2012 TC Academics
Teachers College, Columbia University
Teachers College Columbia University

Academics

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ZhaoHong Han

Professional Background

Educational Background

 

  • Ph.D.,Applied Linguistics, Birkbeck College, University of London
  • M.A.,TESOL, Moray House School of Education, University of Edinburgh
  • B.A.,English and English Literature, Central China Normal University

Scholarly Interests

 

  • Second language learnability
  • Second language teachability
  • Second language initial state
  • Second language ultimate attainment
  • Comparative grammar
  • Language typology
  • Cognitive linguistics 
  • Linguistic relativity
  • Second language reading processes
  • Second language teacher education

Selected Publications


Han, Z.-H., & Finneran, R. (forthcoming). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics. DOI: 10.1111/ijal.12034.

Han, Z-H.  & Liu, Z.H. (2013). Input processing of Chinese by ab initio learners. Second Language Research, 29(2), 145-164. 

Han, Z-H. (2013). Forty years later: Updating the Fossilization Hypothesis. Language Teaching, 46(2), 133-171. [state-of-the-art article]

Han, Z-H. (2011). Fossilization - A classic concern of SLA research. In Gass, S. & Mackey, A. (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 476-490). New York: Routledge.

Han, Z-H. & Cadierno, T. (Eds.) (2010). Linguistic Relativity in Second Language Acquisition: Thinking for Speaking. Clevedon: Multilingual Matters.

Han, Z-H. (2009).Interlanguage and fossilization: Towards an analytic model. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics (Vol. I: Language Teaching and Learning pp. 137-162). London: Continuum.

Han, Z-H. & Anderson, N. (Eds.) (2009). Second Language Reading Research and Instruction: Crossing the Boundaries. Ann Arbor: University of Michigan Press.

Han, Z-H. (2008). On the role of meaning in focus on form. In Understanding Second Language Process (pp. 45-79). Clevedon: Multilingual Matters.

Han, Z-H., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

Han, Z-H. (2004). 'To be a native speaker means not to be a non-native speaker.' Second Language Research, 20(2), 166-87.

Han, Z-H. (2004). Fossilization in Adult Second Language Acquisition. Clevedon: Multilingual Matters. [Review by Kupferberg (2005). Studies in Second Language Acquisition, 27(4), 627-629]

Han, Z-H. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-72.

Han, Z-H. (2000). Persistence of the implicit influence of NL: The case of the pseudo-passive. Applied Linguistics, 21(1), 78-105.

Han, Z-H. & Selinker, L. (1999). Error resistance: Towards an empirical pedagogy. Language Teaching Research, 3(3), 248-75.


For a complete list of publications, go to 'Vitae' in the horizontal bar (above) and click open 'Principal Publications'.


Out soon: 

Han, Z-H. (Ed.), Studies in Second Language Acquisition of Chinese. Clevedon: Multilingual Matters.

Han, Z-H. & Tarone, E. (Eds.), Interlanguage: 40 Years Later. Amsterdam: John Benjamins. 


principal publications

 
Books

Han, Z-H. & Cadierno, T. (Eds.) (2010). Linguistic Relativity in Second Language Acquisition: Thinking for Speaking. Clevedon: Multilingual Matters.
 
Han, Z-H. (2010). Fossilization in Adult Second Language Acquisition. India: Viva Books. [Reprint of Han (2004)] [Deepti Gupta's review]

Han, Z-H. & Anderson, N. (Eds.) (2009). Second Language Reading Research and Instruction: Crossing the Boundaries. Ann Arbor: University of Michigan Press. [Amanda Lanier Temple's review]

Han, Z-H. (Ed.). (2008). Understanding Second Language Process. Clevedon: Multilingual Matters. [ In collaboration with Eun Sung Park, Andrea Revesz, Charles Combs, and Ji Hyun Kim] [Call's review in MLJ]

Han, Z-H. (2008). Fossilization in Adult Second Language Acquisition. Beijing: Foreign Language Research and Teaching Press. [Reprint of Han (2004)] [Xie Ang's review]

Han, Z-H & Odlin, T. (Eds.) (2006). Studies of Fossilization in Second Language Acquisition. Clevedon: Multilingual Matters. [Rosette Finneran's review] [Rula Diab's review ] [Guangwei Hu's review]

Han, Z-H. (2004). Fossilization in Adult Second Language Acquisition. Clevedon: Multilingual Matters. [Tom Scovel's review] [Robert J. Dickey's review] [Ozlem Pazvant's review] [Ashley Fidler's review] [Jason Rothman's review] [Irit Kupferberg's review]


Journal articles and book chapters


Han, Z.-H., & Finneran, R. (forthcoming). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics. DOI: 10.1111/ijal.12034.

Han, Z.-H. & Liu, J. (2013). Recasting the story of recasts. In L. R. Yang et al. (Eds.) SLA Research in China (pp. 359-385). Shanghai Foreign Language Education Press. 

Han, Z-H., & Liu, Z.H. (2013). Input processing of Chinese by ab initio learners. Second Language Research, 29(2), 145-164.

Han, Z-H. (2013). State-of-the-art article: 40 years later - Updating the Fossilization Hypothesis. Language Teaching, 46(2), 133-171.

Han, Z-H. (2012). Input enhancement. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp.313-317). Blackwell Publishers.

Han, Z-H. & Cadierno, T. (2012). Linguistic relativity in second language acquisition. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 393-396). Blackwell Publishers.

Han, Z-H. (2012). Fossilization. In Chappelle, C. (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell.

Han, Z.H. & Lew, W.M. (2012). Acquisitional complexity: What defies complete acquisition in SLA. In Szmrecsanyi, B., & Kortmann, B. (Eds.), Linguistic Complexity in Interlanguage Varieties, L2 Varieties, and Contact Languages (pp. 192-217). Berlin/New York: Walter de Gruyter.

Han, Z. H. (2012).Second language acquisition. In J. Banks (Ed.), The Encyclopedia of Diversity in Education (pp. 1910-1915). Sage Publications.

Han, Z.H. (2011). Fossilization - A classic concern of SLA research. In Gass, S. & Mackey, A. (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 476-490). New York: Routledge.

Han, Z-H. (2010). Fossilization: Five central issues. Reprinted in L. Ortega (Ed.), Second Language Acquisition (Critical Concepts in Linguistics). New York: Routledge.

Han, Z.-H. & Chen, C.L. (2010). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. Reading in a Foreign Language, 22(2), 242-262.

Han, Z.-H. (2010). Grammatical morpheme inadequacy as a function of linguistic relativity: A longitudinal study. In Han, Z.-H. & Cadierno (Eds.), Linguistic Relativity in Second Language Acquisition:Thinking for Speaking. Clevedon: Multilingual Matters.

Han, Z.-H. (2009). Interlanguage and fossilization: Towards an analytic model. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics (Vol. I: Language Teaching and Learning pp. 137-162). London: Continuum.

Han, Z-H., Anderson, N., & Freeman, D. (2009). Crossing the boundaries: An introduction. In Z-H. Han & N. Anderson (Eds.), Second Language Reading Research and Instruction: Crossing the Boundaries. University of Michigan Press.

Han, Z-H. & D'Angelo, A. (2009). Balancing between extremes: Towards a dual approach to second language reading instruction. In Z-H. Han & N. Anderson (Eds.), Second Language Reading Research and Instruction: Crossing the Boundaries. University of Michigan Press.

Han, Z-H., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29(4), 597-618.

Han, Z-H. & Kim, J. H. (2008). Corrective recasts: What teachers might want to know. Journal of Language Learning, 36(1), 35-44.

Kwon, E. Y., & Han, Z.-H. (2008). Language transfer in child SLA: A longitudinal case study of a sequential bilingual. In J. Philp, R. Oliver & A. Mackey (Eds.), Child's play? Second language acquisition and the younger learner. Amsterdam: John Benjamins.

Han, Z-H. (2008). On the role of meaning in focus on form. In Understanding Second Language Process (pp. 45-79). Clevedon: Multilingual Matters.

Park, E. S., & Han, Z-H. (2008). Learner spontaneous attention in L2 input processing: An exploratory study In Z.-H. Han (Ed.), Understanding Second Language Process. Clevedon: Multilingual Matters.

Han, Z-H. (2007). Pedagogical implications: Genuine or pretentious?TESOL Quarterly, 41(2), 387-393.

Han, Z-H., & Peverly, S. (2007). Input processing: A study of ab initio learners with multilingual backgrounds.The International Journal of Multilingualism, 4(1), 17-37.

Gu, X. C., & Han, Z.-H. (2007). Task-based language teaching: A new pedagogic paradigm. In J. G. Ji & N. Jiang (Eds.), Applied Linguistics. The People's University of China Press.

Kim, J. H., & Han, Z-H. (2007). Recasts in communicative EFL classes: Do teacher intent and learner interpretation overlap? . In A. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies. Oxford: Oxford University Press.

Han, Z-H. (2006). Fossilization: Can grammaticality judgment be a reliable source of evidence? In Z-H. Han & T. Odlin (Eds.), Studies of Fossilization in Second Language Acquisition (pp. 56-82). Clevedon: Multilingual Matters.

Han, Z-H. & Odlin, T. (2006). Introduction. In Z-H. Han & T. Odlin (Eds.),Studies of Fossilization in Second Language Acquisition (pp. 1-20). Clevedon: Multilingual Matters.

Revesz, A., & Han, Z-H. (2006). Task content familiarity, task type, and efficacy of recasts. Language Awareness, 15(3), 160-179.

Han, Z-H. & Selinker, L. (2005). Fossilization in L2 learners. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 455-70). Mahwah, N.J.: Lawrence Erlbaum.

Han, Z-H. (2004).'To be a native speaker means not to be a non-native speaker.' Second Language Research, 20(2), 166-87.

Han, Z-H. (2004). Fossilization: Five central issues. International Journal of Applied Linguistics, 14(2), 212-42.

Han, Z-H. (2003). Fossilization: From simplicity to complexity. International Journal of Bilingual Education and Bilingualism, 6(2), 95-128.

Han, Z-H. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-72.

Han, Z-H. (2002). Rethinking the role of corrective feedback in communicative language teaching. RELC Journal, 33(1), 1-34.

Han, Z-H. (2002). 'Novel unaccusatives': Is detransitivization taking place? ITL Review of Applied Linguistics, 135-136, 97-124.

Han, Z-H., Iannotti, E., & Combs, C. (2002) Proposing a dual approach to teaching L2 reading. In C. Lin (Ed.), Proceedings of Tamkang International Conference on TESOL (pp. 1-24). Taiwan: TamkangUniversity Press.

Han, Z-H.(2001). Integrating corrective feedback into communicative language teaching. Academic Exchange Quarterly, 5(3), 12-17.

Han, Z-H. (2001). Fine-tuning corrective feedback. Foreign Language Annals, 34(6), 582-99.

Selinker, L. & Han, Z-H. (2001). Fossilization: Moving the concept into empirical longitudinal study. In C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara & K. O'Loughlin (Eds.), Studies in Language Testing: Experimenting with Uncertainty (pp. 276-91). Cambridge: CambridgeUniversity Press.

Han, Z-H. (2000). Persistence of the implicit influence of NL: The case of the pseudo-passive. Applied Linguistics, 21(1), 78-105.

Han, Z-H. & Selinker, L. (1999). Error resistance: Towards an empirical pedagogy. Language Teaching Research, 3(3), 248-75.

Han, Z-H. (1986). A tentative analysis of 'thinking in English'. In Li, X.J. (Ed.), Foreign language teaching (pp. 284-288). Wuhan: Central China Normal University Press. 

Book reviews

Han, Z.-H. (2008). Review of Hkan Ringbom (2007) Cross-linguistic Similarity in Foreign Language Learning. Studies in Second Language Acquisition, 30(3), 396-398.

Han, Z-H. (2007). Review of Francischina (2005) Fossilized Second Language Grammars. Studies in Second Language Acquisition, 29(4), 621-22.

Han, Z-H. (2004). Review of Cook (2003) Effects of the second language on the first. Studies in Second Language Acquisition, 26(3), 488-89.

Han, Z-H. (2003). Review of Grenfell (2001) Modern Languages across the Curriculum. Teachers College Record, 105(7), 1274-77.

Han, Z-H. (2001). Review of Grenfell & Harris (1999) Modern Languages and Learning Strategies inTheory and Practice. Language Teaching Research, 5(3), 270-73.


useful web sites

professional presentations

Recent refereed paper presentations:

Han, Z-H. & Ying, C. (2014). Narrow reading and vocabulary acquisition. 2014 International TESOL Convention. Portland, Oregon. 

Han, Z-H. Akbar, F., Li, Y., Liu, H., Meng, Y., & Saez, N. (2014). Colloquium: Profiling the dynamic system of learner language. 2014 AAAL Annual Conference. Portland, Oregon.

Han, Z-H. & Maeng, J.O. (2013, November). Task-based teaching of Chinese in a study abroad context. 2013 ACTFL convention. Orlando.

Han,Z-H. & Liu, Z.H. (2012, November). Initial input processing: A study of ab initio learners of Chinese. 2012 ACTFL convention. Philadelphia.

Han, Z-H., Ekiert, M., Jung, J.Y., Kang, E.Y., Lew, W.M., Park, M.S., Qi, S.Q.,& Sun, Y.Y.(2011, March). Beyond a decade of focus on form (1998-2008): Giving learner meaning its proper place in theory and practice. AAAL 2011 colloquium. Chicago.

Han, Z-H. (2010, October). Repeated-reading-based instructional strategy and vocabulary acquisition: A case study of a heritage speaker of Chinese. The first Teachers College, Columbia University Roundtable in Second Language Studies: Second Language Acquisition of Chinese. New York, New York.

Shin, H.W. & Han, Z-H. (2010, March). Another look at Norris & Ortega (2000). The 44th Annual TESOL Convention. Boston.

Han, Z-H. (2009, November). Repeated reading and vocabulary acquisition: A case study of a heritage speaker of Chinese. AREC 2009. Paris, France.

Han, Z-H., Combs, C., & Bernal, P. (2009, March). Promoting content and language learning: A longitudinal study of textual enhancement in language arts classes. AAAL 2009. Denver, Colorado.

Han, Z-H. & Kim, J. H. (2008, April). Corrective recasts: What teachers might want to know.  TESOL 2008 Convention. New York.

Han, Z-H. Alonso, C. Prez Caado, M, & Zhang, L. (2008, March). Non-metalinguistic think-aloud does produce reactivity. AAAL 2008 Conference.  Washington, D.C.

Choong, P. & Han, Z-H. (2007, September). Task complexity and output complexity: An exploratory study. Paper presented at the 2nd International Conference on Task-based Language Teaching. University of Hawai'i.

Han, Z-H. & Larsen-Freeman, D. (2005). On the Role of Meaning in Focus on Form. Paper presented at the 28th Second Language Research Forum (SLRF). New York: New York.

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doctoral dissertations sponsored

biographical information


Dr. ZhaoHong Han is Professor of Language and Education at Teachers College, Columbia University, where she teaches graduate courses in Applied Linguistics, TESOL, and foreign language instruction. Her research interests are broadly in second language learnability, second language teachability, and their interface.   Her work on fossilization, corrective feedback, second language thinking for speaking (Han & Cadierno, 2010), second language reading and vocabulary development, second language reading instruction, and second language ab initio input processing has appeared in a variety of journals and books. Dr. Han is the recipient of the 2003 International TESOL Heinle and Heinle Distinguished Research Award, and a repeated recipient of the Teachers College, Columbia University Outstanding Teacher Award.
 
Dr.Han has served on the editorial boards of Applied Linguistics (Oxford; also representative of the American Association for Applied Linguistics), GRETA Journal (Spain), Vigo International Journal of Applied Linguistics (VIAL, Spain), Foreign Language Teaching Theory and Practice (外语教学理论与实践, China), Chinese Journal of Applied Linguistics (formerly 中国英语教学; China), Chinese as a Second Language Research (Moulton de Gruyter), and Language Teaching (Cambridge University Press).  She frequently consults to universities and school districts on research and teacher development grants and second language programs, curriculums, and materials.
 
Dr. Han has lived and taught in China, Italy, Norway, United Kingdom (Scotland, England), Japan, and Spain.
 

A&HL 4087: Introduction to second language acquisition

Prerequisite: A&HL 4085; A&HL 4101. Survey of models and basic principles of second language acquisition and examination of how language acquisition research can inform language teaching, learning and policy. Offered in fall and spring only.

A&HT 4164: TESOL methodologies: Language for specific purposes

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4173: TESOL methodologies: Task-based and functional approaches to language learning

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4174: TESOL methodologies: Teaching second language grammar

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HL 4907: Research and independent study: Applied linguistics

Permission of instructor required. Research under the direction of a faculty member. Students work individually or with others. Course may be taken more than once.

A&HL 5008: Interlanguage analysis

Co-requisite: A&HL 4087. Investigates processes underlying second language development/non-development. Guided by the instructor, students will examine empirical SLA studies and be introduced to ways of conducting interlanguage analysis.

A&HT 5087: SLA in the classroom

This course provides an interface between second language acquisition (SLA) theories and classroom practices through: (a) exploring the practical implications of SLA research for second language teaching, and (b) offering an arena for critical reflections on past and current teaching practices. Special fee: $15.

A&HL 5207: Fieldwork in applied linguistics and TESOL

Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

A&HL 5505: Research paper in applied linguistics and TESOL

A&HT 5505: Research paper: TESOL

Research Paper: TESOL. Special fee: $15.

A&HL 5515: Advanced topics in applied linguistics I

Permission of instructor required. Research in such areas as (international) sociolinguistics, second language acquisition, assessment, and discourse analysis.

A&HL 5575: Research literacy in applied linguistics and TESOL

Introduction to quantitative and qualitative research methods with discussion of major research paradigms (experimental, ethnographic, introspective, questionnaire, etc.) and critical review of professional literature in applied linguistics and TESOL.

A&HL 5581: Topics in second language acquisition: Psycholinguistics and SLA

Prerequisites: A&HL 4087 or A&HL 4104 or permission of instructor. An in-depth examination of various perspectives on second language acquisition. Materials fee: $20 each course

A&HL 6087: Advanced second language acquisition

Prerequisite: A&HL 4087. Examines theoretical and empirical issues in SLA research. Reading and discussion of selected state-of-the-art articles that address, critically and substantively, topics that are of fundamental interest to SLA researchers.

A&HT 6205: Advanced fieldwork in TESOL

Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

A&HL 6207: Advanced fieldwork in applied linguistics and TESOL

Permission of instructor required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings. Course may be taken more than once.

A&HL 6407: Internship:Applied linguistics/TESOL

A&HL 6505: Doctoral seminar: TESOL

A&HT 6505: Doctoral seminar: TESOL

Doctoral seminar: TESOL

A&HL 6907: Rsch/Indp St-Appl Ling/TESOL

A&HL 7505: Dissertation seminar in applied linguistics and TESOL

A&HT 7505: Dissertation seminar: TESOL

Dissertation seminar: TESOL

A&HL 8901: Dissertation advisement in applied linguistics

Dissertation advisement in applied linguistics

A&HT 8905: Dissertation advisement: TESOL

Dissertation advisement: TESOL

Centers and Projects

Center on Chinese Education
Website: http://www.tc.columbia.edu/centers/coce/

The Center on Chinese Education, Teachers College Columbia University (CoCE) is aimed at contributing to a better understanding of education in China and to educational exchange between the United States and China. It seeks to achieve this mission through three categories of activities: research and development, education and training, as well as outreach and exchange. These activities will draw upon the historically special relationship between Chinese education and Teachers College, the interests and expertise of the faculty at Teachers College, as well as expertise and resources outside of Teachers College. Major funding for the Center's activities is provided by the Henry Luce Foundation and the Ford Foundation.

Contact: Mun C. Tsang
E-mail: mct27@columbia.edu