姓名：郦帅
工作单位：美国佐治亚州立大学外语系长聘副教授。
研究方向：汉语作为第二语言的习得研究及二语语用学。研究成果发表于Language Learning, The Modern Language Journal, Language Testing, Language Teaching, Studies in Second Language Acquisition, System, Language Assessment Quarterly 等SSCI期刊。
邮箱：sli12@gsu.edu
教育背景
2007-2011卡内基梅隆大学第二语言习得博士
2004-2007北京语言大学语言学及应用语言学硕士
2000-2004北京语言大学汉语言文学学士
科研成果
编著
· Li, S. (Ed.) (2023). Pragmatics of Chinese as a second language. Multilingual Matters.
https://www.multilingual-matters.com/page/detail/Pragmatics-of-Chinese-as-a-Second-Language/?k=9781800410176
· Yuan, F., & Li, S. (Eds.) (2019). Classroom Research on Chinese as a second language. New York, NY: Routledge.
https://www.crcpress.com/Classroom-Research-on-Chinese-as-a-Second-Language/Yuan-Li/p/book/9781138562554
· Li, S., & Swanson, P. (Eds.) (2014). Engaging language learners through technology integration: Theories, applications, and outcomes. Hershey, PA: IGI Global.
https://www.igi-global.com/book/engaging-language-learners-through-technology/102199
特刊
· Li, S. (Ed.) (in progress). Individual differences in second language (L2) pragmatics in study abroad contexts. [Special issue]. Languages.
https://www.mdpi.com/journal/languages/special_issues/2I1ZTH9030
· Taguchi, N. & Li, S. (Eds.) (2017). Pragmatics research in Chinese as a Second Language. [Special thematic issue]. Chinese as a Second Language Acquisition Research, 6(1).
期刊文章及章节
语言测试
· Li, S., Wen, T., Li, X., Feng, Y., & Lin, C. (2023). Comparing holistic and analytic marking methods in assessing speech act production in L2 Chinese. Language Testing, 40(2), 249–275. https://doi.org/10.1177/02655322221113917
· Li, S. (in press). Using the Rasch model to evaluate instrument and data quality in assessing requests in L2 Chinese. In S. Li (Ed.), Pragmatics of Chinese as a second language. Multilingual Matters.
· Li, S., Li, X., Feng, Y., & Wen, T. (2023). Non-expert raters’ scoring behavior and cognition in assessing pragmatic production in L2 Chinese. In D. Zhang & R. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker (79–103). Springer.
· Li, S. (2021). Pragmatics assessment in English as an international language (EIL). In Z. Tajeddin & M. Alemi (Eds.), English as an International Language: Pragmatic Pedagogy (pp.191–211). Routledge.
· Taguchi, N., & Li, S. (2021). Contrastive pragmatics and second language pragmatics: Approaches to assessing L2 speech act production. Contrastive Pragmatics, 2(1), 1–23. https://brill.com/view/journals/jocp/2/1/article-p1_1.xml#d15709984e421
· Li, S., Taguchi, N., & Xiao, F. (2019). Variations in rating scale functioning in assessing pragmatic performance in L2 Chinese. Language Assessment Quarterly, 16(3), 271–293. https://doi.org/10.1080/15434303.2019.1648473
· Li, S., Feng, Y.& Wen, T. (2019). Measurement quality and rating scale functioning of a CSL classroom assessment instrument. In F. Yuan & S. Li (Eds.), Classroom Research on Chinese as a second language (pp. 211–236). New York, NY: Routledge.
· Li, S. (2018). Measurement quality of an instructor-developed CFL summative assessment instrument: An exploratory pilot study. In X, Wen, & X. Jiang (Eds.)., Studies on learning and teaching Chinese as a second language (pp.210–229). Oxon, UK: Routledge.
· Li, S. (2018). Developing a test of L2 Chinese pragmatic comprehension ability. Language Testing in Asia, 8, 1–23. Open Access: http://rdcu.be/Gq1T
· Li, S., & Wang J. (2017). Diagnostic assessment of L2 Chinese learners’ reading comprehension ability. In Zhang, D. & Lin, C. (Eds.). Chinese as a second language assessment (pp. 183–202). Springer.
二语语用学
· Li, S. (accepted). A contrastive study on the speech act of requesting between ChatGPT and native Chinese speakers. Chinese Teaching in the World. (郦帅 (待发表) ChatGPT与汉语母语者“请求”言语行为对比研究。《世界汉语教学》).
· Li, S., Wen, T., & Feng, Y. (in press). Research on L2 Chinese pragmatics (1995-2022): A state-of-the-art review. In S. Li (Ed.), Pragmatics of Chinese as a second language. Multilingual Matters.
· Li, S. (in press). Introduction. In S. Li (Ed.), Pragmatics of Chinese as a second language. Multilingual Matters.
· Feng, Y., & Li, S. (in press). An annotated bibliography. In S. Li (Ed.), Pragmatics of Chinese as a second language. Multilingual Matters.
· Li, S., Taguchi, N., & Xiao, F. (forthcoming). Effects of proficiency on the development of pragmatic routine production in L2 Chinese. In F. Xiao (Ed.), Second Language Chinese Development: A Longitudinal Perspective. Lexington.
· Li, S. (2023). Working memory and task difficulty as factors influencing L2 pragmatics. In A. Martínez-Flor, A. Sánchez & J. Barón Pares (Eds.), Pragmatics in action: Focus on foreign language learners and teachers(169–190). John Benjamins.
· Li, S. (2023). Theories of pragmatics learning. In C. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley. https://doi.org/10.1002/9781405198431.wbeal20076
· Li, S., Tang, X., Taguchi, N., & Xiao, F. (2022). Effects of linguistic proficiency on speech act development in L2 Chinese during study abroad. Study Abroad Research in Second Language Acquisition and International Education, 7(1), 118–154. https://doi.org/10.1075/sar.21014.li
· Tang, X., Taguchi, N., & Li, S. (2021). Social contact and speech act strategies in a Chinese study abroad context. Study Abroad Research in Second Language Acquisition and International Education, 6(1), 3–31. https://doi.org/10.1075/sar.20002.tan
· Li, S. (2019). Cognitive approaches to L2 pragmatics research. In N. Taguchi (Ed.)., Handbook of pragmatics and SLA. Routledge (pp. 113-127). Routledge.
· Li, S. (2019). Contextual variations of mitigations in Chinese requests. In Y. Xiao, & L. Tsung (Eds.). Current Studies in Chinese Language and Discourse (pp.57-79). John Benjamins.
· Taguchi, N., & Li, S. (2019). Replication research in L2 pragmatics: Bardovi-Harlig & Bastos (2011) and Taguchi, Xiao, & Li (2016). Language Teaching, 52(1), 128–140. https://doi.org/10.1017/S0261444817000222
· Xiao, F., Taguchi, N., & Li, S. (2019). Effects of proficiency sub-skills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition, 41(2), 469–483. https://doi.org/10.1017/S0272263118000128
· Li, S. (2017). An exploratory study on the role of foreign language aptitudes in instructed pragmatics learning in L2 Chinese. Chinese as a Second Language Research, 6(1), 103–128. https://doi.org/10.1515/caslar-2017-0005
· Taguchi, N., & Li, S. (2017). Introduction to a thematic review: Pragmatics research in Chinese as a second language. Chinese as a Second Language Research, 6(1), 1–6. https://doi.org/10.1515/caslar-2017-0001
· Taguchi, N., Xiao, F. & Li, S. (2016). Development of pragmatic knowledge in L2 Chinese: Effects of intercultural competence and social contact on speech act production in a study abroad context. The Modern Language Journal, 100(4), 775–796. https://doi.org/10.1111/modl.12349
· Taguchi, N., Xiao, F. & Li, S. (2016). Assessment of study abroad outcomes in Chinese as a second language: Gains in cross-cultural adaptability, language contact, and proficiency. Intercultural Education, 27(6), 600–614. https://doi.org/10.1080/14675986.2016.1217126
· Li, S. (2016). Pragmatics information in selected Business Chinese (BC) textbooks in the U.S. Chinese as A Second Language: The Journal of the Chinese Language Teachers’ Association, USA, 51(2), 191–217. https://doi.org/10.1075/csl.51.2.04li
· Li, S., & Taguchi, N. (2014). The effects of practice modality on the development of pragmatic performance in L2 Chinese. The Modern Language Journal, 98(3), 794–812. https://doi.org/10.1111/modl.12123
· Li, S. (2014). The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103–116. https://doi.org/10.1016/j.system.2014.05.001
· Li, S. (2013). The role of instruction in developing pragmatic competence in L2 Chinese: A review of empirical evidences. In Z. Jing-Schmidt (Ed.), Increased empiricism: Recent advances in Chinese linguistics (pp. 293–308). Amsterdam/Philadelphia: John Benjamins.
· Li, S. (2013). Amount of practice and pragmatic development of request-making in L2 Chinese. In N. Taguchi & J. Sykes (Eds.), Technology in Interlanguage Pragmatics Research and Teaching (pp. 43–69). Amsterdam/Philadelphia: John Benjamins.
· Taguchi, N., Li, S., & Liu, Y. (2013). Comprehension of implicature in Chinese as a foreign language. Pragmatics and Cognition, 21(1), 139–157. https://doi.org/10.1075/pc.21.1.06tag
· Taguchi, N., Li, S., & Xiao, F. (2013). Production of formulaic expressions in L2 Chinese: A developmental investigation in a study-abroad context. Chinese as a Second Language Research, 2(1), 23–58. https://doi.org/10.1515/caslar-2013-0021
· Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62(2), 403–438. https://doi.org/10.1111/j.1467-9922.2011.00629.x
商务汉语
· Shi, Z., Yuan, Q., & Li, S. (2022). A business Chinese program with an internship component: An application of goal-setting theory. In H. Wang & C. U. Grosse (Eds.), Chinese for business and professionals in the workplace: Reaching across disciplines (pp. 61-72). Routledge.
· Li, S. (2016). Pragmatics information in selected Business Chinese (BC) textbooks in the U.S. Chinese as A Second Language: The Journal of the Chinese Language Teachers Association, USA,51(2), 191–217.
· Li, S., Wang, S., & Wang, J. (2013). A preliminary investigation of business Chinese teaching among U.S. institutions of higher education. Journal of Chinese Language Teachers’ Association, 48(2), 69–89.
国际汉语传播
· Li, S., & Feng, Y. (accepted). The Chinese Proficiency Grading Standards for International Chinese Language Education and pragmatics teaching in L2 Chinese. Chinese Language Globalization Studies, 14. (郦帅、封亚莉 (待发表)《国际中文教育中文水平等级标准》与汉语作为第二语言的语用教学。《汉语国际传播研究》第14辑).
· Li, S., & Wang, J. (2016). Chinese government policies and initiatives on the international popularization of Chinese: An economics of language perspective. In J. Ruan, J. Zhang, & C. Leung (Eds.), Chinese Language Education in the United States (pp. 29–46). Springer.
· Li, S., & Wang, J. (2015a). The dissemination of the Chinese language in western nations. In J. Wang (Ed.), Research on the international popularization of Chinese language in the context of globalization (pp. 104–124). Beijing, Commercial Press. (郦帅、王建勤（2015a）汉语在欧美国家的传播。王建勤（主编）《全球文化竞争背景下的汉语国际传播研究》，104-124 页。北京：商务印书馆。)
· Li, S., & Wang, J. (2015b). The shift of strategies for promoting national languages by western nations after World War II. In J. Wang (Ed.), Research on the international popularization of Chinese language in the context of globalization (pp. 11–18). Beijing, Commercial Press. (郦帅、王建勤（2015b）第二次世界大战后欧美国家语言传播的方式与策略变化。王建勤（主编）《全球文化竞争背景下的汉语国际传播研究》，11-18页。北京：商务印书馆。)
· Li, S., & Tucker, G. R. (2013). A survey of the U.S. Confucius Institutes: Opportunities and challenges in promoting Chinese language and culture education. Journal of Chinese Language Teachers’ Association, 48(1), 29–53.
