个人基本信息
中文姓名：吕伯宁
籍贯：北京
性别：女
最后学历：博士
毕业院校：香港大学教育学院
职称：助理教授
研究方向：科技辅助语言教学
承担课程：综合汉语、汉语听力、公共汉语、课堂观察与实践、课堂教学案例分析与实践
电子邮件：bnlyu@xmu.edu.cn
个人经历
2010.09-2014.06 华东师范大学本科（外语学院日语系）
2014.09-2016.06 台湾师范大学硕士（国际与社会科学学院应用华语文学系（现华语文教学系））
2016.09-2020.12 香港大学博士（教育学院中国语言与文学系（现教师教育与学习领导力系））
2016.09-2017.10 香港大学教育学院普通话中心讲师
2016.09-2020.12 香港大学教育学院研究助理
2021.03至今 厦门大学国际中文教育学院/海外教育学院助理教授
论文著作
主要发表论文
[1].Lyu, B. & Lai, C.*. (2022). An ecological analysis of learners’ self-initiated and self-directed engagement on an educational social networking platform. Language Learning & Technology, 26(1), 1-22. Doi: 10125/73468. (SSCI)
[2].Lyu, B. & Lai, C.*. (2022). Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective. Computer Assisted Language Learning, (online first). Doi: 10.1080/09588221.2022.2030364. (SSCI)
[3].Lyu, B., Lai, C., Lin, C. H., & Gong, Y.*. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106 (online first). Doi: 10.1016/j.ijer.2021.101740. (SSCI)
[4].Gong, Y.*, Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1), 44-62. Doi:10.1017/S0261444819000387. (SSCI)
[5].Lai, C., Qi, X., Lü, C., & Lyu, B. (2020). The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing. Language Teaching Research, 24(4), 496-518. Doi: 10.1177/1362168818805265 (SSCI)
[6].Lyu, B. & Lai, C.* (2020). Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners. Global Chinese, 6(2), 215-235. Doi: 10.1515/glochi-2020-0012.
[7].Lyu, B. & Qi, X. D.* (2020). A review study of technology-assisted L2 Chinese learning and teaching: from 2008 to 2018. Frontiers of Education in China, 15(1), 142-163. Doi: 10.1007/s11516-020-0006-8.
[8].Lan, Y. J.*, Lyu, B. N., & Chin, C. K. (2019). Does 3D immersive experience enhance Mandarin writing by CSL students? Language Learning & Technology, 23(2), 125-144. Doi:10125/44686. (SSCI)
[9].Gong, Y., Lyu, B.*, & Gao, X. (2018). Research on teaching Chinese as a second or foreign language in and outside mainland China: A bibliometric analysis. The Asia-Pacific Education Researcher, 27(4), 277-289. Doi: 10.1007/s40299-018-0385-2. (SSCI)
[10].Lai, C., Hu, X. *, & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), 114-143. Doi: 10.1080/09588221.2017.1391293. (SSCI)
[11].吕伯宁* (2017). 基于现代汉语语料库考察下的“苦”之义项分析。海外华文教育， 2017(3),308-320. Doi: 10.14095/j.cnki.oce.2017.03.003.
[12].吕伯宁* (2016). 新 HSK 词表与 TOCFL 词表中的文化词汇比较研究。云南师范大学学报 (对外汉语教学与研究版)，81(4), 69-82. Doi: 10.16802/j.cnki.ynsddw.2016.04.011.
图书章节
[1].Lai, C.*, & Lyu, B. (2019). Hong Kong and informal language learning. In Dressman, M. & Sadler, R. W. (Eds.), Handbook of Informal Language Learning, pp. 271-287. Wiley Blackwell. Doi: 10.1002/9781119472384.ch18
[2].Lyu, B. & Lai, C*. (2018). The “informal” aspect of blended language learning: An overview of learners’ self-initiated language learning with technology beyond the classroom. In Palalas, A. (Ed.), Blended Language Learning: International Perspectives on Innovative Practice，pp. 87-110. 国家开放大学出版社(China Central Radio & TV University Press).
[3].吕伯宁 & 篮玉如* (2018)。在“第二人生”中进行会话练习对汉语为二语学习者学习动机影响之试探性研究。范静哗(主编)，《教学环境转变下的华语文教学创新》，45-63页。新加坡华文教研中心出版社。
会议论文
[1].吕伯宁、赖春、林金锡、龚阳*（2021）。汉语学习中的拼打与手写对比研究。第17届国际中文教育国际学术研讨会，2021年7月9-12，北京。
[2].Lyu, B. & Lai, C.* (2019). Language Learners Perceptions and Behaviors on An Instructional-oriented Social Networking Site Out-of-classroom: A case of Lang-8. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (Vol. 2161, pp. 272-274). IEEE Publish.
[3].Lyu, B. & Lai, C.* (2019). Learning through Social Media in the Ecology of Language Learners. In 2019 20th International Conference on Computer Assisted Language Learning (CALL) (pp. 202-208). University of Antwerp Publish.
[4].Lyu, B. & Lai, C.* (2019). The Nature of Feedback in an Online Language Learning Community. Paper presented at the 2nd International Conference on Pan-Pacific Technology-Enhanced Language Learning Conference (PPTELL 2019). July 3-5, 2019, Taiwan, China.
[5].Lyu, B. N.* & Lan, Y. J. (2018). Adopting Second Life in Chinese Writing Instructions in Singapore. Paper presented at the 5th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2018). September 10-14, 2018, Singapore.
[6].Lyu, B. & Lai, C.* (2018). An ecological analysis of social networking platform-mediated learning beyond the classroom. Paper presented at the 5th International Conference on Chinese as a Second Language Research (CASLAR 2018). June 14-16, 2018, Hong Kong, China.
[7].Lyu, B.* (2017). A Review of Blog Assisted Language Learning Research: Based on Bibliometric Analysis. Paper presented at the19th International Conference on Advanced Learning Technologies (ICALT 2017). October 19-20, 2017, Paris, France.
[8].Lyu, B. N. & Lan, Y. J.* (2015). The Effects of Conversation Practices in Second Life on Learning Attitude: An Exploratory Study. Paper presented at the 4th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2015). September 9-10, 2015, Singapore.
科研课题
[1].基于探究社区理论的国际中文在线学习成效研究，福建省社会科学青年基金项目（FJ2021C055），主持。
[2].国际中文在线学习投入度及其影响因素研究，教育部语合中心青年项目（21YH47D），主持。
[3].当代中国文化数字化教材的开发与应用，教育部语合中心重点项目（21YH28B），第一参与者。
[4].An Interest-Driven Vocabulary-Based Approach to Foster Out-of-Class Autonomous Language Learning in the Digital Wilds，香港大学Seed Fund for Basic Research，共同研究者。
[5].来华留学生汉语语用教学有效性的实证研究，教育部青年基金项目(19YJC740057)，第一参与者。
社会服务
Computer Assisted Language Learning、Frontiers of Psychology、The Asia-Pacific Education Researcher等SSCI期刊匿名评审委员。
