Centre for Research on Chinese Language and Education

期刊論文

2026

Liang, Y., Cai, M. & Li, X. (2026). Language dominance and lexical change in heritage Bai: A contact linguistics approach. International Journal of Bilingualism. https://doi.org/10.1177/13670069261419208

Cai, M. & Liang, Y. (2026). The role of language dominance in congruency effects on multi-word unit processing: Evidence from early bilinguals. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70112

2025

Liang, Y., Li, S., & Nguyen, H. A. (2025). Revisiting out-of-class L2 exposure: insights from learning Chinese character writing in CFL contexts. The Language Learning Journal, 0, 1-17. https://doi.org/10.1080/09571736.2025.2502736

邵宜、李泉、叶军、王辉、金晓艳、赵杨、刘利、宋继华、王学松、刘玉屏、胡建刚、梁源. (2025)。國際中文教育專業博士點建設大家談。華文教學與研究，2，1-16。 https://doi.org/10.16131/j.cnki.cn44-1669/g4.2025.02.001

Liao, X., Zhao, P., & Li, Z. (2025). The relationship between executive functions, source use, and integrated writing performance. Assessing Writing, 65, 100936. https://doi.org/10.1016/j.asw.2025.100936

廖先, 李梓誠 (2025)。應用移動程式學習古詩：基於小學生看法和使用體驗的多維聚類分析。國際中文教育學報，17，245-270。 https://ijcle.eduhk.hk/zh-hk/article/349

Cai, M., & Liao, X. (2025). The effect of executive functions on word reading among students with Chinese as a second language (CSL). Studies in Second Language Learning and Teaching.

Liao, X., Li, Z., & Zhao, P. (2025). Source use in a Chinese integrated writing task among secondary students in Hong Kong. Reading and Writing, 1-25. https://doi.org/10.1007/s11145-025-10657-5

Cai, M., & Liao, X. (2025). The effect of executive function on word recognition: Comparison between native Chinese and learners with Chinese as a second language (CSL). Journal of Psycholinguistic Research, 54, Article 6. https://doi.org/10.1007/s10936-024-10120-6

Zhu, X., Zhao, P., Sun, Y., Huang, S., Cheong, C. M., & Liao, X. (2025). Differences in interaction strategy use between L1 and L2 group discussions of primary school students. International Journal of Applied Linguistics, 35(1), 21-41.

Dong, Sicong & Ding, Hongdi. (2025). A typological study of rainfall expressions in Sino-Tibetan languages. Studies in Language. 50. 10.1075/sl.22056.don.

Tam, Hugo Wing-Yu. (2025). Co-constructing orthographic mediated space through Sinographic visualization in Hong Kong Chinese-as-an-additional-language classroom interactions. Applied Linguistics. 10.1093/applin/amaf031.

Tam, Hugo Wing-Yu. (2025). The sequential and embodied organisation of learner initiatives for peer support in multilingual classrooms: a conversation-analytic perspective. The Language Learning Journal, Epub ahead of Print, 1-21. https://doi.org/10.1080/01434632.2024.2305647

Tam, Hugo Wing-Yu. (2025). Sour soup, Tom Yum, or Dongyin? What can a menu tell us about linguistic capital and multilingual development in contemporary Thailand?. Journal of Multilingual and Multicultural Development, 46(9), 2730-2744. https://doi.org/10.1080/01434632.2024.2305647

Hugo Wing-Yu Tam (2025). Co-constructing orthographic mediated space through Sinographic visualization in Hong Kong Chinese-as-an-additional-language classroom interactions. Applied Linguistics, Epub ahead of Print, 1-32. https://doi.org/10.1093/applin/amaf031

2024

Liang, Y., & Ng, S. (2024). Impact of stroke order on Chinese spelling in the Vietnamese Chinese as a second language context. Journal of Chinese Writing Systems, 9(1), 18-32. https://doi.org/10.1177/25138502241294091

Liang, Y., Li, S., Li, X., & Yang, L. (2024). Language exposure and Chinese character handwriting among Hong Kong non-Chinese speaking students: The mediating role of academic self-concept. Language Teaching Research. https://doi.org/10.1177/13621688241274894

Liao, Xian & Zhao, Pengfei. (2024). The Role of Executive Function in an Integrated Writing Task. Written Communication. 41. 230-259. 10.1177/07410883231222950.

Zhu, X., Yao, Y., Liao, X., Xu, W., Zhao, P., & Jiang, Y. (2024). Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective. IRAL - International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0330

Zhao, P., & Liao, X. (2024). Advancing to the academics: How did first-year Chinese undergraduates evaluate academic literature?. Thinking Skills and Creativity, 53, Article 101600. https://doi.org/10.1016/j.tsc.2024.101600

Liao, X. & Zhao, P. F. (2024). Writing in a second language based on cross-linguistic sources: The language use among undergraduates in Hong Kong. system, 124, 1-16. https://doi.org/10.1016/j.system.2024.103343

Cheong, C. M., Xu, W., Pang, W., Zhu, S., & Liao, X. (2024). The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?. IRAL - International Review of Applied Linguistics in Language Teaching, 63(2). https://doi.org/10.1515/iral-2023-0073

Zhao, P. F., Liao, X.&Yao, Y. (2024). Gender differences in critical thinking and strategy use in English writing from sources among Chinese EFL undergraduates. Thinking Skills and Creativity, 52, 1-13. https://doi.org/10.1016/j.tsc.2024.101547

Cai, M. J., & Liao, X. (2024). The relationship between vocabulary depth knowledge, word reading, and reading comprehension in Chinese. Journal of Experimental Child Psychology, 244, 1-18, Article 105951. https://doi.org/10.1016/j.jecp.2024.105951

Liao, X. & Zhao, P. F. (2024). The role of executive function in an integrated writing task. Written Communication, 41(2), 230-259. https://doi.org/10.1177/07410883231222950

Ding, Hongdi & Dong, Sicong. (2024). Colexification of “thunder” and “dragon” in Sino-Tibetan languages. Asia Pacific Translation and Intercultural Studies. 1-23. 10.1080/23306343.2024.2383513.

Ding, Hongdi & Dong, Sicong (2024). Interrogatives of reason in Tibeto-Burman languages of Sichuan. Language and Linguistics, 25(2), 187-233. https://doi.org/10.1075/lali.00153.don

丁泓棣、拉玛兹偓 (2024)。凉山彝语的桥接重复：一种口语文化的叙述特点。《语言科学》，23(1)，26-43。

羅燕玲 (2024)。《六十四卦經解》易史融合所反映的經史觀－－兼與宋代史事易比較。人文中國學報，39，頁43-81， Article 2。 https://ejournals.lib.hkbu.edu.hk/index.php/sinohumanitas/article/view/2986/2413

羅燕玲 (2024)。「因文為訓」的重新思考－－以朱駿聲《六十四卦經解》為中心。古籍整理研究學刊，5，頁40-47， Article 5。

Tam, Hugo Wing-Yu. & Liu, Jinghan. (2024). 到底先教「了1」還是「了2」？從英語為母語者「了」字句的習得看教學排序之爭. 華語文教學研究, 21(4), 1-29.

Tam, Hugo Wing-Yu. & Tsang, Samuel. C. S. (2024). Cantonese culinary lexical interaction between Hong Kong and Singapore English: How can Sinograph shape translingual words with English today? English Today, 40(2), 85-96. https://doi.org/10.1017/S0266078423000366

Tam, Hugo Wing-Yu. & Kim, Sun-A. (2024). Strategies used in learning Chinese vocabulary by adolescent Mandarin-Korean bilinguals in Korea. International Journal of Multilingualism, 21(1), 36-59. https://doi.org/10.1080/14790718.2021.2004152

2023

Ye, L., & Liang, Y. (2023). Learning Strategies for Chinese Character Handwriting by CSL Students in International Schools. International Journal of Chinese Language Education, 14, 28-57. https://ijcle.eduhk.hk/articles/396

Yang, L., Wu, Y., Liang, Y., & Yang, M. (2023). Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration. Systems, 11(6), 315, 1-20. https://doi.org/10.3390/systems11060315

Wang,Y. , Luo,W., Liao,X. &Zhao, P. (2023). Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement. Frontiers in Psychology, 15, Article 1323713. https://doi.org/10.3389/fpsyg.2024.1323713

Liao, X., Cai, M. J., & Hung, O.Y.C (2023). The role of executive functions in lexical processing during reading comprehension. Reading Research Quarterly, June, 1-13. https://doi.org/10.1002/rrq.514

Zhao, P. , Zhu, X., Yao, Y. & Liao, X. (2023). Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective. System, 115, Article 103033. https://doi.org/10.1016/j.system.2023.103033

QIAN, Q., ZHENG, G., HUANG, X. & LIAO, X. (2023). Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2023.2165464

Hongdi, Ding & Sicong, Dong (2023). Elevation and fog-cloud similarity in Tibeto-Burman languages. Humanities and Social Sciences Communications, 10, 375. https://doi.org/10.1057/s41599-023-01877-7

Ding, Hongdi (2023). Phonology of Adur Niesu in Liangshan, Sichuan. Languages., 8(3), 164. https://doi.org/10.3390/languages8030164

Tam, Hugo Wing-Yu. & Tsang, Samuel. C. S. (2023). Towards a reconceptualisation of the Cantonese lexicon in contemporary Hong Kong: Classificatory possibilities and their implications for the local Chinese-as-an-additional-language curriculum. International Journal of Bilingual Education and Bilingualism, 26(4), 428-456. https://doi.org/10.1080/13670050.2022.2116267