Monographs: Input and Output in the Construction of Procedural Knowledge: Evidence from Instructed EFL Learners' Performance. Beijing: Foreign Language Teaching and Research Press. 2009. Journal articles: Cognitive load in Chinese EFL learners' comprehension process - A listening/reading comparative study. Foreign Language Teaching and Research, 2017 (5): 754-766. The role of visual assistance in foreign language listening comprehension. Journal of PLA University of Foreign Languages, 2014(5): 10-18. Modality effects on grammaticality judgment with the Chinese learners of English. Journal of PLA University of Foreign Languages, 2012(6): 40-45. Elicited imitation among Chinese EFL learners. Modern Foreign Language, 2011(3): 262-270. Input modality effects on second language comprehension and incidental vocabulary acquisition. Journal of PLA University of Foreign Languages, 2011(5): 55-59. Comprehension of garden path sentences among Chinese learners of English: Exploration into working memory capacity and language proficiency. Modern Foreign Language, 2010(3): 297-304. The involvement load hypothesis and vocabulary learning strategies. Journal of PLA University of Foreign Languages, 2010(5): 55-59. Input and output in the proceduralization of declarative knowledge. Journal of PLA University of Foreign Languages, 2007(2): 40-45. Reflections upon output hypothesis. Foreign Language Research, 2006(2): 77-83. Interface between implicit and explicit knowledge. Foreign Language Education, 2005(6): 45-49. |
