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Personal Directory Information
|Name:||Lawrence Jun Zhang|
|Institution:||University of Auckland|
|Email:||click here to access email|
|State and/or Country:||New Zealand|
|Selected Publications:||Ben Said, S., & Zhang, L. J. (Eds.). (2014). Language Teachers and Teaching: Global Perspectives, Local Initiatives. London and New York: Routledge Taylor & Francis.
Zhang, L. J., Rubdy, R., & Alsagoff, L. (Eds.). (2012). Asian Englishes: Changing Perspectives in a Globalised World. Singapore/London/New York: Pearson Education.
Gu, Y. Q., Hu, G. W., Zhang, L. J., & Bai, R. (2011). Strategy-Based Instruction in English Language Teaching: Focusing on Reading and Writing Strategies. Beijing, China: Foreign Language Teaching and Research Press.
Aghaie, R., & Zhang, L. J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and transfer of reading strategies. Instructional Science: An International Journal of the Learning Sciences, 40, 1-19. New York: Springer Science.
Ehrich, J. F., Zhang, L. J., Mu, J. C., & Ehrich, L. C. (2012). Are alphabetic-language derived models of L2 reading relevant to L1 logographic background readers? Language Awareness, 21, 1-18. London & New York: Routledge.
Ong, J., & Zhang, L. J. (2012). Effects of the manipulation of cognitive processes on English-as-a-foreign-language (EFL) writers’ text quality. TESOL Quarterly, 46. Malden, MA, USA: Wiley-Blackwell.
Gong, W., Zhang, D. L., Zhang, L. J., Kiss, T., & Ang-Tay, M. Y. (2011). Socio-psychological factors and strategy use in Singaporean schoolchildren’s English literacy learning. Reflections on English Language Teaching, 10(1), 1-24. Singapore: National University of Singapore.
Zhang, C. H., & Zhang, L. J. (2011). Developing and validating a listening comprehension problems scale (LCPS) for enhancing Chinese university students’ metacognitive awareness of L2 listening. The Journal of Asia TEFL, 8(3), 177-205. Seoul: Asia TEFL.
Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. Alexandria, VA, USA: TESOL, Inc./ Oxford, UK: Wiley-Blackwell.
Zhang, L. J. (2010). Negotiating language, literacy and identity: A sociocultural perspective on children’s language learning strategies in a multilingual ESL classroom in Singapore. The Applied Linguistics Review, 1, 247-270. New York, USA/Berlin, Germany: Walter de Gruyter Mouton.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on fluency and lexical complexity in L2 writing. Journal of Second Language Writing, 19(4), 218-233. Oxford, UK: Elsevier Science.
Ong, K., & Zhang, L. J. (2010). Metalinguistic filters within the bilingual language faculty: A study of young English-Chinese bilinguals. Journal of Psycholinguistic Research, 39(3), 243-272. New York, USA: Springer Science.
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and use of reading strategies. Reading in a Foreign Language, 21(1), 37-59. Manoa, Hawai‘i, USA: National Foreign Language Resource Centre, University of Hawai‘i College of Languages, Linguistics and Literature.
Tang, S., & Zhang, L. J., & Dong, Y. (2009). Integrating cooperative learning into genre-based teaching of EFL writing. Teaching English in China: The CELEA Journal, 32(1), 99-108. Beijing, PRC: Foreign Language Teaching and Research Press.
|Courses Taught:||The Reading Process
Language Acquisition Studies
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