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李成陈

作者：    时间：2019-06-10    浏览：

基本信息
Personal Information
2021.11-
副教授，华中科技大学外国语学院
2018.12-2021.10
讲师，华中科技大学外国语学院
2022.04-2025.04
荣誉研究员，伦敦大学学院教育学院应用语言学中心
2022.08-2023.08
博士后，伦敦大学学院教育学院应用语言学中心（国家留学基金委公派博士后项目）
2019.06-2019.09
访问学者，伦敦大学伯贝克学院应用语言学及交流系
2015.09-2018.12
博士，厦门大学外国语言学及应用语言学专业
2017.09-2018.09
博士，伦敦大学伯贝克学院应用语言学专业（国家留学基金委公派联合培养博士项目）

  1. 积极心理学与积极语言教育

  2. 二语习得

  3. 二语写作

  4. 任务型教学

  5. 创造力

  6. 双语（多语）

  7. 心理语言学

  8. 心理量表编制与验证

  9. 结构方程模型及元分析等量化方法

  1. 入选2021、2022全球前2%顶尖科学家“年度影响力”榜单（语言学&实验心理学）

  2. 入选Elsevier 2022、2023年度中国高被引学者（外国语言文学）

  3. 湖北省省级人才称号（2020年）

  4. 华中科技大学人文社会科学研究突出贡献奖 （2023年）

  5. 华中科技大学人文社会科学研究突出贡献奖 （2022年）

  6. 华中科技大学教师教学竞赛一等奖 （2020年）

  7. 2019年福建省优秀博士学位论文 （2020年）

  8. 厦门大学2018年博士研究生国家奖学金（2018年）

Profile in English
Profile in English

Assoc. Prof. Chengchen Li, Ph.D.

Huazhong University of Science and Technology, China

lichengchen@hust.edu.cn

Chengchen Li is Associate Professor of applied linguistics at Huazhong University of Science and Technology, China as well as an honorary research fellow at the Center for Applied Linguistics, Institute of Education, University College London, UK. Her research interests include positive psychology, second language acquisition, L2 writing, and task-based language teaching (TBLT). She has published widely on individual difference factors, learner emotions in particular, in journals including Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, and System. She is the author of A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (2020). She is Editor of Studies in Second Language Learning and Teaching (2021-) and Associate Editor of the Journal of Multilingualism and Multicultural Development (2023-). She has been the (co)guest editor of six special issues for journals including System, Journal of Multilingualism and Multicultural Development, and Modern Foreign Languages. She is Vice President of the International Association for the Psychology of Language Learning (IAPLL) (2022-). She is chair of the Special Interest Group Psychology for TBLT at IAPLL (2023-). She was a co-vice-chair of the Special Interest Group Emotion at IAPLL (2022-2023).


More information can be found:

ResearchGate:

https://www.researchgate.net/profile/Chengchen_Li

Google Scholar profile:

https://scholar.google.com/citations?user=mujjR7QAAAAJ&hl=en&oi=ao

UCL IRIS profile:

https://iris.ucl.ac.uk/iris/browse/profile?upi=CLIIX87

Studies in Second Language Learning and Teaching:

https://pressto.amu.edu.pl/index.php/ssllt

IAPLL profile:

https://www.iapll.com/board-members/chengchen-li

  1. Associate Professor of Applied Linguistics (Huazhong University of Science and Technology, China) (2021-)

  2. Honorary Research Fellow (IOE - University College London, UK) (2022-2025)

  3. Vice President of the International Association for the Psychology of Language Learning (IAPLL) (2022-)

  4. Editor of Studies in Second Language Learning and Teaching (2021.03-)

  5. Associate Editor of the Journal of Multilingual and Multicultural Development (2023.09-)

  1. Positive psychology in language education

  2. Second language writing

  3. Individual differences in task-based language learning

  4. Foreign language effects on cognition and personality

  5. Scale development and validation

    Editorships

  1. Editor of Studies in Second Language Learning and Teaching, March 2021 -

  2. Associate Editor of the Journal of Multilingual and Multicultural Development (2023.09-)

  3. Associate Editor of Eurasia Journal of Applied Linguistics, October 2019- March 2021

    4. Invited guest editorships in SSCI-indexed journals

  4. -Li, C., & Li, S. (Eds.). Forthcoming. Special Issue on “Individual Differences and TBLT: A multidisciplinary perspective” of System. (as a guest editor for this journal from 2023 to 2025.)

  5. -Botes, E., Li, C., Deweale, J.-M., & MacIntyre, P. (Eds.). Forthcoming. “Individual Differences in Foreign Language Learning” of Learning and Individual Differences (as a guest editor for this journal from 2023 to 2025.)

    6. Invited guest editorships in CSSCI-indexed journals

  6. - Li, C. (Ed.). Forthcoming. Special Issue on “L2 Learner Emotions” of Modern Foreign Languages (《现代外语》). (as a guest editor for this journal from 2022 to 2024.)

  7. - Li, C. (Ed.). 2022. Special Issue on “Foreign Language Learning Boredom” of Foreign Language Education (《外语教学》). (as a guest editor for this journal from 2020 to 2022.)

  8. - Li, C. (Ed.). 2020. Special Issue on “Emotions in Second Language Acquisition from a Positive Psychology Perspective” of Foreign Language World (《外语界》)(as a guest editor for this journal from 2019 to 2020.)

  1. Stanford University’s 2022 List of World’s Top 2％ Scientists

  2. Elsevier’s 2022 List of Most Cited Chinese Researchers

  3. Chutian Excellent Early Career Researcher of Hubei Province, July 2021-June 2026, The Education Department of Hubei Province, China.

  4. Outstanding Research Award in Social Science Research, January 2023, Huazhong University of Science and Technology, China. This award is to recognize the most outstanding research in social sciences.

  5. Outstanding Teacher Award (1st), December 2020, Huazhong University of Science and Technology, China. This award is to recognize the most outstanding teaching performance.

  6. Best Ph.D. Dissertation Award of Fujian Province, 2020.06, The Education Department of Fujian Province, China

  7. National Scholarship for Doctoral Students, 2018.10, Ministry of Education, China.

  8. Best B.A. Thesis Award, 2015.03, Nanjing University of Science and Economics, China.

学术任职
Academic Affiliations

  1. 语言学一区SSCI检索期刊Studies in Second Language Learning and Teaching副主编 （2021年3月-）

  2. 语言学一区SSCI检索期刊Journal of Multilingual and Multicultural Development 副主编（2023年9月-）

  3. 语言学一区SSCI检索期刊Journal of Multilingual and Multicultural Development 编委（2023年3月-8月）

  4. 国际期刊 Research Methods in Applied Linguistics编委（2024年5月-）

  5. 国际期刊Konin Language Studies编委（2024年5月-）

  1. -Li, C., & Li, S. (Eds.). Forthcoming. Special Issue on “Individual Differences and TBLT: A multidisciplinary perspective” in System. August 2023 onwards

  2. -Botes, E., Li, C., Deweale, J.-M., & MacIntyre, P. (Eds.). Forthcoming. “Individual Differences in Foreign Language Learning” in Learning and Individual Differences, May 2023 onwards

  3. - Li, C. (Ed.). 2024. Special Issue of Modern Foreign Languages (《现代外语》). (as a guest editor for this journal from 2022 to 2024.)

  4. - Li, C. (Ed.). 2022. on “Foreign Language Learning Boredom” in Foreign Language Education (《外语教学》). (as a guest editor for this journal from 2020 to 2022.)

  5. - Li, C. (Ed.). 2020. Special Issue on “Emotions in Second Language Acquisition from a Positive Psychology Perspective” in Foreign Language Word (《外语界》) (as a guest editor for this journal from 2019 to 2020.)

  1. International Association for the Psychology of Language Learning (IAPLL) 副会长（2022.11.25-）

  2. Emotion SIG (Special Interest Group) 共同主席(co-chair) （2022.7-2023.6）

  3. Psychology of TBLT 主席 （2023.9-）

  4. 二语习得学会理事（2023-）

  1. 波兰国家基金评审(National Science Center, Poland, OPUS-23)

  2. 香港中文大学基金评审（2021、2022）

  3. 教育部学位论文评审

  4. 《外语界》

  5. 《外语与外语教学》

  6. 《现代外语》

  7. Applied Linguistics

  8. Applied Linguistic Review

  9. Cogent Education

  10. Contemporary Educational Psychology

  11. English Teaching & Learning

  12. ELT Journal

  13. European Journal of Applied Linguistics

  14. Foreign Language Annals

  15. International Journal of Bilingual Education and Bilingualism

  16. International Review of Applied Linguistics in Language Teaching

  17. Journal of English for Academic Purposes

  18. Journal of Experimental Psychology

  19. Journal of Multilingual and Multicultural Development

  20. Journal of Psycholinguistic Research

  21. Journal of Second Language Writing

  22. Language Learning

  23. Language Teaching

  24. Language Teaching Research

  25. Modern Language Journal

  26. Pedagogies: An International Journal

  27. Studies in Second Language Acquisition

  28. Studies in Second Language Learning and Teaching

  29. System

  30. TESOL Quarterly

学术论文
Academic Publications

  1. Li, C., & Li, W. (2024). The Enhancement of Creativity Through Foreign Language Learning: Do Personality Traits Matter? Bilingualism: Language and Cognition. Accepted.

  2. Li, C., Li, W., & Lu, X. (2024). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. The Modern Language Journal. 108 (3). In press.

  3. Li, C., Feng, E., Zhao, X., & Dewaele, J. M. (2024). Foreign language learning boredom: Refining its measurement and determining its role in language learning. Studies in Second Language Acquisition, 1-28. doi:10.1017/S0272263124000366.

  4. Li, C., Wei, L., & Cai, J. (2024). Life satisfaction and L2 engagement in adolescents. ELT Journal, 78(2), 149-159. https://doi.org/10.1093/elt/ccad054

  5. Li, B., & Li, C. (2024). Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System, 123, 103335. https://doi.org/10.1016/j.system.2024.103335

  6. Li, C., & Han, Y. (2024). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. https://doi.org/10.1515/applirev-2021-0159

  7. Li, C., Li, W., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System. https://doi.org/10.1016/j.system.2023.103074

  8. Li, C., & Wei, L. (2023). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?. Studies in Second Language Acquisition, 45(1), 93-108. DOI: https://doi.org/10.1017/S0272263122000031

  9. Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249. https://doi.org/10.1515/applirev-2020-0124

  10. Li, C., Pawlak, M., & Kruk, M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2023.2183961

  11. Li, C., & Yang, Y. (2023). Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching, DOI: 10.1515/iral-2022-0196

  12. Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research. doi.org/10.1177/13621688221090324.

  13. Li, C., & Wei, L. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2022.2137516

  14. Li, C., Dewaele, J.-M., Pawlak, M. & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. https://doi.org/10.1177/13621688221111623 .

  15. Li, C. (2021). A Control-value Theory approach to boredom in English class among university students in China. The Modern Language Journal, 105(1), 317-334. https://doi.org/10.1111/modl.12693

  16. Dewaele, J.-M., & Li, C*. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945. https://doi.org/10.1177/13621688211014538

  17. Li, C., Zhang, J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1931246

  18. Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 1-11. https://doi.org/10.1016/j.system.2020.102393

  19. Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263. https://doi.org/10.1080/01434632.2019.1614187

  20. Li, C., Fan, L., & Wang, B. (2020). The impairing effect of post-encoding positive emotion on associative memory for English vocabulary. PloS One. DOI: 10.1371/journal.pone.0228614

  21. Li, C., Dewaele, J.-M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485–510. https://doi.org/10.1515/applirev-2018-0043

  22. Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: a positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology-Language Sciences. DOI:  10.3389/fpsyg.2019.02453

  23. Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale. System, 76, 183–196. https://doi.org/10.1016/j.system.2018.06.004

  24. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” Studies in Second Language Learning and Teaching, 8(1), 15–20. https://doi.org/10.14746/ssllt.2018.8.1.1

  1. 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024, 4，465-477. Li, C. & Li, W. 2024. The Joint Contributions of Cognitive Abilities and Emotions to Second Language Writing Proficiency. Modern Foreign Languages. 4, 465-477. doi:10.20071/j.cnki.xdwy.20240523.011.

  2. 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.

  3. , & Li, W. (2024). The relationships of language attitude, emotions, and foreign language achievement: Urban-rural comparisons based on structural equation modeling. Foreign Languages and Their Teaching (《外语与外语教学》), 1(1), 57–69. https://doi.org/10.13458/j.cnki.flatt.004711

  4. 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.

  5. , Wei, L., & Jiang, G. (2024). Emotions in second language learning: Retrospect and prospect. Modern Foreign Languages(《现代外语》), (1), 63-75.

  6. 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.

  7. , & Lu, X. (2022). Foreign Language Learning Boredom: A Scoping Review. Foreign Language Education. 43(06):70-76.

  8. 李成陈,韩 晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．Li, C., Han, Y., & Li, B. (2022). Foreign language classroom boredom and foreign language achievement of elementary students: An urban-rural comparison. Foreign Language Education（《外语教学》）, 3, 50-55．

  9. 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219. Li, C., & Han, Y. (2022). The predictive effects of foreign language anxiety, enjoyment, and boredom on learning outcomes in online English classrooms. Modern Foreign Languages（《现代外语》）, 45(2), 207–219.

  10. 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63. Li, C. (2021). Looking back and looking forward: SLA research from a positive psychology perspective over the past decade (2012-2021). Foreign Language Education（《外语教学》）, 2021,4, 57-63.

  11. 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78. Li, C. (2020). Emotional intelligence and English achievement: the mediating effects of enjoyment, anxiety and burnout. （《外语界》）, 196(1), 69–78.

  12. 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020，5, 33-44. Li, C., & Dewaele, J.-M. (2020). The predictive effects of trait emotional intelligence and online learning achievement perceptions on foreign language class boredom among Chinese university students. Foreign Languages and Their Teaching（《外语与外语教学》）, 5, 33–44.

  13. Dewaele, J.-M., 李成陈. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49. Dewaele, J.-M., & Li, C. (2020). Emotions in second language acquisition: A critical review and research agenda. Foreign Language World（《外语界》）, 196(1), 34–49.

  14. 江桂英,李成陈.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39. Jiang, G., & Li, C. (2017). SLA research in the Positive Psychology perspective Review and prospects. Foreign Language World（《外语界》）, 182(5), 67–72.

  15. 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48. Li, C., & Jiang, G. (2017). A contrastive analysis of “attitude” in forewords of Chinese and English academic monographs within appraisal system. Foreign Language Education（《外语教学》）, 2017, 38(05), 43-48.

  16. 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68. Li, C., & Jiang, G. (2017). A Force- dynamic Study of the Pragmatic Meanings of the Emoji “Face with Tears of Joy.” Foreign Language Research（《外语学刊》）, 198(5), 63–68.

  1. Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition. In press. DOI: 10.1017/S0272263122000031.
    SSCI, Q1, 2020 JCR Ranking - Linguistics: 8/193

  2. Dewaele, J.-M., & Li, C.* (2021). Teacher Enthusiasm and Students’ Social-behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. Language Teaching Research. 25(6), 922-945.
    SSCI, Q1, 2020 JCR Ranking - Linguistics: 9/193

注：热点论文信息来源于2022年度9月Web of Science 数据库。

  1. Li, C. (2021). A Control-value Theory Approach to Boredom in English Class Among University Students in China. The Modern Language Journal. 105(1), 317-334. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 4/193；期刊2021年度 top-cited论文)

  2. Li, C. (2020). A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Foreign Language Enjoyment and EFL Learning Achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 22/193)

  3. Li, C., Dewaele, J.-M., & Hu, Y. (2021). Foreign Language Learning Boredom: Conceptualization and Measurement. Applied Linguistics Review. DOI: 10.1515/applirev-2020-0124. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 27/193)

  4. Li, C., Dewaele, J.-M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485–510. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 27/193)

  5. Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale. System, 76, 183–196. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 15/193；期刊2018-2021 most-cited论文)

  6. Dewaele, J.-M., & Li, C.* (2021). Teacher Enthusiasm and Students’ Social-behavioral Learning Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. Language Teaching Research. 25(6), 922-945. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 9/193)

  7. Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition. In press. DOI: 10.1017/S0272263122000031. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 8/193)

  8. Li, C., Huang, J., & Li, B. (2021). The Predictive Effects of Classroom Environment and Trait Emotional Intelligence on Foreign Language Enjoyment and Anxiety. System, 96, 1-11. (SSCI, Q1, 2020 JCR Ranking - Linguistics: 15/193)

注：以上高被引信息来源于2022年度9月Web of Science 数据库

  1. Li, C., & Dewaele, J.-M. (2021). How do classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students? The Journal for the Psychology of Language Learning, 3(2), 86-98.

  2. Dewaele, J.-M. & C. Li. Foreign language enjoyment and anxiety: Associations with general and domain-specific English achievement[J]. Chinese Journal of Applied Linguistics, 2022(1): 32-48.

其他学术成果
Other Publications

  1. Li, C. (2020). A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (《积极心理学视角下的中国英语学习者情绪智力和课堂情绪研究》). Wuhan: Wuhan University Press.

  1. 李成陈，陈谱顺.《关系之舞：既亲密又独立的相处艺术》(译著). 2017，北京：机械工业出版社.

  1. Li, C. (2018). Innovative Practices in Language Teacher Education: Spanning the Spectrum from Intra- to Inter-Personal Professional Development. Journal of Multilingual and Multicultural Development, 39(9), 845–846. (SSCI)

  2. Li, C., & Jiang, G. (2017). Positive psychology perspectives on foreign language learning and teaching. International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2017.1350279 (SSCI)

  3. Li, C., & Jiang, G. (2017). Nonverbal Communication. Communications: The European Journal of Communication Research, 42(2): 271-273. (SSCI)

  4. Meng, Y. & Li, C. (2017). Body - Language - Communication: An International Handbook on Multimodality in Human Interaction. Multimodal Communication, 6(2), 159-161. DOI: 10.1515/mc-2017-0005

  1. Li, C., & Dewaele, J.-M. (In press). Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In S. Li (Ed.), Individual Differences in Task-Based Language Learning and Teaching. Amsterdam, Netherlands: John Benjamins.

  2. MacIntyre, P. D., Dewaele, J.-M., Macmillan, N., & Li, C. (2019). The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery. In P. D. MacIntyre & A. Al-Hoorie (Eds.), Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 57-79). Bristol: Multilingual Matters.

各研究方向代表性成果
Representative Publications

  1. Li, C., & Li, W. (2024). The Enhancement of Creativity Through Foreign Language Learning: Do Personality Traits Matter? Bilingualism: Language and Cognition. Accepted.

  1. 李成陈. 积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学. 2021, 4, 57-63.

  2. 江桂英, 李成陈. 积极心理学视角下的二语习得研究述评与展望[J]. 外语界. 2017, 5, 32-39.

  3. Li, C. (2020). A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (《积极心理学视角下的中国英语学习者情绪智力和课堂情绪研究》). Wuhan: Wuhan University Press.

    一、情绪

  1. 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.

  2. Li, C. (2021). A control-value theory approach to boredom in English class among university students in China. The Modern Language Journal, 105(1), 317-334.

  3. Li, C., & Li, W. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 45(1), 93–108.

  4. Li, C., Feng, E., Zhao, X., & Dewaele, J. M. (2024). Foreign language learning boredom: Refining its measurement and determining its role in language learning. Studies in Second Language Acquisition, 1-28. doi:10.1017/S0272263124000366.

    5. 二、认知

  5. 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024, 4，465-477.

  6. Li, C. & Li, W. 2024. The Joint Contributions of Cognitive Abilities and Emotions to Second Language Writing Proficiency. Modern Foreign Languages. 4, 465-477. doi:10.20071/j.cnki.xdwy.20240523.011.

  7. Li, C., & Li, W. (2024). The Enhancement of Creativity Through Foreign Language Learning: Do Personality Traits Matter? Bilingualism: Language and Cognition. Accepted.

  8. Li, C., Li, W., & Lu, X. (2024). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. The Modern Language Journal. 108 (3). In press.

    9. 三、人格

  9. Li, C., & Yang, Y. (2023). Domain-general grit and domain-specific grit: Conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching, https://doi.org/10.1515/iral-2022-0196

  10. Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263.

    11. 四、动机

  11. Li, C., Dewaele, J.-M., Pawlak, M. & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research, In press. https://doi.org/10.1177/13621688221111623 .

  12. Li, C., Wei, L., & Cai, J. (2024). Life satisfaction and L2 engagement in adolescents. ELT Journal, 78(2), 149-159. https://doi.org/10.1093/elt/ccad054

  13. Li, B., & Li, C. (2024). Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System, 123, 103335. https://doi.org/10.1016/j.system.2024.103335

    14. 五、态度

  14. Li, C., & Li, W. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, In press. https://doi.org/10.1080/01434632.2022.2137516

  15. 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.

  1. Li, C., Li, W., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System, 116, https://doi.org/10.1016/j.system.2023.103074

  2. 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024, 4，465-477.

  3. Li, C. & Li, W. 2024. The Joint Contributions of Cognitive Abilities and Emotions to Second Language Writing Proficiency. Modern Foreign Languages. 4, 465-477. doi:10.20071/j.cnki.xdwy.20240523.011.

  4. Li, C., Li, W., & Lu, X. (2024). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. The Modern Language Journal. 108 (3). In press.

  1. Li, C., & Dewaele, J.-M. (2024). Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In S. Li (Ed.), Individual Differences in Task-Based Language Learning and Teaching (pp. 87–114). Amsterdam, Netherlands: John Benjamins.

  2. Li, C., Li, W., & Lu, X. (2024). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. The Modern Language Journal. 108 (3). In press.

  3. Li, C., & Li, S. (Eds.). Forthcoming. Special Issue on “Individual Differences and TBLT: A multidisciplinary perspective” in System. August 2023 onwards

  1. Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945.

  2. Li, C., Dewaele, J.-M., Pawlak, M. & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research, https://doi.org/10.1177/13621688221111623 .

  3. Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 1-11.

  1. Li, C. & Dewaele, J.-M. (In press). Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment. In S. Li (Ed.), Individual Differences in Task-Based Language Learning and Teaching. Amsterdam, Netherlands: John Benjamins.

  2. Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale. System, 76, 183–196.

  3. Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249.

  4. Li, C., & Li, W. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, In press. https://doi.org/10.1080/01434632.2022.2137516

指导学生论文
Other publications with students

  1. Feng, E., & Li, C*. (2024). Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study. System, 125, 103438. https://doi.org/10.1016/j.system.2024.103438

  2. 张宝丹，李成陈*. 二语坚毅与二语水平的关系研究: 情绪的中介作用[J]. 第二语言学习研究, 2024(18).67-80.

  3. 娄怡, 李成陈*, 赵海永.二语交际意愿与二语焦虑关系的元分析[J].当代外语研究, 2024(1), 168-179.

课题
Funded Projects

  1. 主持国家社科基金青年项目《学习环境对农村留守儿童英语学习行为的影响及其心理机制研究》（项目号19CYY017）（2019-2024）

  2. 主持华中科技大学人文社会科学发展专项基金——跨学科研究专项课题（2019）

  3. 主持教师教学能力培训项目《情绪智力及其“六维三步”培养》（2020-2021）

  4. 主持华中科技大学自主创新项目（2019-2021）

  5. 主持华中科技大学自主创新研究基金（人文社科）项目——积极心理学视角下的乡村学生外语学习成效和影响机制研究（2022-2024）

  6. 主持华中科技大学本科生院教学研究项目——积极心理学视角下的外语学习情绪调节及成效研究——以华中科技大学本科生为例（2024-）

  7. 主持华中科技大学人文社会科学创新基金青年自主创新项目——积极心理学助力乡村外语教育的理论体系与实践路径研究（2024-）

受邀会议主旨发言、讲座
Invited Lectures & Talks

  1. Li, C. Learner emotions in second language acquisition: Looking back and looking forward. 13th International Conference on Foreign Language Teaching and Applied Linguistics. November 29-30, 2023 at Jizzakh State Pedagogical University, Uzbekistan.

  2. 李成陈.积极心理学视角下的二语习得研究：理论、关键话题与实践. 厦门大学. 厦门大学百年校庆人类命运共同体话语体系建构研究国际论坛之应用语言学新锐学者论坛主旨发言 2021/04/03

  1. Li, C. Foreign Language Learning Boredom and Enjoyment: The Effects of Teacher Variables and Learner Variables.  波兰波兹南密茨凯维奇大学（Adam Mickiewicz University in Kalisz, Poland）. 2022/1/18

  1. 李成陈. 二语学习中的情绪研究.武汉科技大学.2024/6/21

  2. 李成陈. Task-specific Emotions: Bridging TBLT and Positive Psychology. 浙江大学. 2024/6/5

  3. 李成陈.二语情绪研究现状、挑战与展望.江汉大学.2024/3/15

  4. 李成陈. 二语情绪研究现状、挑战与展望.中国海洋大学.2024/3/19

  5. 李成陈. 二语情绪研究现状、挑战与展望.上海外国语大学.2024/4/2

  6. 李成陈. 二语情绪研究“热”下的“冷”思考. 中南民族大学. 2023/12/28

  7. 李成陈. 二语学习中的情绪研究：回顾与展望. 南京财经大学. 2023/12/14

  8. 李成陈. 二语学习中的情绪研究：回顾与展望. 湖北工业大学. 2023/11/9

  9. 李成陈. 外语写作中的情绪对写作的影响.北京科技大学“世界人文之路”名师讲坛2023/6/9

  10. 李成陈.二语学习情绪研究：回顾与展望. 厦门大学 2023/3/26

  11. 李成陈.二语学习中的情绪研究：回顾与展望（1986-2022）. 大连外国语大学 2022/5/26

  12. 李成陈. Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? 汕头大学  2022/4/22

  13. 李成陈. 二语学习中的情绪研究：回顾与展望（1986-2022）. 武汉大学  2022/3/18

  14. 李成陈. 二语学习情绪研究：回顾与展望. 苏州大学 2021/10/14

  15. 李成陈. Foreign Language Learning Boredom: Conceptualization and Measurement. 东南大学 2021/06/22

  16. 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2020. 福建工程学院 2020/12/09

  17. 李成陈.积极心理学视角下的二语习得研究回顾与展望.大连外国语大学 2020/05/26

学术会议
Academic Conferences

    分会场负责人

  1. Dr. Scott Aubrey, Dr. Chengchen Li & Dr. Craig. Lambert. The role of learner in task-based language teaching. PLL6 (Psychology of Language Learning), May 14-18, Madrid, Spain.

  2. Prof. Jean-Marc Dewaele & Dr. Chengchen Li. Opening emotion research in applied linguistics. BAAL (British Association of Applied Linguistics), Aug. 23-25, 2023, York, UK.

    3. 发言

  3. Li, C., Wei, L., & Lu, X. (2023). Task Complexity and L2 Writing Performance of Young Learners: Contributions of Cognitive and Affective Factors. AAAL (American Association of Applied Linguistics), March 18-22, 2023, Portland, USA.

  4. Li, C., & Wei, L. (2022). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? BAAL (British Association of Applied Linguistics), Sept. 1-3, 2022, Belfast, UK.

  5. Li, C., & Dewaele, J.-M. Role of classroom environment and achievement emotions in EFL students’ engagement, CCEF (the Cambridge Chinese Education Forum), July 18th and19th, 2019, University of Cambridge, UK.

  6. Li, C., Dewaele, J.-M., & Cheng, J. A Complex Systems Investigation of Children’s Motivation and Emotion: Five Cases of Initial EFL Encounters in a Chinese Cram School, AAAL (American Association of Applied Linguistics), March 9-12, 2019, Atlanta, USA.

  7. Li, C. Foreign Language Enjoyment, Anxiety and EFL Learning achievement of Chinese high school students, Bloomsbury Round Table, May 24th and 25th, 2018, Birkbeck College, University of London, UK.

  1. Li, C., & Dewaele, J.-M. Teacher Enthusiasm and Student Engagement: The Mediating Role of Student Enjoyment and Boredom in Chinese EFL Classes. 第二届课堂二语习得会议，2020年，10月17日-18日，江南大学，中国（分会场主持人）

  2. Li, C., & Xu, J. Trait emotional intelligence and classroom emotions: A positive psychology investigation and intervention among Chinese EFL learners, The 2nd International Conference of Sociocultural Theory and L2 Teaching, May 10-12, 2019, Xi’an Jiaotong University, Xi’an, China.

  3. Li, C. A Positive Psychology Perspective on Chinese EFL Students’ Trait Emotional Intelligence, Classroom Emotions and EFL Learning Achievement, The 8th International Symposium on Second Language Acquisition Research in China November 2-4, 2018, Qingdao, China.

教学、研究生指导
Teaching and Supervision

  1. 《学术英语写作》博士

  2. 《心理语言学》硕士

  3. 《大学英语》本科

  1. 第一导师                            
    孙雅茹：华中科技大学博士生，2024-                            
    冯恩昊：华中科技大学博士生，2023-                            
    崔文惠：华中科技大学硕士生，2024-                            
    魏诗越：华中科技大学硕士生，2023-                            
    张宝丹：华中科技大学硕士生，2021-2024                            
    陈高邈：华中科技大学硕士生，2020-2023                            
    娄  怡：华中科技大学硕士生，2020-2023

  2. 第二导师                            
    Xian Zhao 奥克兰大学（The University of Auckland）博士生，2022-

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