Kaufman Hall 213
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 had taught at the Defense Language Institute, The Pennsylvania State University, and University of Science and Technology Beijing.
Professor Zhang is interested in second language acquisition, foreign language pedagogy, and Chinese as a second language (CSL). Using learner corpora, she has investigated CSL learners’ acquisition of Chinese classifiers, resultative verb compounds, and verb complement construction of manners. She takes a sociocultural approach to second language acquisition inquiries. She has been developing dynamic assessment tools that diagnose and support second language listening, reading, and speaking development. She is currently designing concept-based instructional materials on such topics as directional verb complements and Chinese pragmatics. She is Project Coordinator of the Center for Advanced Language Proficiency Education and Research (CALPER) at The Pennsylvania State University. Her more recent interest in foreign language pedagogy is to apply project-based language learning in CSL classrooms to build connections with Chinese-speaking communities.
Professor Zhang regularly teaches intermediate and advanced Chinese language courses for the Chinese program. In addition, she teaches MLLL4813/5813 Techniques of Teaching Foreign Language for MLLL and TESL5123 Second Language Acquisition for the MA TESOL program. She previously served as coordinator of the Chinese section. She is now on the MA TESOL Steering Committee.
Professionally, Professor Zhang serves on the editorial board of the journals Language and Sociocultural Theory and Chinese as a Second Language. She served on the board of Chinese Language Teachers Association, USA. She was President of Oklahoma Chinese Language Teachers Association. She is an ACTFL Oral Proficiency Interview Tester of Chinese with Full Certification.
Intermediate Listening and Speaking
Advanced Listening and Speaking
Advanced Reading and Writing
Techniques of Teaching Foreign Languages
Second Language Acquisition Theory for English as a Second Language
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
许怡，张洁.(2020). 语境支持下的词义猜测及动补式的认知与习得.《世界汉语教学》，第34卷，第4期，442-455页. [Xu, Yi, & Zhang, J. (2020). Context-based lexical inferencing and the learning of resultative verb compounds. Teaching Chinese in the World, 34(4): 442-455.]
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: 10.1891/1945-89126.96.36.199
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.
Ph.D. Applied Linguistics, The Pennsylvania State University
M.A. Applied Linguistics, Tsinghua University
B.A. English, Shandong University
Sociocultural theory and second language acquisition
Chinese as a second/foreign language
Corpus linguistics and learner corpus research