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´ú±í×÷£º1. 2014.Interaction, modality, and word engagement as factors in lexical learning in aChinese context. Language Teaching Research, vol. 18. Issue 3, 345-372.2. 2014.Chinese EFL learners¡¯ actual word processing and lexical learning in performing acollaborative output task. Chinese Journal of Applied Linguistics,37(3), 309-333.3. 2012. £¨with Stephen Andrews£©. Commonalities and discrepancies in L2 teachers¡¯ beliefs and practices about vocabulary pedagogy: A small cultureperspective. TESOL Journal, vol. 6, 134-154.4. 2012. ¡¶ÖйúÓ¢ÓïѧϰÕߺÏ×÷Êä³öÖеĴʻãÏ°µÃ¡·¡£ÉϺ£ÍâÓï½ÌÓý³ö°æÉç¡£5. 2009.Effect of task-inherent production modes on EFL learners¡¯ focus on form. Vol.18, No. 3-4, Language awareness, 384-402.6. 2009.ºÏ×÷Êä³öÏà¶ÔÓÚÔĶÁÊäÈë¶Ô¶þÓï´Ê»ãÏ°µÃ×÷ÓõÄÒ»ÏîÊÔÑéÑо¿. ¡¶ÏÖ´úÍâÓï¡·, vol.32, µÚ3ÆÚ, 46-55.

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