学术成果

专著

Yang, H. (2022). Language Learning Motivation and L2 Pragmatic Competence, Springer.

SSCI期刊论文

Yang, H. & Lian, Z. (2023). Ideal L2 self, self-efficacy, and pragmatic production: The mediating role of willingness to communicate in learning English as a foreign language. Behavioral Sciences, 13, 597.

Wang, Y. & Yang, H. (2023). Language learning motivations among Turkish learners of Chinese as a foreign language: A survey of five universities in Turkey. Behavioral Sciences, 13, 808.

Yang, H. (2022). Second language learners’ competence of and beliefs about pragmatic comprehension: Insights from the Chinese EFL context. Frontiers in Psychology, 801315.

Wu, X. & Yang, H. (2022). A comparative analysis of English for academic purposes teachers’ interactive metadiscourse across the British and Chinese contexts. Frontiers in Psychology, 13, 879713.

Yang, H. & Wu, X. (2022). Language learning motivation and its role in learner complaint production. Sustainability, 14, 10770.

Wu, X. & Yang, H. (2022). Unpacking the functions of personal metadiscourse in teachers’ classroom discourse. Sustainability, 14, 13502.

Yang, H. & Ren, W. (2020). Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatics & Cognition, 26 (2-3), 447–473.

Yang, H. (2019). Review of Complexity in Classroom Foreign Language Learning Motivation, International Journal of Bilingual Education and Bilingualism, 22(5), 656–659.

Yang, H. (2018). Review of Second Language Pragmatics, Multilingua, 37(3), 317–320.

Yang, H. (2018). Review of Developing Interactional Competence in a Japanese Study Abroad Context, Multilingua, 37(3), 311–315.