Han, ZhaoHong (zhh2) | Teachers College Columbia University

Skip to content Skip to main navigation
Teachers College, Columbia University
Printer-friendly Version
Teachers College, Columbia Univeristy Logo
Han, ZhaoHong
Professor of Language and Education
Arts & Humanities
212-678-4051

Office:
315 Zankel

Office Hours:
Fall 2016: Tuesday, 10:30-12:00PM; Wednesday, 4:00-5:30PM 

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 theory construction
  • 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 - Check out the 2016 teacher training programs here.

Selected Publications

Han, Z-H. (forthcoming). A "reimagined SLA" or an expanded SLA: A rejoinder to the Douglas Fir Group (2016). The Modern Language Journal

Han, Z-H. (forthcoming). Research meets practice: Holding off and holding on. Chinese as a Second Language (Journal of CLTA). 

Han, Z-H. (2015). Striving for complementarity between narrative and meta-analytic reviews. Applied Linguistics, 36(3), 409-415. 

Han, Z-H. (2014). From Julie to Wes to Alberto: Revisiting the construct of fossilization. In Z-H. Han & E. Tarone (Eds.), Interlanguage: Forty Years Later  (pp. 47-74). Amsterdam: John Benjamins. 

Han, Z.-H., & Finneran, R. (2014). Re-engaging the interface debate: Strong, weak, none, or all? International Journal of Applied Linguistics, 24(3), 370-389.    <View Blackbox Videocast discussing this article>

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 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' on the vertical bar (left) and click open 'Principal Publications'.

 

 

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 pedagogy, and where she also directs the new Center for International Foreign Language Teacher Education (CIFLTE).  Dr. Han's research interests are broadly in second language learnability, second language teachability, and their interface.   Her work on fossilization, crosslinguistic influence, corrective feedback, second language thinking for speaking, second language reading and vocabulary development, second language reading instruction, input enhancement, 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 as 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), Language Teaching (Cambridge University Press), Second Language Learning Research (第二语言学习研究,China). 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.


Choong, K. (2014). Effects of task complexity on written production in L2 English. Unpublished dissertation, Teachers College, Columbia University, New York. 

Ekiert, M. (2010). Investigating articles as expressions of definiteness in L2 English of Slavic speakers. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.
 
Kim, J. H. (2008). Focus on form in communicative EFL classrooms: A study of learner recognition of recasts. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Kwon, E.-Y. (2008). Cross-linguistic influence and "universal" developmental patterns in child second language acquisition: A longitudinal study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Liu, Y.-T. (2007). Phonological recoding in sentence-level Chinese character recognition by advanced adult L2 Chinese learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Park, E. S. (2007). Learner-generated noticing of L2 input: An exploratory study. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Revesz, A. J. (2007). Focus on form in task-based language teaching: Recasts, task complexity, and L2 learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Seol, H. (2007). The impact of age and L1 influence on L2 ultimate attainment. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Song, S. (2009). Recasts, grammatical morphemes, and L2 learning: A longitudinal case study of Korean L2 learners. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Suzuki, M. (2007). Learner uptake and second language learning. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 
Year, J. (2009). Korean speakers' acquisition of the English ditransitive construction: The role of input frequency and distribution. Unpublished doctoral dissertation. Teachers College, Columbia University, New York.
 

 
 

Books 

Han, Z-H. & Rast, R. (Eds.) (2014). First Exposure to a Second Language: Learners' Initial Input Processing. Cambridge, UK: Cambridge University Press. [White's review in MLJ]

Han, Z-H. (Ed.) (2014). Studies in Second Language Acquisition of Chinese. Clevedon: Multilingual Matters. [Yang's review in JCLTA]

Han, Z-H. & Tarone, E. (Eds.) (2014). Interlanguage: Forty Years Later. Amsterdam: John Benjamins. [Adamson's review in SSLA] [Yasunaga's reivew in JALT]

Han, Z-H. & Cadierno, T. (Eds.) (2010). Linguistic Relativity in Second Language Acquisition: Thinking for Speaking. Clevedon: Multilingual Matters. [Alan Davies' review in Langauge Testing]

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 in Second Langauge Research] [Jason Rothman's review] [Irit Kupferberg's review in SSLA]

 

Journal articles and book chapters

Han, Z-H. (forthcoming). A "reimagined SLA" or an expanded SLA: A rejoinder to the Douglas Fir Group (2016). The Modern Language Journal

Han, Z-H. (forthcoming). Research meets practice: Holding off and holding on. Chinese as a Second Language (Journal of CLTA). 

Ekiert, M & Han, Z.-H. (2016). L1-fraught difficulty: The case of L2 acquisition of English articles by Slavic speakers. In R. Alonso (Ed.), Crosslinguistic influence in second language acquisition (pp. 147-172). Clevedon: Multilingual Matters. 

Han, Z-H. (2015). Striving for complementarity between narrative and meta-analytic reviewsApplied Linguistics, 36(3), 409-415. 

Kang, E.Y. & Han, Z.-H. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. The Modern Language Journal, 99(1), 1-18.

Jung, J. Y., & Han, Z.-H. (2014). Effects of explicit focus on form on L2 acquisition of English passive construction. Contemporary Foreign Language Studies, 408(12), 18-31.

Han, Z-H. & Sun, Y. (2014). First exposure: A replication of Han & Peverly (2007). In Z-H. Han & R. Rast (Eds.), First Exposure to a Second Language: Learners' Initial Input Processing (pp.8-40). Cambridge, UK: Cambridge University Press. 

Han, Z-H. & Rast, R. (2014). Introduction: First exposure, input processing, and theorizing. In Z-H. Han & R. Rast (Eds.), First Exposure to a Second Language: Learners' Initial Input Processing (pp. 1-6). Cambridge, UK: Cambridge University Press.

Han, Z-H, & Maeng, J. (2014). Task-based language teaching of Chinese in a study abroad context: A learner perspective. In Z-H. Han (Ed.), Studies in Second Language Acquisition of Chinese (pp. 80-102). Clevedon: Multilingual Matters.

Han, Z-H. (2014). Epilogue: Bringing it all together: Where are we? In Studies in Second Language Acquisition of Chinese (pp. 142-149). Clevedon: Multilingual Matters.

Han, Z-H. (2014). From Julie to Wes to Alberto: Revisiting the construct of fossilization. In Z-H. Han and E. Tarone (Eds.),  Interlanguage: Forty Years Later (pp. 47-74). Amsterdam: John Benjamins.

Han, Z-H. & Tarone, E. (2014). Introduction. In Interlanguage: Forty Years Later (pp. 1-6). Amsterdam: John Benjamins.

Han, Z.-H., & Finneran, R. (2014). Re-engaging the interface debate: Strong, weak, none, or allInternational Journal of Applied Linguistics, 24(3), 370-389.   <View Blackbox Videocast discussing this article>

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: Tamkang University 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: Cambridge University 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 Håkan 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.

 

Courses

Related Articles

Bridging Language Theory and Practice

Phil Choong is in the middle of all things second language at TC

/articles/2011/may/bridging-language-theory-and-practice/

Teaching to the Task

Everyday relevance is the key to making non-native speakers fluent in Chinese

/articles/2011/may/teaching-to-the-task/

Acquiring the World's Most Common Language

TC hosts the world's first conference on how non-native speakers learn Chinese

/articles/2010/november/acquiring-the-worlds-most-common-language/

Acquiring the World's Most Common Language

With China's emergence as a global and economic power, TC recently convened the world's first conference on how non-native speakers learn the world's most common language

/articles/2010/october/acquiring-the-worlds-most-common-language/

A Book as Diverse as its Topic

James Banks and TC contributors discuss the new Encyclopedia of Diversity

/articles/2013/april/a-book-as-diverse-as-its-topic/

Learning From The Rest Of The World

It's a truly global classroom out there. Time for the United States to pull up a chair. It's called "learner-centered pedagogy," and since the 1970s it has been popular with some funders of education reform. Empower a group of students to work together on a project or report, the thinking goes, and they'll raise questions and own the work in ways that plain old didactic instruction could never produce.

/articles/2013/june/learning-from-the-rest-of-the-world/