Han, ZhaoHong (zhh2) | Teachers College Columbia University

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Han, ZhaoHong
Professor of Language and Education
Arts & Humanities
212-678-4051

Office:
315 Zankel

Office Hours:
Spring 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 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. (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.

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. Her 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, 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.

Han, Z-H. (Ed.) (2014). Studies in Second Language Acquisition of Chinese. Clevedon: Multilingual Matters.

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

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

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.

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.

 

Recent keynote/plenary addresses and invited talks

Han, Z-H. (November 2015). Focus on form: What form? International conference on standard and variation in second language education: A cross-linguistic perspective. Roma Tre University, Italy. [Abstract]

Han, Z-H. (May 2015). Selective fossilization in foreign language learning. Defense Language Institute Foreign Language Center. Monterey, CA.

Han, Z-H. (July 2014). Trends in second and foreign language teaching. The Columbia University Global Center in Beijing. Beijing, China.

Han, Z-H. (May 2013). On the genesis of learnability challenge in L2 acquisition. Southeast University. Nanjing, China. 

Han, Z-H. (May 2013). The complexity and difficulty of adult second language acquisition. Yangzhou University. Yangzhou, China.

Han, Z.-H. (October 2012). On the common genesis of learnability challenges in second language acquisition of English and Chinese. The 5th International Symposium on Second Language Acquisition. Wuhan, China.

Han, Z.H. (October 2012). Facilitating adult second language learning: Empirical pedagogy. Huazhong University of Science and Technology. Wuhan, China.

Han, Z.-H. (October 2012). Why is it so difficult for adults to learn a second language? Huazhong University of Science and Technology. Wuhan, China.

Han, Z.-H. (October 2012). Forty years later: Updating the Fossilization Hypothesis. The 2nd  Teachers College, Columbia University Roundtable in Second Language Studies: Interlanguage: 40 Years Later. New York.

Han, Z-H. (August 2012). Task-based learning and its relevance to second language teaching of Chinese. The 2nd International Conference on Chinese as a Second Language Research (CASLR). Taipei.

Han, Z.-H. (November 2011). Why practice does not make perfect? The 2nd Chinese Language Education Forum. San Francisco.

Han, Z.-H. (October 2011). From ‘Julie’ to ‘Wes’ to ‘Alberto’: The Selective Fossilization Hypothesis. Temple University, Philadelphia.

Han, Z.H. (June 2011). Recasting the story of recasts. The First SLA Summit. Qingdao, China.

Han, Z.H. (June 2011). Initial state of input processing: The case of Chinese. Invited symposium (convened by Susanne Carroll): First Exposure Studies: Implications for an Applied Research Agenda. Canadian Association of Applied Linguistics Annual Conference. Université du Nouveau-Brunswick - St. Thomas University, Fredericton, Canada.

Han, Z.H. (July 2011). Foreign language acquisition of English: Challenges and solutions. Huazhong University of Science and Technology. China.

Han, Z-H. (October 2010). 'Researches' and 'evidences': Where and why the interface falls apart. Aoyama Gakuin University, Tokyo, Japan.

Han, Z-H. (October 2010). From 'Julie' to 'Wes' to 'Alberto': The Selective Fossilization Hypothesis. 2010 Public Seminar Series. Teachers College, Columbia University, Japan Campus. Tokyo, Japan.

Han, Z-H. (February 2010). From 'Julie' to 'Alberto': The Selective Fossilization Hypothesis. Pennsylvania State University. State College, Pennsylvania. 

 

Recent refereed paper presentations

Han, Z-H. (March 2015). Substantiating the Cognition Hypothesis: In search of thought complexity and linguistic correlates.  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.

 

 

 

 

Courses

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/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/

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/

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/

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/