Haiyong Liu

projects

Faculty Profile

Professor
an1884@wayne.edu

Department

Dept. of Classical and Modern Languages, Literatures and Cultures

Linguistics Program

Secondary Title

Director of the Linguistics Program, Coordinator of Chinese

Phone

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

Office

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

Undergraduate

  • 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

Graduate

  • 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

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