- Ph.D., Applied Linguistics,
, Birkbeck College Universityof London
- M.A., TESOL, Moray House School of Education, University of
- B.A., English and English Literature,
Central China Normal University
- 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
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 Z-H. Han (Ed.) 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'.
Han, Z-H. & Rast, R. (Eds.), First Exposure to a Second Language: Learners' Initial Input Processing. Cambridge, UK: Cambridge University Press.
- Teachers College, Columbia University, Working Papers in TESOL & Applied Linguistics [The TESOL/AL Web Journal]
- SLA bibliography
- On-line resources for teaching L2 reading
- Corpus linguistics
- Columbia TCSOL (Teaching Chinese to Speakers of Other Languages) Certificate Program [new]
Recent refereed paper presentations:
Han, Z-H. (March, 2015). Substantiating the Cognition Hypothesis. AAAL 2015. Toronto.
Han, Z-H. (March 2015). The orderliness of a complex system (part of the colloquium on "Complexity theory: Staking out the territory," organized by Lourdes Ortega and ZhaoHong Han). AAAL 2015. Toronto.
Han, Z-H. & Kang, E. (August 2014). Extending the Cognition Hypothesis: Thought complexity and linguistic correlates. The 17th World Congress of Applied Linguistics. Brisbane, Australia.
Han, Z-H. & Ying, C. (March 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. (March 2014). Colloquium: Profiling the dynamic system of learner language. 2014 AAAL Annual Conference. Portland, Oregon.
Han, Z-H. & Maeng, J.O. (November 2013). Task-based teaching of Chinese in a study abroad context. 2013 ACTFL convention. Orlando.
Han,Z-H. & Liu, Z.H. (November 2012). 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.(March 2011). 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. (October 2010). 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. (March 2010). Another look at Norris & Ortega (2000). The 44th Annual TESOL Convention. Boston.
Han, Z-H. (November 2009). 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. (March 2009). 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. (April 2008). Corrective recasts: What teachers might want to know. TESOL 2008 Convention. New York.
Han, Z-H. Alonso, C. Prez Caado, M, & Zhang, L. (March 2008). Non-metalinguistic think-aloud does produce reactivity. AAAL 2008 Conference. Washington, D.C.
Choong, P. & Han, Z-H. (September 2007). 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. (October 2005). On the Role of Meaning in Focus on Form. Paper presented at the 28th Second Language Research Forum (SLRF). New York: New York.
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, 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.
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. 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
This course investigates processes underlying second language development/non-development. Guided by the instructor, studetns will examine empirical SLA studies and be introduced to ways of conducting interlanguage analysis. Special fee: $15.
A&HL 5207: Fieldwork in TESOL
Permission of instructor required. Required field observation for students in the K-12 certification track. Course may be taken more than once. Special Fee: $15
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. Special fee: $15.
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. Special fee: $15.
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. Special fee: $15.
A&HL 6407: Internship in applied linguistics and TESOL
Documents & Papers
Download: SLA_Han_Sage2012 [PDF]
Centers and Projects
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.