学术成果

专著

Yang, H. (2026). A Longitudinal Study of Pragmatic Development among Young Chinese L2 Learners, Springer.

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

SSCI期刊论文

Yang, H. (2026). Modelling Behavioural Pathways to L2 Listening Comprehension: L2 Listening Self-Efficacy, L2 Listening Enjoyment and the Mediating Role of Informal Digital L2 Listening Behaviour. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70389

Yang, H. & Wu, X.  (2025). Growth L2 listening mindset, L2 listening selfefficacy, and L2 listening comprehension: the mediating role of L2 listening enjoyment. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2573687

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. https://doi.org/10.3390/bs13070597

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. https://doi.org/10.3390/bs13100808

Yang, H. (2022). Second language learners’ competence of and beliefs about pragmatic comprehension: Insights from the Chinese EFL context. Frontiers in  Psychology, 801315. https://doi.org/10.3389/fpsyg.2021.801315 

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. https://doi.org/10.3389/fpsyg.2022.87971 

Yang, H. & Wu, X. (2022). Language learning motivation and its role in learner complaint production. Sustainability, 14, 10770. https://doi.org/10.3390/su141710770 

Wu, X. & Yang, H*. (2022). Unpacking the functions of personal metadiscourse in teachers’ classroom discourse. Sustainability, 14, 13502. https://doi.org/10.3390/su142013502 

Yang, H. & Ren, W. (2020). Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatics & Cognition, 26 (2-3), 447–473. https://doi.org/10.1075/pc.19022.yan 

Yang, H. (2019). Review of Complexity in Classroom Foreign Language Learning Motivation, International Journal of Bilingual Education and Bilingualism, 22(5), 656–659. https://doi.org/10.1080/13670050.2017.1291075 

Yang, H. (2018). Review of Second Language Pragmatics, Multilingua, 37(3), 317–320. https://doi.org/10.1515/multi-2017-0113 (SSCI)

Yang, H. (2018). Review of Developing Interactional Competence in a Japanese Study Abroad Context, Multilingua, 37(3), 311–315. https://doi.org/10.1515/multi-2016-0081 

注：*为通讯作者