Educational Background

2008, Georgia State University, Ph.D. in Applied Linguistics.

1999, University of Nottingham, M.A. in English Language Teaching.

1991, Tsinghua University, Master Diploma in Linguistics & Applied Linguistics.

1989, Shandong Normal University, B.A. in English Language & Literature.

Work Experience

2019-Present, Language Centre, Tsinghua University, Professor.

2011-2018, Department of Foreign Languages & Literatures, Tsinghua University, Professor.

2001-2010, Department of Foreign Languages & Literatures, Tsinghua University, Associate Professor.

1995-2000, Department of Foreign Languages & Literatures, Tsinghua University, Lecturer.

1991-1994, Department of Foreign Languages & Literatures, Tsinghua University, Assistant Teacher.

Courses

English for PhD Students;

English for Academic Purposes (A): Spoken Communication; English for Academic Purposes (B): Spoken Communication; Thinking and Communication for Academic Purposes; Introduction to Linguistics

Research Interests

English for Academic Purposes

English as the Medium of Instruction

Second Language Teacher Education

Awards and Honors

2021, Beijing Education and Teaching Achievements Award (First Prize); 2016, Outstanding Textbook Award of Tsinghua University (Second Prize); 2014, Teaching Achievement Award of Tsinghua University (First Prize) (1); 2014, Teaching Achievement Award of Tsinghua University (First Prize) (2); 2013, Beijing Higher Education Teaching Achievement Award (First Prize); 2013, Outstanding Higher Education Scientific Research Achievements of Beijing Association of Higher Education (Second Prize); 2012, Teaching Achievement Award of Tsinghua University (First Prize) (1); 2012, Teaching Achievement Award of Tsinghua University (First Prize) (2); 2010, Baosteel Excellent Teacher Award (China)

Achievements

1. Yan, Y., & Zhang, W. (2023). An experienced EAP teacher's identity construction: A narrative inquiry. Chinese Journal of ESP, 31(2), 20-28.

2. Zhang, X., & Zhang, W. (2020). Exploring the effectiveness of English medium instruction: Chinese undergraduate students’ perspectives. In Q. Guo, Y. Zhang, & Y. Yan (eds). International & interdisciplinary: New trends and perspectives in English language teaching at tertiary level (pp. 36-46). Hong Kong Polytechnic University.

3. Tian, Y., & Zhang, W. (2020). Chinese doctoral students’ challenges and coping strategies in reading English journal articles. Modern Languages Teaching and Research, 2020, 198-205.

4. Yan, Y., Zhang, W., & Zhang, W. (2020). An activity system analysis of an expert EAP teacher’s teaching practice. Foreign Language Education, 41(3), 73-77.

5. Tian, Y., & Zhang, W. (2020). Chinese doctoral students’ challenges in reading English journal papers. In Q. Guo, Y. Zhang, & Y. Yan (eds). International & interdisciplinary: New trends and perspectives in English language teaching at tertiary level (pp. 113-124). Hong Kong Polytechnic University.

6. Zhang, W. & Zhang, H. (2017). From EAP teaching to English-medium instruction: Innovation in EFL curriculum development at Tsinghua University in China. In D. Nunan, H. Reinders, & B. Zou (eds.), Innovation in language learning and teaching: The case of China (pp. 155-172). London: Palgrave Macmillan.

7. Zhang, W., Zhang, W., & Liu, M. (2015). Constructing an integrated English education system at a Chinese research-oriented university. Foreign Modern Languages, 38(1), 93-101.

8. Liu, M., & Zhang, W. (2015). The shifting focus of English teaching for undergraduate non-English major students: Reforms and practices at Tsinghua University in China. In L. T. Wong & A. Dubey-Jhaveri (eds.), English language education in a global world: Practices, issues and challenges (pp. 203-216). Nova Science Publishers.

9. Zhang, W., Lu, Y., Shon, E., & Han, Y. (2012). English writing center development in an EFL setting: Chinese PhD students’ perspectives. In Z. Lu, Y. Lu, & A. S. Backe (eds.), Issues in English language teaching and learning at tertiary level: Asian perspectives (pp. 122-132). Hong Kong Polytechnic University.

10. Mia, Y., & Zhang, W. (2012). Bangladeshi university students’ identification and evaluation of native varieties of English. In Z. Lu, Y. Lu, & A. S. Backe (eds.), Issues in English language teaching and learning at tertiary level: Asian perspectives (pp. 236-2242). Hong Kong Polytechnic University.

11. Zhang, W., Zhang, W., & Liu, M. (2011). EFL teaching reform for non-English majors in Tsinghua University: From EGP to EAP. Foreign Languages Research, 5, 11-14.

12. Lu, Z., Zhang, W., & Crippen, A. (eds). (2011). Issues in English language teaching and learning at tertiary level. Hong Kong Polytechnic University.

13. Zhang, W., & Wu, W. (2011). Exploring English as a foreign language learners’ attitudes towards native English varieties. In Z. Lu, W. Zhang, & A. Crippen (eds.), Issues in English language teaching and learning at tertiary level (pp.355-372). Hong Kong Polytechnic University.

14. Zhang, W., & Xu, X. (2011). Chinese EFL learners’ perceptions of humor in teaching and learning. In Z. Lu, W. Zhang, & A. Crippen (eds), Issues in English language teaching and learning at tertiary level (pp. 312-323). Hong Kong Polytechnic University.

15. Zhang, W. (2009). Semantic prosody and ESL/EFL vocabulary pedagogy. TESL Canada Journal, 26(2), 1-12.

16. Zhang, W., & Hu, G. (2008). Second language learners’ attitudes towards English varieties. Language Awareness, 17(4), 342-347.

Zhang, W., & Hu, G. (2008). A corpus-based study of subjunctive mood patterns: Implications for EFL instruction. Linguistics Journal, 3(1), 136-150.

Contact Information (Email)

zhangwm@tsinghua.edu.cn