1.Name: Xu, Xiaoyan

2.Education:

M.  A., Southwest Jiaotong University, Applied Linguistics, 2004--2006

B. A., Sichuan University, English, 2980--1984

3.Academic Rank:  Professor

4.    Category: Tutor for M.A

5.Affiliation(s): School of Foreign Languages.

6.Areas of Expertise & Research Interests: English Writing; English Teaching; Second    Language Acquisition

1. 7.Contact:

Email: xxycd@qq.com

Tel(O)：13808192218

8.Language(s): English

9.Publications:

Monographs & Compilations:

  1) An Illustrated Interpretation of English Long Sentences. 2009. Xi’an: World

Publishing Corporation.

2) Syntactic Complexity Demonstrated by Chinese College EFL Learners. 2017.  

Chengdu: Sichuan University Press.

10.Academic Papers (published at home and abroad) and investigation reports (state and provincial level):

1) Zhong Yuexin & Xu Xiaoyan (Correspondence Author). 2018. Explicit transition and

avoidance: The use of transition markers in Chinese college students’ English

argumentative writings. Journal of Southwest Jiaotong University 19 (5).

2) Xu Xiaoyan. 2014. Clause constituent and NP constituent: New perspectives to

 measure L2 learners’English syntactic complexity. Foreign Language

Education in China 7 (2).

3) Xu Xiaoyan. 2013. A study on then Syntactic complexity of English Essays written

by Chinese students of English. Foreign Language Teaching and Research 45 (2).

4) Xu Xiaoyan. 2012 On the cultivation of cognitive senses in teaching and leaming

English reduced structures. Journal of Southwest Jiaotong University (1).

5）Xu Xiaoyan. 2010. Explicit instruction and the use of English non-finite clauses  

by the Chinese college students: An exploratory study based on one-group

pretest-post-test design. Journal of Southwest University for Nationalities (3).

5) Li Ning & Xu Xiaoyan. Vocabulary retention strategies and their relation with the

vocabulary performance: A study of English vocabulary memorizing by

Freshmen in West China. Journal of Southwest Jiaotong University (6).

6) Xu Xiaoyan. 2009. A probe into "avoidance" manifestation of English non-finite

clauses by the Chinese students. In Chen Jianping( ed.), ETL in China 2006. Beijng: Foreign Language Teaching and Research press.

7) Xu Xiaoyan. 2009. Changes and development in Chinese L2 English learners’    

abilities of grammar comprehension, controlled and uncontrolled production. Foreign Language Teaching Theory and practice (3).

8) Xu Xiaoyan. 2008. Retaining and loss of culture messages: On the connotations

of the words concerning wine drinking in Chinese and English versions.

Journal of Southwest University for Nationalities (12).

9) Xu Xiaoyan. 2008. Syntactic deviation of English non-finite clauses by Chinese  

L2 learners. Journal of Southwest Jiaotong University (5).

10) Xu Xiaoyan. 2004. A Study on the correlations between college students' English  

grammar performance and their English writing quality. Journal of southwest university for Nationalities (12).

11) Xu Xiaoyan. 2003. A study on college Students' English grammar competence.    

Journal of Southwest Jiaotong University (2).

12) Xu Xiaoyan. 2003. A study on acquisition of English wh-movement parameters by Chinese

students.Journal of Southwest University for Nationalities (5).

13) Xu Xiaoyan. 2003. Contrastive studies of pragmatic strategies in English refusal.

Journal of Southwest University for Nationalities (2).

14) Xu Xiaoyan. 2003. Contrastive studies of syntactic Features of Wh-words.

Journal of Chengdu University(3).

15) Xu Xiaoyan. 2003. On the functions of question markers of English Yes/No

questions. Journal of Nanchang University (6).

11.Research Projects (state and provincial level):

 1) Comprehensive English (Book 3, Book 4). Funded by Foreign Language Teaching

and Research Press. (on going)

2)Simplicity without elegance: Studying Syntactic Complexity Problems in Chinese EFL

students’ English writings (ZGWYJYJJ2018B86). Funded by National Research Center of Foreign Language Education, BFSU.

3) English writing pedagogy based on the conceptions of cognitive academic language  

proficiency. Funded by Southwest Jiaotong University.

4) Cognitive academic language proficiency and freshmen composition in America:

curriculum, pedagogy and instructional management (ARC2015016). Funded by US Studies Center, SWJTU.

5) Pedagogy of English grammar and writing: From the perspective of cognitive  

academic language proficiency (CALP) (SCWYH15-15). Funded by

Research Center of Foreign Language and Literature, Sichuan and Shagnhai

Foreign Language Education Press.

6) Acquisition of English relative clauses by Chinese senior high school students

(JJWYZCYB2009036). National Basic Foreign Language Teaching Research Center

7) Syntactic length, embeddedness and structures: Syntactic complexity

 Demonstrated by Chinese EFL Learners (10YJA740108/10YJA740108). Funded by Humanities and Social Sciences projects of the Ministry of Education.

8) A study of Chinese college EFL learners' English syntactic competence and its

relationship with syntactic diversity (09 BYY065/20151696 ). Funded by The National Social Science Fund of China.