI:10.13724/j.cnki.ctiw.2022.02.007 (http://www.sjhy.cbpt.cnki.net/WKC2/WebPublication/paperDigest.aspx?paperID=968b5588-4533-4c43-b9ef-414c18d06188)

2021. Liao, J.  A training framework of assessment literacy for L2 Chinese educators. 中文教师评价素养培养框架. International Chinese Language Education 国际汉语教育, 19, 48–58.

2021. Liao, J., & Qi, H.  The development of productive lexical proficiency in second language Chinese narrative writing. 汉语二语学习者记叙文写作中的词汇能力发展研究. Research on Chinese as a Second Language 对外汉语研究, 23, 91–106. https://d.wanfangdata.com.cn/periodical/dwhyyj202101008

2020. Liao, J.  Do L2 lexical and syntactic accuracy develop in parallel? Accuracy development in L2 Chinese writing. System, 94, 1–16. https://doi.org/10.1016/j.system.2020.102325

2020. Liao, J.  Incoherence in L2 writing: A comparison of expert insider and non-expert outsider ratings. Chinese Language and Discourse, 11(2), 169–198. John Benjamins Publishing. https://doi.org/10.1075/cld.20018.lia

2020. Liao, J.  Metadiscourse, cohesion, and engagement in L2 Chinese descriptive writing. Languages, 5, 1–21. (Special Issue: The Acquisition of Chinese as a First and Second Language). https://doi.org/10.3390/languages5020025

2019. Qi, H., & Liao, J. An investigation into linguistic development in L2 Chinese narrative and argumentative writing. 基于记叙文和议论文的汉语二语写作发展研究. Chinese Teaching in the World 世界汉语教学, 33, 563–576. doi: 10.13724/j.cnki.ctiw.20190927.002

2018. Liao, J.  The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing. Journal of Second Language Writing, 41, 27–40. https://doi.org/10.1016/j.jslw.2018.06.005

2018. Liao, J.  Acquisition and assessment of L2 Chinese speaking. In C. Ke (Ed.), The Routledge Handbook of Chinese Second Language Acquisition (pp. 234–260). New York, NY: Routledge. ISBN: 978-1-13-894660-6. https://doi.org/10.4324/9781315670706

2017. Shen, H., & Liao, J.  Toward digitalization: Chinese L2 character and vocabulary teaching and learning research in the 21st century. 走向数字化: 21世纪汉语二语字词教学研究. Journal of International Chinese Teaching 国际汉语教学研究, 14(2), 26–33. http://www.hjxy.cbpt.cnki.net/WKG/WebPublication/paperDigest.aspx?paperID=fcbeab0f-d33b-4383-9846-fcbcd3295cdc

2017. Liao, J.  From reading input to oral output: An instructional model based on the teaching practice of a public university in the United States. 由阅读输入到口语输出—基于美国一所公立大学的教学实践. Selected Proceedings of the Twelfth International Symposium on Chinese Language Teaching《第十二届国际汉语教学研讨会论文选》(pp. 32–39). Beijing, China: Foreign Language Teaching & Research Press (外语教学与研究出版社).

2015. Liao, J.  Review of Studying in China: A Practical Handbook for Students (Author: Patrick McAloon). Chinese as a Second Language, 50, 121–124.

2008. Contribution to grammar entries in J. Bai (Ed.), Chinese Grammar Made Easy—A Practical and Effective Guide for Teachers. New Haven, CT: Yale University Press.

2007. Liao, J.  Rearrange the Novice-level grammatical items and topical content in a study-abroad context. 浅谈汉语留学项目中初级教学的语法点与话题排序问题. Papers on Chinese Language Teaching in the United States.《对美汉语教学论文集》(pp.133–136). Beijing, China: Foreign Language Teaching & Research Press (外语教学与研究出版社). ISBN: 978-7-5600-6861-9.

2005. Thoms, J., Liao, J., & Szustak, A. The use of L1 in an L2 on-line chat activity. Canadian Modern Language Review, 62, 161–182. https://doi.org/10.3138/cmlr.62.1.161