Chinese Studies
Department of Modern &
Classical Languages
University of Houston
613 Agnes Arnold Hall
Houston, TX 77204-3006
Phone: 713-743-8350

Xiaohong (Sharon) Wen

Dr. Sharon WenDr. Xiaohong (Sharon) Wen is Associate Professor and Director of the Chinese Studies at the University of Houston.  She has built the program from one elementary Chinese course into an interdisciplinary B.A. degree and a Minor in Chinese Studies. She has also established a faculty-led Chinese Study Abroad Program, and acquired four annual scholarships for the students of Chinese at UH.

She has research interests in three areas: studies of affective factors, acquisition of Chinese as a foreign language (CFL), and research-based curriculum design and instruction. Theoretically, she utilizes CFL learners’ language production, and survey/interview methods to conduct empirical studies to test hypotheses and construct theories of CFL acquisition. Practically, her research findings bear on issues such as learner factors, learning strategies, and how to connect research with classroom pedagogy. She has one published book (2008), Studies of Chinese Language Acquisition by English Speakers: from Theories to Practice, and one forthcoming book (2012), Learning and Teaching Chinese as a Second Language.  She has published over 30 articles in refereed journals such as Foreign Language Annals, I.T.L. Review of Applied Linguistics, International Journal of Applied Linguistics, Journal of Chinese Linguistics, International Journal of Psycholinguistics, Journal of CLTA, Heritage Language Journal. Her articles have been translated into Korean and Chinese. Her research instrument has been adapted and used in other foreign language studies such as English, Spanish, and Arabic.

Dr. Wen is a Guest Professor (客座教授) of three key universities in China and one university in Taiwan. She is an AP Chinese Consultant for the College Board. She has served as keynote speakers and guest speakers, as well as conducted in many research and teaching training programs in the US, Taiwan, and China. She has served on the Board of Directors of CLTA for two terms, Board of Directors of CLTA-TX for one term, and the Board of Directors of International Society for Chinese Language Teaching (世界汉语教学学会) for one term, in addition to boards and committees at the national and international levels.  She currently serves on the Editorial Board of JCLTA.

I.  PUBLICATIONS

A. Books

  • 2008《汉语作为外语的习得研究—理论基础与课堂实践》Studies of Chinese Language Acquisition by English Speakers:  from Theories to Practice, 375 pages. 北京大学出版社The Peking University Press. Beijing, China. (The book was endorsed by Hanban: http://www.shihan.org.cn/shihan/detail.do?news.id=164. It has received a positive and enthusiastic review from the Journal of the Chinese Language Teachers Association (JCLTA), 42:2, 103-106, 2009). The book was reprinted in 2010.  
  • Forthcoming, 2012.《汉语作为外语的教学与习得》Learning and Teaching Chinese as a Second Language. 北京大学出版社The Peking University Press. Beijing, China.

B. Selected Journal Articles & Book Chapters

(The asterisk * indicates that it is refereed.)

*Forthcoming “Pragmatic Development: An Exploratory Study of Requests by Learners of Chinese”, a book chapter in Z. Han (Ed.) Second Language Acquisition of Chinese: A Series of Empirical Studies. Multilingual Matters.

*Forthcoming. 美国中文教学面临的挑战与对应策略Challenges and Changes in Teaching Chinese as a Second Language in the USA.  世界汉语教学Chinese Teaching in the World. 北京语言大学出版社The Press of the Beijing Language and Culture University, China.

*Forthcoming 2011. Chinese language learning motivation: A comparative study of heritage and non-heritage learners. Heritage Language Journal.

*Forthcoming 2011. A daunting task: The acquisition of the Chinese Ba-construction by nonnative speakers of Chinese. Journal of Chinese Linguistics. The Chinese University Press of Hong Kong.

* 2011. 语言习得与汉语课任务的设计 Language acquisition and design of task-based instruction in a Chinese classroom. Journal of International Chinese, 1, (Journal’s Initial Issue). The 中山大学出版社Sun Yatsen University Press, China. 20-28.

*2010. Acquisition of the displacement Ba-construction by English-speaking learners of Chinese. Journal of the Chinese Language Teachers Association. 45:2, 73-99.

*2009.  Teaching listening and speaking: An interactive approach. In M. Everson and Y. Xiao (Eds.) Teaching Chinese as a Foreign Language: Theories and Applications. pp. 131-150. Cheng & Cui Publishing, Boston. (My article is used as a sample to promote the book: http://www.cheng-tsui.com/files/TCFL_excerpts.pdf)

*2008.  Bridging language and culture: a study of Chinese Guanyongyu compounds. Journal of Chinese Linguistics. The Chinese University Press of Hong Kong. 36:2, 249-273.

*2008. 语言习得与语法教学 Language acquisition and Grammar teaching.  汉语学习Chinese Language Learning. 2, 76-84. 

*2007. 教学输入与学习者的语言输出Instructional input and learner’s output. Chinese Teaching in the World, (A special issue to celebrate the journal’s 20th anniversary世界汉语教学:创刊20周年纪念专号). 3, 108-119. 北京语言大学出版社The Press of the Beijing Language and Culture University, China.

*2007. 对外汉语教学:语言习得的理论基础Theoretical foundations of research in Chinese language acquisition.  In 崔希亮(Ed.) Chinese Language Education: International Interactions. pp. 83-106. 商务出版社The Commercial Press, Beijing, China.

*2006. 语言习得与教学内容Language acquisition and teaching contents.  Journal of Chinese Language Studies, 2. 48-67. 北京大学出版社The Peking University Press, China.

*2006. Acquisition sequence of three constructions:  An analysis of the Interlanguage of learners of Chinese as a foreign language.  Journal of the Chinese Language Teachers Association. 41:3, 89-114.

*2001. Chinese language articulation: A report on the CLTA Board project, Co-authors: C. Ke, X. Wen, & C. Kotenbeutel,  Journal of the Chinese Language Teachers Association. 36:3, 25-60.

*2000. 汉语习得偏误及改错的效益Error in Chinese language acquisition and effect of feedback. 第六届国际汉语教学论文选Selected Articles of the Sixth International Symposium Chinese Language Teaching. Eds 胡明扬,鲁健冀,张德鑫. pp. 195-203. Beijing:  Beijing University Press.

*1999. Error and corrective feedback. Journal of the Chinese Language Teachers Association. 34:3, 1-22. (The first article in the journal).

*1999.  Chinese learning motivation: a comparative study of different ethnic groups. In Chu, M. (Ed.) Mapping the Course of the Chinese Language Field. pp. 121-150. The Chinese Language Teachers Association Monograph Series, Vol. III.

 1998. Improving reading strategies through an understanding of culture and language.  Educational Resources Information Center (ERIC) on Language and Linguistics. ED 427 540, FL 025 736.

*1997.  Motivation and language learning with students of Chinese.  Foreign Language Annuals. 30:2, 235-252.

*1997. Acquisition of Chinese Aspect: An analysis of the Interlanguage of Learners of Chinese as a Foreign Language.  I.T.L. Review of Applied Linguistics. 115-116: 1-26. (The first article in the journal).

 1996. Multimedia contextual cues and listening comprehension: the interactive multimedia listening comprehension program.  Educational Resources Information Center (ERIC) on Language and Linguistics. ED 406 835, FL 024 491.

*1995. Second language acquisition of the Chinese particle leInternational Journal of Applied Linguistics. 5:1, 45-62. 

 1995. Chinese language learning Motivation.  Educational Resources Information Center (ERIC) on Language and Linguistics. ED391 373.

*1995. Chinese and English language processing strategies within individuals.  Journal of the Chinese Language Teachers Association. 30:2, 127-145.

*1994. Topic prominence in the acquisition of Chinese existential sentences by English-speakers. International Journal of Psycholinguistics. 10:2, 127-145.

*1992.  Comparison of first and second language acquisition.  Language Teaching and Linguistic Studies. 3: 49-65.  The Press of Beijing Language Institute, China.

*1992. Co-author with J. Zhang.  Survey of current theories of second language acquisition. Chinese Teaching in the World. No.1, pp. 45-48; No.2, pp. 147-153. The Press of Beijing Language and Culture University, China.

*1989. Co-author with J. Zhang. Chinese passives: transformational or lexical? Linguistic Analysis. 17: 3-4, 200-216.

C. Translated and Selected Articles

2006. 主题突出与汉语存在句习得研究Topic prominence in the acquisition of Chinese existential sentences by English-speakers.  In 王建勤 (Ed.) Studies on Acquisition of Chinese as a Second Language. pp. 295-310. 商务出版社Commercial Press, Beijing, China. (The article was selected and reprinted in Chinese). 

2005. Acquisition of Chinese aspect: An analysis of the interlanguage of learners of Chinese as a foreign language, in the book Linguistic Research in Teaching Modern Chinese. pp. 67-101.  Korea Education Commission.  (The article was translated and reprinted in Korean).

2005. Second language acquisition of the Chinese particle le, in the book: Linguistic Research in Teaching Modern Chinese. pp. 105-139.  Korea Education Commission.  (The article was translated and reprinted in Korean).

1995. The acquisition of Chinese existential sentences.  Chinese Teaching in the World. 32:2, 52-59. The Beijing Language Institute Press, China. (The article was selected and translated in Chinese).

1993. An abstract of “Comparison of first and second language acquisition”. The Almanac of Chinese Linguistic,中国语言学年鉴. p.218. In李行键 (Ed.), 语文出版社Yuwen Press.

D. Book Review in Refereed Journals

2008 “Chinese Link”, Modern Language Journal. 92: 2, 329-331.

2005 “Advanced Business Chinese: Economy and Commerce in a Changing China and the Changing World”, Modern Language Journal. 89:4, 640-641.

2001 “Chinese the Easy Way”, Journal of Chinese Language Teachers Association. 36:3, 109-112.

E. Textbook

      1987. Co-author (C. Johnson, K. McMon, J. Ma, X. Wen and M. Wang). Expository Writing in Chinese. International Studies, East Asian Language Texts, No. 5. Center for East Asian Studies, the University of Kansas.

II. THE QUALITY of my PUBLICATIONS

  1. A.    Widely Cited Articles in national and international journals and books (at least 238 times as for Jan. 2011.
  2. B.    The motivation research instrument I have developed has been used by researchers in different languages (e.g., Arabic, English, and Spanish) to measure language learning motivation.
  3. C.   Translated into other languages and reprinted, or used as a sample to promote the book.
  4. D.   Selected as graduate course readings at universities in the USA, China, and Taiwan