Personal Information
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
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.
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).
10.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.