澳门大学人文学院博士研究生招生（含招生计划和导师信息）
院校简介
学院概况
The Faculty of Arts and Humanities (FAH) located in Macao – the first gateway between China and the West and today a vibrant multi-cultural society – FAH offers an ideal place to engage in studies of the humanities, exploring meanings, history, values and ethics of human experiences. It is also an ideal place to develop cross-language and cross-cultural communicative competence in Chinese, English and Portuguese, in addition to skills that allow graduates to navigate freely in different global contexts. With its dedicated professors, talented students and creative curricula.
FAH is a new Faculty but its mandate lies at the heart of a comprehensive university education. Along with other faculties of the University, FAH plays a fundamental role in carrying out the university mission of a student-centred, research-focused, and service-oriented world-class public institution through its “four-in-one” whole- person education model.
The Faculty of Arts and Humanities (FAH) operates three research centres. The research centres include the Centre for Luso-Asian Studies, the Research Centre for Humanities in South China, and the Centre for Studies of Translation, Interpreting and Cognition.
院系结构
The Faculty of Arts and Humanities (FAH) is home to nearly 1,300 students who are studying within seven key departments and centres, which offer a wide range of programmes, including Chinese Language and Literature, English Studies, History, Translation Studies, Philosophy and Religious Studies, Portuguese Language and Literature and Japanese Studies.
招生计划
Programmes for Doctoral Degrees
PhD in Applied Linguistics (Portuguese)
PhD in History
PhD in Linguistics (Chinese)
PhD in Linguistics (English)
PhD in Literary Studies (Chinese)
PhD in Literary Studies (English)
PhD in Literary and Intercultural Studies (Portuguese)
PhD in Philosophy and Religious Studies
导师信息
徐杰老师
徐杰，男，人文学院代院长、孔子学院代院长、中文系系主任。学术领域：语法学理论，汉语语言学，语言习得与语言教育。当前研究工作：汉英语法比较，原则本位与语法分析，文体对核心语法规则的突破及其意义。
近年来发表情况：
[1]2016; Formal Aspects of Chinese Grammar, London, New Jersey, and Singapore: World Scientific.[2]2011; 《多视角语法比较研究》（编），武汉：华中师范大学出版社（与匡鹏飞合作）。
[3]2010; 《汉语研究与汉语教学》（编），北京：北京语言大学出版社（与陈桂月、钟奇合作）
[4]2009; 《动词与宾语问题研究》（与姚双云合编），武汉：华中师范大学出版社。
[5]2007; 《汉语词汇句法语音的相互关联》（编）（与钟奇合作），北京：北京语言大学出版社。
[6]2007; 《语言规划与语言教育》，上海：学林出版社。
[7]2005; 《汉语研究的类型学视角》（编），北京：北京语言大学出版社。
[8]2004; 《现代华语概论》，新加坡：新加坡八方文化出版机构（与王惠合作）。
[9]2003; Chinese Syntax and Semantics, Language Science and Technology Monographs, Vol.1（与D. Ji, 和K-T Lua合编）, London and Singapore: Prentice Hall.
Prof Zhong CHEN
Dr. Chen Zhong, ph.D. supervisor, associate professor of linguistics. He received his ph.D. in linguistics from Fudan University in 2002. He had served Shanghai International Studies University 2002-2006, Beijing Language and Culture University 2007-2018, served as Deputy China Director of Confucius Institute at Georgia State University 2012-2017, and currently serves as Deputy Director of Confucius Institute of University of Macau, at Department of Chinese Language and Literature, FAH.
On the basis of rich cross-cultural experience of teaching Chinese as foreign language in both China and oversea, he focus his academic research on cognitive linguistics, cross-cultural comparison of cognitive styles underling syntax and semantics between Chinese and English.
近年来发表情况：
[1]Sentence Accommodation Mechanism: Interaction between Structural and Functional Variables, Tsinghua Press,2017.
[2]Case Analysis of Cognitive Switch Between Chinese and English Language.Xlibris. 2016.
[3]Cross-cultural Case Studies of Chinese and English Cognitive Conversion. American Academic Press，2014.
[4]Conference Proceedings on Sentence-type Research and Teaching. Beijing Language and Culture University Press.2012.
[5]A Research on Chinese linguistic Temporal Structure. World Book Inc.2009. Appointed by Hanban as online textbook for teaching Chinese as Foreign Language.
[6]A Research on Cognitive Linguistics. Shandong Education Press. 2006.
[7]Information Pragmatics, Shandong Education Press.1999.
Prof Brian Hok-Shing CHAN
Brian Chan joined the University of Macau in 2004 and holds an associate professorship.His thesis is entitled ‘Aspects of the Syntax, Production and Pragmatics of Code-switching-with special reference to Cantonese and English’, a revised version of which was published subsequently (Chan 2003). Having been trained in theoretical linguistics as a student, Brian was also exposed to applied linguistics, partly due to his research topic, namely, code-switching, which has been analyzed primarily in the perspectives of sociolinguistics and discourse analysis, and partly due to his work as a lecturer in the English Departments of the City University of Hong Kong and the Hong Kong Polytechnic University.
近年来发表情况：
[1]Chan, Brian, Hok-Shing (2018). Single-word prepositions in Hong Kong Cantonese: A cognitive and constructionist approach. Chinese Language and Discourse 9(1): 47-77.
[2]Zhang, Hong and Chan, Brian, Hok-Shing (2017a). The shaping of a multilingual landscape by shop names: Tradition versus modernity. Language and Intercultural Communication 17(1): 26-44.
[3]Zhang, Hong and Chan, Brian, Hok-Shing (2017b). Multilingual posters in Macau: Fixed Multilingualism meets separate multilingualism. International Journal of Bilingualism 21(1): 34-56.
[4]Chan, Brian Hok-Shing. (2015a). A diachronic-functional approach to explaining grammatical patterns in code-switching: Postmodification in Cantonese-English noun phrases. International Journal of Bilingualism 19: 17-39.
[5]Chan, Brian Hok-Shing. (2015b). A local voice of Macau: Traditional Characters, code-switching and Written Cantonese in an internet forum. Global Chinese 1(2): 281-310.
[6]Chan, Brian Hok-Shing. (2015c). Portmanteau Constructions, Phrase Structure, and Linearization. Frontiers in Psychology 6:1851.
[7]Chan, Brian, Hok-Shing(2013). Sentence-final particles, complementizers, Antisymmetry and the Final-over-Final Constraint. In Theresa Biberauer and Michelle Sheehan (eds.), Theoretical Approaches to Disharmonic Word Order, p.445-468. Oxford: Oxford University Press.
[8]Chan, Brian, Hok-Shing (2012). English in Hong Kong Cantopop: Code-switching, pop culture and the local identity of Hong Kong Chinese. In Jamie Lee and Andrew Moody (eds.) English in Asian Popular Culture, p. 35-57. Hong Kong: Hong Kong University Press.
[9]Setter, Jane, Wong, Cathy S-P., and Chan, Brian, Hok-Shing (2010). Hong Kong English. Edinburgh: Edinburgh University Press.
[10]Chan, Brian, Hok-Shing (2009a). English in Hong Kong Cantopop: Language choice, code-switching and genre. World Englishes 28(1): 107–129.
[11]Chan, Brian, Hok-Shing (2009b). Code-Switching with Typologically Distinct Languages. In B. E. Bullock and A. J. Toribio (eds.) The Cambridge Handbook of Linguistic Code-Switching, p. 182–198. Cambridge: Cambridge University Press.
Prof Cecilia Guanfang ZHAO
Cecilia Guanfang Zhao joined University of Macau in 2017 as Associate Professor of English. Previously she has taught at Ohio State University and New York University as postgraduate teaching and research fellow, and most recently at Shanghai International Studies University as Associate Professor of Applied Linguistics and Assistant to Dean in the School of English Studies. Her research so far has focused on issues of second language writing and writing assessment, particularly the construction, development, and assessment of authorial voice in written discourse. Her work in this area appears in field-top SSCI journals and academic handbooks and encyclopedia volumes, and is recognized with two international best dissertation awards and three other national and local research paper awards. She is currently PI and Co-PI on two research grants funded by the National Social Science Research Foundation, China, and serves as manuscript reviewer for various SSCI journals, and grant/proposal reviewer for various organizations and programs such as the Changjiang Scholars Program under the Ministry of Education, China.
近年来发表情况：
[1]Zhao, C. G. (2019, Nov.). Alternative Approaches to Writing Assessment in Higher Education. Invited talk at the third Assessing World Languages Conference, Macau, China.
[2]Zhao, C. G. (2019, October). L2 voice construction across L1 languages and contexts. Paper presented at the International Conference on Metadiscourse across Languages and Contexts. Jilin, China.
[3]Zhao, C. G. (2018, October). Writer Background and Voice Construction in L2 Writing. Paper presented at the 2018 International Conference on Teaching and Researching EFL Writing / 第11届全国英语写作教学与研究国际研讨会, Nanjing, China.
[4]Zhao, C. G. (2017, Nov.). Teaching and Assessing Second Language Writing. Invited workshop at Assessing World Languages Conference, Macau, China.
[5]Zhao, C. G. (2019, June). A modest proposal for theory-informed writing assessment by design. Paper to be presented at the 17th Asia TEFL International Conference, Bnagkok, Thailand.
[6]Liao, L., & Zhao, C. G. (2018, October). Test takers’ cognitive and metacognitive strategy use in L2 writing assessment. Paper presented at the 2nd Assessing World Languages Conference, Macau, China.
[7]Zhao, C. G. (2018, October). Theory-based approach to writing assessment: A conceptual framework for assessment design and development. Paper presented at the 5th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai, China.
[8]Zhao, C. G. (2018, August). Writer Background and Voice Construction in L2 Writing. Paper presented at the 17th Symposium on Second Language Writing, Vancouver, Canada.
[9]Zhao, C. G. (2018, June). Writer Background and Voice Construction in L2 Writing. Paper presented at the 16th Asia TEFL/ 1st MAAL & 6th HAAL 2018 International Conference, Macau, China.
[10]Zhao, C. G. (2017, July). Voice in Second Language Argumentative Writing. Paper presented at the 16th Symposium on Second Language Writing, Bangkok, Thailand.
[11]Zhao, C. G. (2017, June). Assessing Authorial Voice in Second Language Argumentative Writing. Paper presented at Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong, China.
Prof Ronald FONG
Ronald Fong first joined the University of Macau as Lecturer of English Studies in 1997 and then he was Programme Coordinator of English Studies – General Programme before the Department of English was established. He was also a member of several search committees and was involved with the curriculum revision for linguistics. He is Assistant Professor of English Linguistics now.
近年来发表情况：
[1]Fong, Ronald (forthcoming) Is Knowing the Constructions Enough to Understand Modality Patterns in English?, English Today, Cambridge University Press
[2]Fong, Ronald (in press) A Constructional-cognitive Analysis of the Cantonese Motion-Directional Construction, Yue Dialects, Macau Polytechnic Institute
[3]Fong, Ronald (2020) Caused-Motions in Chinese: a Constructional-cognitive Analysis, Ampersand Volume 7, Elsevier
[4]Fong, Ronald (2019) Resultative Constructions in English and Chinese: a Functional-Cognitive Analysis, Linguistics and the Human Sciences Volume 13.3, p236-241, Equinox Publishing Ltd, UK
[5]Fong, Ronald (2018) A Cognitive Analysis of Cantonese Motion-Directional Construction and its Implications for Translation, Translation Research and Teaching, Volume 1, Issue 2, p16-28
[6]Fong, Ronald (2017) Chinese Motion-Directional Construction: a Conceptual and Cognitive Analysis, Studies in Chinese Linguistics, Volume 38, Issue 2, p119-147 (This article won the Second Prize in the fifth Outstanding Research in Humanities and Social Sciences in Macau)
[7]Fong, Ronald (2016) Chinese as Satellite-framed – a Constructional-cognitive Interpretation, Cognitive Linguistic Studies, Volume 2, p234-259
[8]Fong, Ronald. (2015). The Chinese Ba as a Verb: a Constructional-Cognitive Approach. Open Journal of Modern Linguistics. Vol 5, p48-64.
[9]Fong, Ronald. (2015). A Constructional-Cognitive Analysis of Chinese Directionals. Cognitive Semantics. Vol 1, Issue 1, p104-130.
Prof Younhee KIM
Younhee Helen Kim joined University of Macau in 2018 as Assistant Professor of English. Before she joined the institution, she has taught at the National Institute of Education, Nanyang Technological University in Singapore as Assistant Professor and a few other universities in Korea as an adjunct. She did her MA and PhD at the department of Second Language Studies at the University of Hawai`i at Manoa. Her research interests include Conversation Analysis, Second Language Acquisition, Bilingual Language Acquisition, Children’s interaction, and Teacher Education. Her work in these areas appeared in tier one journals such as Journal of Pragmatics, Applied Linguistics, Journal of Teacher Education and academic handbooks and encyclopedia volumes.
Her current research on children’s interaction examines whether and how the interactional patterns in bilingual parent-child interaction influences the emergence of grammatical routines in child speech. The project also attempts to explore the potential of combined use of Conversation Analysis and Corpus Linguistics in a single study that examines a corpus of interaction.
近年来发表情况：
[1]Kim, Y-h. (In Press). “What is stoyr- steruh type?”: Knowledge asymmetry, Intersubjectivity, and Learning Opportunities in conversation-for-learning. Applied Linguistics, 0. 00-00
[2]Kim, Y-h. (2018). Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction. East Asian Pragmatics, 3(1), 59-90.
[3]Kim, Y.-h. (2018). Private speech and mutual engagement in preschoolers’ playtime interaction: Talk and Embodiment. The Sociolinguistic Journal of Korea, 26(2), xx-xx.
[4]Kim, Y-h. (2017). Topic initiation in conversation-for-learning: Developmental and pedagogical perspectives. English Teaching, 72, 1. 73-103.
[5]Kim, Y-h., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219.
[6]Kim, Y-h. (2016). Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition, 23(1), 1-29.
[7]Kasper, G., & Kim, Y.-h. (2015). Conversation-for-Learning: Institutional talk beyond the classroom. In N. Markee (Ed.), Handbook of Classroom Discourse and Interaction. New York: Wiley-Blackwell.
[8]Kim, Y-h (2012). Practices for initial recognitional reference and learning opportunities in conversation. Journal of Pragmatics, 44, 709-729.
Prof Andrew MOODY
Prof Matthew P. WALLACE
Matthew P. Wallace joined the University of Macau in 2017 as a Senior Instructor of Applied Linguistics. Previously, he has worked as a language teacher and curriculum designer in Japan, and as a graduate scholar in Singapore. His research up to this point has focused on second language listening comprehension, language assessment fairness, and language learner motivation. He currently serves as co-Director of the Language Assessment Seminar Research (LASeR) Group .
近年来发表情况：
[1]Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge metacognitive awareness, memory, and attention. Language Learning, 71, 1-40.
[2]Wallace, M. P., & Lee, K. (2020). Examining second language listening, vocabulary, and executive functioning. Frontiers in Psychology, 11(1122).
[3]Wallace, M.P., & Leong, E.I.L. (2020). Exploring language learning motivation among primary EFL learners. Journal of Language Teaching and Research, 11(2), 221-230.
[4]Wallace, M. P. (2018). Fairness and justice in L2 classroom assessment: Perceptions from test takers. The Journal of Asia TEFL, 15, 1051-1064.
[5]Goh, C. C. M., & Wallace, M. (2018). Lexical segmentation in listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching.
[6]Wang, X., Wallace, M. P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses. Computers in Human Behavior, 72, 140-151.
[7]Shintani, N., & Wallace, M.P. (2014). The effectiveness of listening support on L2 learners’ L2 listening comprehension ability: A meta-analysis. English Teaching and Learning, 38(3), 73-103.
[8]Underwood, P., & Wallace, M. (2012). The effects of instruction in reduced forms on the performance of low-proficiency EFL university students. Asian EFL Journal, 14(4), 1-24.
[9]Wallace, M. (2012). Searching for a new approach to listening. Accents Asia, 5(1), 8-22.
更多资讯了解渠道
官网网址：https://fah.um.edu.mo/
公共邮箱：fah.enquiry@um.edu.mo
学院地址：Room 4092, FAH General Office, 4/F
Faculty of Arts and Humanities (E21A), University of Macau
Avenida da Universidade, Taipa, Macau, China
学院办公室联系电话：(853) 8822 8357
转自：语言学心得公众号
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