方帆

*此处收录主要发表文章

方帆，许宏晨. 2024.  英语教材融入本土文化研究[J]. 浙江外国语学院学报, 1, 1-8.

沈冰莹，方帆. 2024.  视频资源在高中英语教学中的应用情况与教师态度探究[J]. 基础外语教育, 26(1), 12-19+107.

王筱晶，方帆. 2024.  小学英语教师培训的困境与对策：基于 TKT培训的个案研究[J]. 基础外语教育, 25(3), 41-48+109. (人大复印报刊资料《小学英语教育学》全文转载)

梅勇，方帆. 2023.  国际盛事志愿服务经历对大学生全球胜任力的影响研究[J]. 高等工程教育研究研究, 2, 134-139. (CSSCI)

刘杨，方帆. 2022.  潮汕年轻人对潮汕方言的使用、态度与身份认同探究[J]. 汕头大学学报, 38(2), 26-35.

方帆，黄雅婷，雷霄. 2021.  新时期潮汕方言的家庭语言政策研究[J]. 语言政策与语言教育，14, 31-42.

刘宏刚，方帆，滕蕊. 2021.  二语“坚毅”研究：综述与前瞻[J]. 外语研究, 5: 50-54. (CSSCI 扩展版)

方帆，2020.  英语通用语范式及其对大学英语教学的启示[J]. 汕头大学学报, 36(10): 41- 48.

方帆，2010.  基于世界英语框架下的大学英语教学[J]. 汕头大学学报, 26(3): 88-93.

方帆，2009.  英语世界化下的中国英语——兼谈英语作为一门世界语的未来[J]. 外语教学（专刊）, 30: 20-23.

杨伟燕，方帆，杨伟璇， 肖哲英，郑慕洁. 2009.  高校远程英语课程改革与教师专业化发 展的相互作用研究[J]. 天津电大学报, 13(4): 43-47.

杨伟燕，方帆. 2008.  优化英语多媒体教学语境创设的研究[J]. 外语艺术教育研究, 4: 56- 60.

Xie, X., & Fang, F.* (2024, online first). ‘Walking out from the flat ’: Pre-service English language teachers' experiences of and needs for English as a lingua franca during study-abroad. Language and Education.(SSCI, A&HCI)

Boonsuk,Y., & Fang, F.* (2024,online first). Incorporating innovative Global Englishes-oriented activities into classroom instruction: Voices from pre-service English teachers in Thailand. Innovation in Language Learning and Teaching. (SSCI)

Fang, F., Jiang, L*., & Yang, J. (2023,online first). To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens. Language Teaching Research. (SSCI)

Fang, F., & Hu, G. (2022,online first). English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development.(SSCI, A&HCI)  

Yuan, L., Fang, F.*, & Hu, G. (2024). Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?. System, 125, 103423.(SSCI)       

Fang, F., McConachy, T., & Yuan, R. (2024). Intercultural learning and identity development as a form of teacher development through study abroad: Narratives from English language practitioners. Language, Culture and Curriculum, 37(2), 247-266. (SSCI, A&HCI)       

Xu,Y., & Fang, F. (2024). Book Review: Book Review: Internationalization of teacher education and the nation state: rethinking nationalization in Singapore. Asia Pacific Journal of Education, 44(1), 184-187. (SSCI)       

Wu, K., & Fang, F*. (2024). Book Review: Transmodal communications: Transpositioning semiotics and relations. Australian Review of Applied Linguistics, 47(2), 247-252. (ESCI, Scopus)       

Teng, M.F., & Fang, F*. (2024). Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review, 15(4), 1477-1506. (SSCI, A&HCI)  

Fang, F., & Dovchin, S. (2024). Editorial: Reflection and reform of applied linguistics from the  Global South: Power and inequality in English users from the Global South. Applied Linguistics Review, 15(4), 1223-1230. (SSCI, A&HCI)       

Jiang, L., Gu, M.M., & Fang, F. (2024). Multimodal or multilingual? Native English teachers engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review, 15(4), 1299-1319. (SSCI, A&HCI)       

Fang, F., & Dovchin, S. (2024). Editorial: Reflection and reform of applied linguistics from the  Global South: Power and inequality in English users from the Global South. Applied Linguistics Review, 15(4), 1223-1230. (SSCI, A&HCI)       

Fang, F. (2023). Book Review: Transnational language teacher identities in TESOL: Identity construction among female international students in the United States. TESOL Quarterly, 57(1), 315-317.(SSCI)       

Fang, F. (2021,online first). Book Review: Language, social media and ideologies: Translingual Englishes, Facebook and authenticities. Applied Linguistics. (SSCI)       

Fang, F. (2021). Book Review: English language teaching and teacher education in East Asia. ELT Journal, 75(4), 518-520.(SSCI, A&HCI)       

Fang, F. (2021). Book Review: Understanding context in language use and teaching: An ELF perspective. Journal of English as a Lingua Franca, 10(1), 171-175. (ESCI, Scopus)       

Fang, F., & Tang, X. (2021). The relationship between English major students ’learning anxiety and enjoyment in an English language classroom: A positive psychology perspective. Frontiers in Psychology, 12, 705244.(SSCI)       

Chu, W., Liu, H., & Fang, F*. (2021). A tale of three excellent Chinese EFL teachers: Unpacking teacher professional qualities for their sustainable career trajectories from an ecological perspective. Sustainability, 13(12), 6721.(SSCI)       

Fang, F., & Elyas, T. (2021). Promoting teacher professionalism in language education from the perspective of critical intercultural literacy. Intercultural Communication Education, 4(2), 177-190.       

Baker, W., & Fang, F. (2021). ‘So maybe I’m a global citizen ’: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1-17. (SSCI, A&HCI)       

Widodo, H.P., Fang, F*., & Elyas, T. (2020). The construction of language teacher professional    identity in the Global Englishes territory:‘We are legitimate language teachers ’. Asian Englishes, 22(3), 309-316. (ESCI, Scopus)       

Fang, F., & Liu,Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959.(SSCI, A&HCI)       

Liu, H.G., Gao, L.X., & Fang, F*. (2020). Exploring and sustaining language teacher motivation for being a visiting scholar in higher education: An empirical study in the Chinese context. Sustainability, 12(15), 6040. (SSCI)       

Haidar, S., & Fang, F*. (2019). Access to English in Pakistan: A source of prestige or a hindrance to success. Asia Pacific Journal of Education, 39(4), 485-500. (SSCI)       

Fang, F. (2019). Global citizenship education and English as a lingua franca. English Language Teaching and Research Journal, 1(1), 1-8.       

Haidar, S., & Fang, F*. (2019). English language in education and globalization: A comparative analysis of English instruction in China and Pakistan. Asia Pacific Journal of Education, 39(2),  165-176.(SSCI)       

Widodo, H.P., & Fang, F*. (2019). Book Review: Educating Chinese-Heritage students in the global-local nexus: Identities, challenges, and opportunities. Language and Education, 33(4),  165-176. (SSCI, A&HCI)       

Wang, W.H., & Fang, F*. (2019). Chinese netizens’reactions to the use of English as a lingua franca. English Today, 35(4), 3-12.(SSCI, A&HCI)       

Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115-129.       

Fang, F., & Ren, W. (2018). Developing students’awareness of Global Englishes. ELT Journal, 72(4), 384-394. (SSCI, A&HCI)       

Fang, F. (2018) Book Review: Global Englishes and change in English language teaching: attitudes and impact. International Journal of Applied Linguistics, 28(3), 496-498. (ESCI, Scopus)       

Fang, F., & Widodo, H. (2018). Book Review: Email discourse among Chinese using English as  a lingua franca. ELT Journal, 72(2), 231-233.(SSCI, A&HCI)       

Fang, F. (2018). Ideology and identity debate of English in China: Past, present and future. Asian Englishes, 20(1), 15-26. (ESCI, Scopus)       

Fang, F. (2018). Review of English as a medium of instruction in Chinese universities today: Current trends and future directions. English Today, 34(1), 32-37. (SSCI, A&HCI)       

Fang, F., & Baker, W. (2018).‘A more inclusive mind towards the world’: English language teaching and study abroad in China from Intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22(5), 608-624. (SSCI)       

Liu, J., & Fang, F*. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37. (SSCI)       

Fang, F., Hu, L. & Jenkins, J. (2017). Overseas Chinese students’ perceptions of the influence of English on their language and culture. The Journal of Asia TEFL, 14(1), 144-161. (ESCI, Scopus)       

Fang, F. (2017). English as a lingua franca: Implications for pedagogy and assessment. TEFLIN Journal, 28(1), 57-70.

Fang, F. (2017). World Englishes or English as a lingua franca: Where does English in China stand. English Today, 33(1), 19-24.(SSCI, A&HCI)       

Fang, F. (2017). Book Review: Reconceptualising authenticity for English as a global language by Richard S. Pinner. ELT Journal, 71(2), 261-263.(SSCI,  A&HCI)       

Fang, F. (2016). Book Review: Culture and identity through English as a lingua franca:   Rethinking concepts and goals in intercultural communication by Will Baker. Journal of Multilingual and Multicultural Development, 37(6), 649-650. (SSCI, A&HCI)       

Fang, F. (2016). Investigating attitudes towards English accents from an ELF framework. The Asian Journal of Applied Linguistics, 3(1), 68-80.       

Fang, F. (2016).‘Mind your local accent’: Does accent training resonate to college students' English use?. Englishes in Practice, 3(1), 1-28.       

Fang, F. (2011). International cultures in the framework of World Englishes: What should EFL teachers do? The Journal of Asia TEFL, 8(1), 111-137.       

Fang, F. (2008). People mountain, people sea: A study of four Chinese English idioms on the web. English Today, 24(4), 46-50.       

Kunschak, C., & Fang, F. (2008). Intelligibility, acceptability, target-likeness: Teacher vs. student perspectives on the teaching of pronunciation within an EIL framework. Philippine Journal of Linguistics, 39, 1-13.