Haiyong Liu


Faculty Profile



Dept. of Classical and Modern Languages, Literatures and Cultures

Linguistics Program

Secondary Title

Director of the Linguistics Program, Coordinator of Chinese


313-577-9937 for Chinese, 313-577-7553 for Linguistics


471 Manoogian for Chinese
10303.4 5057 Woodward for Linguistics 

Selected Publications

  1. (2022) What's the Opposite of Henduo 'many' in Mandarin Chinese. Asian Language and Linguistics Vol. 3:1 36-59.
  2. (2019) Why Plurality of the Possessor Matters in Mandarin Chinese Inalienable Possession. Studies in Chinese Linguistics Vol. 40 2: 1-26.
  3. (2019) The Adjectival Intensifier Hen in Mandarin Chinese. Macrolinguistics Vol. 7 1-10 56-67
  4. (2019) Encoding counterfactuality in Chinese, Morpho-Syntactically. International Journal of Chinese Linguistics 6:1 27-45.
  5. (2017) 中英文的宾语省略比较 (A Comparison between the Object Drops of Mandarin Chinese and English) 《励耕语言学刊》 (Li Geng Linguistic Journal) Vol 27: 157-169.
  6. (2016) 非言语信递在对外汉语课堂中的应用 (The Applications of Non-verbal Communication in a Teaching Chinese as a Foreign Language Classroom). 《汉语教学学刊》 Journal of Teaching Chinese as a Foreign Language)第10 Vol. 10 162-177
  7. (2014) The Ba + Gei Structure and Word Order Change in Mandarin Chinese. Journal of Universal Language 15-2: 77-114
  8. (2014) 转换生成语法框架下的汉语正反问句的生成 (The Derivation of Mandarin A-not-A Questions in the Framework of Generative Grammar). 《语言学研究》 (Linguistic Research) 15: 42-59
  9. (2014) The Second Language Acquisition of Chinese Bare Nouns by English Speakers. In Advances in Chinese as a Second Language: Acquisition and Processing. N. Jiang (Ed.) 142-157. Newcastle upon Tyne, UK: Cambridge Scholars Publishing
  10. (2013) Nonverbal Communication: implications in the Chinese L2 classroom. In Studies and Global Perspectives of Second Language Teaching and Learning. J. W. Schwieter (Ed.) 27-45. Information Age Publishing
  11. (2011) Expletive Negation in Mandarin Cha-Dian-Mei ‘miss-bit-not’ Structure. Journal of Chinese Linguistics 39:1 123-148
  12. (2010) With Bangxiong Cheng and Yanli Wei,现代汉语模糊小量的语用文化特征 (The Pragmatic and Cultural Property of Chinese Fuzzy Small Quantity). 《语言研究》 (Studies in Language and Linguistics) 30(3): 90-92
  13. (2009) The Acquisition of Mandarin Aspects and Modals: Evidence from the Acquisition of Negation. Language and Linguistics 10.1: 133–160.
  14. (2008) Teaching Advanced Chinese Writing to Heritage Learners. ITL International Journal of Applied Linguistics 156: 169–178
  15. (2008) A Case Study of the Acquisition of Mandarin Classifiers. Language Research 44.2: 345-360
  16. (2007) The Perception of Chinese Null Subjects by English Speakers. Journal of the Chinese Language Teachers Association 42.2: 23-40

Courses taught


  • ASN 3995: Nouns in Asian Languages (F21); Pronouns in Asian Languages (F22) 
  • CHI 1005: Intro. To Chinese Language and Culture
  • CHI 1010: Beginning Chinese I                        
  • CHI 1020: Beginning Chinese II  
  • CHI 2000: Chinese Phonetics
  • CHI 2010: Intermediate Chinese I                   
  • CHI 2020: Intermediate Chinese II     
  • CHI 3022: Intro. To Chinese Literature          
  • CHI 3100: Advanced Chinese I
  • CHI 3200: Advanced Chinese II
  • CHI 2050: Gateway to Chinese Civilizations              
  • CHI 3010: Contemporary Chinese Pop Culture
  • CHI 3990: Summer Service and Learning Program in Rural China (S/S '06, '07, '08); Photographic Representation of the Chinese Community in Detroit (W20)
  • CHI 4010: Business Chinese


  • CHI 5210 / LIN 5220: Introduction to Chinese Linguistics   
  • CHI/JPN 5220 / LIN 5100: Languages of Asia
  • CHI 5230 / LIN 5240: Grammar of Chinese
  • CHI 5300 / LED 5300: Teaching Chinese as a Second Language

Research Description

My research interests are Chinese syntax, acquisition, and pedagogy. For Chinese syntax, now I am working on how Chinese inalienable possession (e.g. my arm, his mom) differs from its English counterparts, how Chinese constructs counterfactuality (e.g. I wish I was an astronaut), and what the real identity of Chinese adjectival intensifier hen (very) is, etc. For Chinese acquisition, I am working on how English-speaking students learn that in Chinese bare nous are acceptable (e.g. I have book), and how many of the learning errors can really be related underlyingly. For pedagogy, I am interested in listening testing, teaching tones in combination, and how sentence elements are reflected in vocabulary introduction.

Affiliated Departments