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Shuai Li (郦帅)

Associate Professor    Director of Undergraduate Studies; Chinese Program Coordinator    ,

2011 Ph.D. Second Language Acquisition. Carnegie Mellon University.
2007 M.A. Linguistics and Applied Linguistics. Beijing Language and Culture University.
2004 B.A. Chinese Language and Literature. Beijing Language and Culture University.


Interlanguage pragmatics/pragmatics, language assessment & testing, business Chinese teaching, international spread of Chinese


Li, S., & Swanson, P. (Eds.) (2014). Engaging language learners through technology integration: Theories, applications, and outcomes. Hershey, PA: IGI Global.

Journal thematic issue (guest editor)
Taguchi, N. & Li, S. (Eds.) (2017). Pragmatics research in Chinese as a Second Language. Special thematic issue. Chinese as a Second Language Acquisition Research.

Language Assessment
Li, S., Taguchi, N., & Xiao, F. (accepted/forthcoming). Variations in rating scale functioning in assessing pragmatic performance in L2 Chinese. Language Assessment Quarterly.

Li, S. (accepted/forthcoming). Measurement quality of an instructor-developed CFL summative assessment instrument: An exploratory pilot study. In X, Wen & X. Jiang (Eds.)., Studies on learning and teaching Chinese as a second language. Oxon, UK: Routledge.

Li, S. (2018). Developing a test of L2 Chinese pragmatic comprehension ability. Language Testing in Asia, 8, 1–23. Open Access:

Li, S., & Wang J. (2017). Diagnostic assessment of L2 Chinese learners’ reading comprehension ability. In Zhang, D. & Lin, C. (Eds.). Chinese as a second language assessment (pp. 183–202). Springer.

Pragmatics/L2 Pragmatics
Li, S. (accepted/forthcoming). Cognitive approaches to L2 pragmatics research. In N. Taguchi (Ed.)., Handbook of pragmatics and SLA. Routledge.

Li, S. (accepted/forthcoming). Contextual variations of mitigations in Chinese requests. In Y. Xiao & L. Tsung (Eds.). Current Studies in Chinese Language and Discourse. John Benjamins.

Xiao, F., Taguchi, N., & Li, S. (2018). Effects of proficiency sub-skills on pragmatic development in L2 Chinese study abroad. Studies in Second Language Acquisition.

Taguchi, N., & Li, S. (2017). Replication research in L2 pragmatics: Bardovi-Harlig & Bastos (2011) and Taguchi, Xiao, & Li (2016). Language Teaching, 1–13. doi:10.1017/S0261444817000222.

Li, S. (2017). An exploratory study on the role of foreign language aptitudes in instructed pragmatics learning in L2 Chinese. Chinese as a Second Language Research, 6(1), 103–128.

Taguchi, N., Xiao, F. & Li, S. (2016). Development of pragmatic knowledge in L2 Chinese: Effects of intercultural competence and social contact on speech act production in a study abroad context. The Modern Language Journal, 100(4), 775–796.

Taguchi, N., Xiao, F. & Li, S. (2016). Assessment of study abroad outcomes in Chinese as a second language: Gains in cross-cultural adaptability, language contact, and proficiency. Intercultural Education, 27(6), 600–614.

Li, S., & Taguchi, N. (2014). The effects of practice modality on the development of pragmatic performance in L2 Chinese. The Modern Language Journal, 98(3), 794–812.

Li, S. (2014). The effects of different levels of linguistic proficiency on the development of L2 Chinese request production during study abroad. System, 45, 103–116.

Li, S. (2013). The role of instruction in developing pragmatic competence in L2 Chinese: A review of empirical evidences. In Z. Jing-Schmidt (Ed.), Increased empiricism: Recent advances in Chinese linguistics (pp. 293–308). Amsterdam/Philadelphia: John Benjamins.

Li, S. (2013). Amount of practice and pragmatic development of request-making in L2 Chinese. In N. Taguchi & J. Sykes (Eds.), Technology in Interlanguage Pragmatics Research and Teaching (pp. 43–69). Amsterdam/Philadelphia: John Benjamins.

Taguchi, N., Li, S., & Liu, Y. (2013). Comprehension of implicature in Chinese as a foreign language. Pragmatics and Cognition, 21(1), 139–157.

Taguchi, N., Li, S., & Xiao, F. (2013). Production of formulaic expressions in L2 Chinese: A developmental investigation in a study-abroad context. Chinese as a Second Language Research, 2, 23–58.

Li, S. (2012). The effects of input-based practice on pragmatic development of requests in L2 Chinese. Language Learning, 62, 403–438.

Business Chinese Teaching & Research
Li, S. (2016). Pragmatics information in selected Business Chinese (BC) textbooks in the U.S. Chinese as A Second Language: The Journal of the Chinese Language Teachers Association, USA, 51(2), 191–217.

Li, S., Wang, S., & Wang, J. (2013). A preliminary investigation of business Chinese teaching among U.S. institutions of higher education. Journal of Chinese Language Teachers’ Association, 48(2), 69–89.

International Spread of Chinese
Li, S., & Wang, J. (2016). Chinese government policies and initiatives on the international popularization of Chinese: An economics of language perspective. In J. Ruan, J. Zhang, & C. Leung (Eds.), Chinese Language Education in the United States (pp. 29–46). Springer.

Li, S., & Wang, J. (2015a). The dissemination of the Chinese language in western nations. In J. Wang (Ed.), Research on the international popularization of Chinese language in the context of globalization (pp. 104–124). Beijing, Commercial Press. (郦帅、王建勤(2015a)汉语在欧美国家的传播。王建勤(主编)《全球文化竞争背景下的汉语国际传播研究》,104-124 页。北京:商务印书馆。)

Li, S., & Wang, J. (2015b). The shift of strategies for promoting national languages by western nations after World War II. In J. Wang (Ed.), Research on the international popularization of Chinese language in the context of globalization (pp. 11–18). Beijing, Commercial Press. (郦帅、王建勤(2015b)第二次世界大战后欧美国家语言传播的方式与策略变化。王建勤(主编)《全球文化竞争背景下的汉语国际传播研究》,11-18页。北京:商务印书馆。)

Li, S., & Tucker, G. R. (2013). A survey of the U.S. Confucius Institutes: Opportunities and challenges in promoting Chinese language and culture education. Journal of Chinese Language Teachers’ Association, 48(1), 29–53.