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师资力量

   
刘梅华    
 

Google scholar link:

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

学习经历

2005年获香港中文大学应用语言学博士

1998年获北京航空航天大学语言学与应用语言学硕士

工作经历

2005年至今任职于清华大学外文系,任讲师、副教授、教授

研究方向

学习者个体差异(如外语焦虑与动机)、外语写作、国际教育

讲授课程

本科生课程:二语习得概论、语言学中的实证研究

研究生课程:语言学研究方法、期刊论文写作

主要论著 (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.

董连棋、刘梅华 (2022)。外语阅读焦虑与阅读策略运用的发展轨迹—基于潜变量增长模型。《外语与外语教学》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

董连棋 刘梅华(2022)外语愉悦对外语成绩的效应路径探究——有调节的中介模型 (Effects of foreign language enjoyment on foreign

language test performance: A moderated mediation model ) 《现代外语》(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

学术兼职

担任多种知名语言学、教育学、心理学学术期刊审稿人、副主编、编委和大会分会委员。

研究课题

(1)主持教育部基础学科拔尖学生培养计划一般项目(2023-2025)

(2)主持教育部人文社科青年项目(2006-2010)

(3)主持多项校级、市级项目

联系方式

地址:北京清华大学外国语言文学系

邮政编码:100084

电话:010-62783666

电子邮件:liumeihua@mail.tsinghua.edu.cn

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