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Jie Zhang

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Jie Zhang 张洁

Associate Professor, Chinese Pedagogy and Applied Linguistics


Kaufman Hall 213

jiezhang@ou.edu

Profile

Jie Zhang is Associate Professor of Chinese Pedagogy and Applied Linguistics in the Department of Modern Languages, Literatures, and Linguistics. She received her Ph.D. in Applied Linguistics from the Pennsylvania State University in 2011. Prior to joining OU, she taught at the Defense Language Institute, The Pennsylvania State University, and University of Science and Technology Beijing.

Professor Zhang is broadly interested in second language acquisition, foreign language pedagogy, and Chinese as a second/foreign/heritage language. Her current research projects are 1) investigating Chinese second language development using learner corpora; 2) developing dynamic assessment tools to diagnose and support second language listening and reading development; and 3) designing concept-based instruction for Chinese second language learners. Her research is supported by Center for Advanced Language Proficiency Education and Research (CALPER), OU Research Council, and College of Arts and Sciences.

She regularly teaches intermediate and advanced Chinese language classes, while occasionally offering seminars on Chinese linguistics and foreign language pedagogy. She was named a Center for Teaching Excellence Faculty Fellow in 2015.

At OU, in addition to coordinating the first and second year Chinese courses, Professor Zhang serves as coordinator of the Chinese section as well as the Chinese academic advisor.

Professionally, Professor Zhang is on the board of Chinese Language Teachers Association, USA. She also serves as President of Oklahoma Chinese Language Teachers Association.

Taught Courses:

Intermediate Chinese

Intermediate Listening and Speaking

Advanced Chinese

Advanced Listening and Speaking

Advanced Reading and Writing

Senior Capstone

Business Chinese

Techniques of Teaching Foreign Languages

Second Language Acquisition Theory for English as a Second Language

Selected Publications

Books

Ruan, J., Zhang, J., & Leung, C. B. (Eds.). (2016). Chinese Language Education in the United States. Switzerland: Springer.

Qi, S., & Zhang, J. (2011). Discover China. Student's Book Two. Oxford & Beijing: Macmillan Education & Foreign Language Teaching and Research Press. (Awarded "Outstanding Publication of International Cooperation" in "Best Export" category by the General Administration of Press and Publication of China)

Journal Articles & Book Chapters

Xu, Y., & Zhang, J. (2020). Chinese compound word inference through context and word-internal cues. Language Teaching Research. DOI: https://doi.org/10.1177/1362168820905811

Qin, T., & Zhang, J. (2019). Computerized dynamic assessment and second language learning: Programed mediation to promote future development. Journal of Cognitive Education and Psychology, 17 (2): 198-213. DOI: 10.1891/1945-8959.17.2.198

Zhang, J., & Lu, X. (2019). Measuring and supporting second language development using computerized dynamic assessment. Language and Sociocultural Theory, 6 (1): 92-115.

Zhang, Jie. (2019). Chinese heritage language speakers’ acquisition of Chinese grammar and related language skills. Global Chinese, 5(2): 207-222. DOI: https://doi.org/10.1515/glochi-2018-0023

Zhang, J., & Zhang, X. (2018). Concept-based instruction of Chinese as a second language. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development. London: Routledge.

Zhang, J., & Tao, H. (2018). Corpus-based research in Chinese as a second language. In C. Ke (Ed.), The Routledge handbook of Chinese second language acquisition (pp. 48-62). New York: Routledge.

Poehner, M. E., Zhang, J., & Lu, X. (2017). Computerized dynamic assessments for young language learners. In M. K. Wolf, & Y. G. Butler (Eds.), English language proficiency assessments for young learners (pp. 214-233). New York: Routledge.

Zhang, J. (2016). Understanding Chinese as a foreign language from the perspective of second language acquisition. In J. Ruan, J. Zhang, & C. B. Leung (Eds.), Chinese Language Education in the United States (pp. 63-82). Switzerland: Springer.

Ruan, J., Zhang, J., & Leung, C. B. (2016). Introduction. In J. Ruan, J. Zhang, & C. B. Leung (Eds.), Chinese Language Education in the United States (pp. ix-xv). Switzerland: Springer.

Zhang, J. (2015). A corpus-based cognitive semantic analysis of Chinese compound verbs and its pedagogical implications. Research on Folklore, Classics and Chinese Characters, 15, 211-219.

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized Dynamic Assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357.

Zhang, J. (2014). A learner corpus study of L2 lexical development of Chinese resultative verb compounds. Journal of the Chinese Language Teachers Association, 49(3), 1-24.

Zhang, J. (2014). L2 Chinese learners’ use of numeral classifiers. Academic Exchange Quarterly, 18(1), 113-118.

Zhang, J. (2013). Learner agency, motive, and self-regulated learning in an online ESL writing class. The IALLT Journal for Language Learning Technologies, 43(2), 57-81.

Zhang, J., & Lu, X. (2013). Variability in Chinese as a Foreign Language learners’ development of the Chinese numeral classifier system. The Modern Language Journal, 97(s1), 46-60.

Education

Ph.D. Applied Linguistics, The Pennsylvania State University

M.A. Applied Linguistics, Tsinghua University

B.A. English, Shandong University

Research

Sociocultural theory and second language acquisition

Chinese as a second/foreign language

Corpus linguistics and learner corpus research