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師資力量

   
劉梅華    
 

Google scholar link:

https://scholar.google.com/citations?user=CLVnGZ4AAAAJ&hl=en

學習經曆

2005年獲香港中文大學應用語言學博士

1998年獲北京航空航天大學語言學與應用語言學碩士

工作經曆

2005年至今任職于beat365beat365,任講師、副教授、教授

研究方向

學習者個體差異(如外語焦慮與動機)、外語寫作、國際教育

講授課程

本科生課程:二語習得概論、語言學中的實證研究

研究生課程:語言學研究方法、期刊論文寫作

主要論著 (Selected)

Kaixuan Gong, Meihua Liu, Wenting Hu (2025). Emotions in constructing teaching self-image: Mediation models of Chinese university EFL teachers’ anxiety and self-efficacy. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12691

Liu, M., & Du, N. (2024). A study of Chinese university students’ English learning motivation, anxiety, use of English and English achievement. Sustainability, 16,8707. https:// doi.org/10.3390/su16198707

Liu, M. (2024). Chinese University Students’ L2 Motivational Self: A Mixed-Method Study Journal of Asia TEFL, 21(3), 721-729. http://dx.doi.org/10.18823/asiatefl.2024.21.3.14.721

Liu, M., Wu, X., & Yang. F. (2024). Emotions in English language classrooms among Chinese top university students. Scientific Reports, (2024) 14:20081.  https://doi.org/10.1038/s41598-024-67880-3.

Liu, M., & Liu, J. (2024). Chinese high-performing university students’ self-efficacy and self-pride in learning English as a foreign language. Journal of Nusantara Studies, 9(2), 420-440. http://dx.doi.org/10.24200/jonus.vol9iss2pp420-440

Liu, M. (2024). Effects of technology-based practice on Chinese university students’ interpreting emotions and performance. Sustainability, 16, 5395. https:// doi.org/10.3390/su16135395 Liu, M., & Li, T. (2024). Predictive effects of English classroom anxiety and motivation on Chinese undergraduate EFL learners’ English achievement. Journal of Language and Education, 10(2), 84-94. https://doi.org/10.17323/jle.2024.16906

Li, T., Liu, M., & Gong, K. (2024). Chinese pre-university teachers' foreign language anxiety, teaching anxiety, and teacher self-efficacy. International Journal of Teacher Education and Professional Development (IJTEPD), 7(1). https://doi.org/10.4018/IJTEPD.343516

Liu, M., & Chen, Z. (2024). Predictive and mediating effects of learning strategies and styles on Chinese undergraduate students’ English achievement. Vol. (0123456789). The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-023-00775-5

Bao, K., & Liu, M. (2024). A contrastive study of lexical bundles expressing gratitude in dissertation acknowledgements produced by Chinese and American PhD students of linguistics. SAGE Open, 14(1). https://doi.org/10.1177/21582440241239164

Liu, M., Lin, C.-H., & Zhang, Y. (2023). Editorial: Dynamic roles of anxiety and motivation in second/foreign language acquisition. Frontiers in Psychology, 14:1145368. https://doi.org/10.3389/fpsyg.2023.1145368

Liu, M. (2023). English classroom anxiety, learning style and English achievement in Chinese university EFL students. Sustainability, 15, 13697. https://doi.org/10.3390/su151813697

Liu, M. (2023). Chinese university students’ beliefs about English language learning and self-efficacy. Theory and Practice of Second Language Acquisition SLA, 9(1), 1-25.https://orcid.org/0000-0002-5951-4167

Xu, Y., Liu, M. (2023). Relations among and predictive effects of interpreting classroom anxiety, enjoyment and self-efficacy on Chinese interpreting majors’ self-rated interpreting competence. Education Sciences, 13, 436. https://doi.org/10.3390/educsci13050436.

Liu, M. (2022). Effects of learner variables on Chinese bilingual undergraduates’ intercultural sensitivity and effectiveness. Education Sciences, 12, 873. https://doi.org/10.3390/educsci12120873

Liu, M., &Dong, L. (2022). A longitudinal study of foreign language reading Anxiety and its predicting effects on Chinese university students’ reading English performance. The Asia-Pacific Education Researcher, 32.

董連棋、劉梅華 (2022)。外語閱讀焦慮與閱讀策略運用的發展軌迹—基于潛變量增長模型。《外語與外語教學》Foreign Languages and Their Teaching,135(4), 136-146.

Dong, L., Liu, M., & Yang, F. (2022). The relationship between foreign language classroom anxiety, enjoyment, and expectancy-value motivation and their predictive effects on Chinese high school students’ self-rated foreign language proficiency. Frontiers in Psychology, 13:860603. http://doi.org/ 10.3389/fpsyg.2022.860603

Bao, K., & Liu, M. (2022). A corpus study of lexical bundles used differently in dissertations abstracts produced by Chinese and American PhD students of linguistics. Frontiers in Psychology, 13:893773. https://doi.org/10.3389/fpsyg.2022.893773

Liu, M., & Zhang, Y. (2022). Relations among and predictive effects of Chinese-learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International and Intercultural Communication, https://doi.org/10.1080/17513057.2022.2086993

Liu, M. (2022). Foreign language classroom anxiety, gender, discipline, and English test performance: A cross-lagged regression study. The Asia-Pacific Education Researcher, 31, 205-215. https://doi.org/10.1007/s40299-020-00550-w

董連棋 劉梅華(2022)外語愉悅對外語成績的效應路徑探究——有調節的中介模型 (Effects of foreign language enjoyment on foreign

language test performance: A moderated mediation model ) 《現代外語》(Modern Foreign Languages ), 45(2), 195-206.

Liu, M. (2021). References and conjunctions as cohesive devices in Chinese undergraduate EFL students’ argumentative essays. The Journal of Asia TEFL, 18(3), 1144-1160. http://dx.doi.org/10.18823/asiatefl.2021.18.4.5.1144

學術兼職

擔任多種知名語言學、教育學、心理學學術期刊審稿人、副主編、編委和大會分會委員。

研究課題

(1)主持教育部基礎學科拔尖學生培養計劃一般項目(2023-2025)

(2)主持教育部人文社科青年項目(2006-2010)

(3)主持多項校級、市級項目

聯系方式

地址:北京beat365

郵政編碼:100084

電話:010-62783666

電子郵件:liumeihua@mail.tsinghua.edu.cn

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