Haomin Zhang

Dr. Haomin Zhang

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Research Focus & Metrics

Academic Career Length

13Years (2014-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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9 February 2014 in Language Testing
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Journal Article
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RCRémi A. van Compernolle
Rémi A. van Compernolle
HZHaomin Zhang
Haomin Zhang
The focus of this paper is on the design, administration, and scoring of a dynamically administered elicited imitation test of L2 English morphology. Drawing on Vygotskian sociocultural psychology, particularly the concepts of zone of proximal development and dynamic assessment, we argue that support provided during the elicited imitation test both reveals and promotes the continued growth of emerging L2 capacities. Following a discussion of the theoretical and methodological background to the study, we present a single case analysis of one advanced L2 English speaker (L1 Korean). First, we present overall scores, which include three types: an “actual” score, based on first responses only; a “mediated” score, which is weighted to account for those abilities that become possible only with support; and a learning potential score, which may be used as a predictor of readiness to benefit from further instruction. Second, we illustrate how an item analysis can be useful in developing a detailed diagnostic profile of the learner that accounts for changes in the learner’s need for, and responsiveness to, support over the course of the task. In concluding, we consider the implications of our approach to dynamically assessing elicited imitation tasks and directions for further research.

9 June 2016 in Foreign Language Annals
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Journal Article
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HZHaomin Zhang
Haomin Zhang

28 April 2016 in Language and Sociocultural Theory
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Journal Article
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HZHaomin Zhang
Haomin Zhang
RCRémi A. van Compernolle
Rémi A. van Compernolle
This article outlines an approach to evaluating second language grammatical learning potential through dynamic assessment ofelicited imitation. Focus is on the design of a sandwich format dynamic assessment in which learners engage in a pretest ofindependent performance, followed by a mediation phase in which instructional support is provided, and then a retest of independent performance. The assessment centers on learners’ responsiveness to support as measured by gains made between the pretest and the retest and the calculation of a learning potential score. We report on a small-scale implementation of the test with four intermediate-level and two elementary-level university learners of Chinese and their emerging comprehension of, and ability to produce, progressive and experiential aspect constructions. Results show significant gains with large effect sizes following mediation, which is one indication that the assessment was successful in evaluating learning potential.

23 December 2016 in Studies in Second Language Acquisition
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Journal Article
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HZHaomin Zhang
Haomin Zhang
KKKeiko Koda
Keiko Koda
This exploratory study aimed to examine whether early exposure to Chinese as a heritage language (CHL) provides facilitation in word-knowledge development in collegiate CHL learners by comparing word-level subskills, including oral vocabulary knowledge, print vocabulary knowledge, morphological awareness, and lexical inferencing ability, between CHL learners and non-CHL learners. Sixty-two collegiate intermediate-level Chinese learners including 37 CHL learners and 25 non-CHL learners participated in this study. Drawing on multivariate analyses, the study found that CHL learners outperformed non-CHL learners on oral vocabulary knowledge, morphological awareness, and lexical inferencing ability, but not on print vocabulary knowledge. In both groups of learners, print vocabulary knowledge was the strongest predictor of lexical inferencing ability. While oral vocabulary knowledge and print vocabulary knowledge were highly correlated in non-CHL learners, they were more distinct constructs in CHL learners. These findings seem to suggest that early exposure to spoken Chinese enhances the development of oral vocabulary knowledge and morphological awareness in CHL learners. Importantly, the latter appears to enhance the formation of the connection between oral vocabulary knowledge and print knowledge.