姓名：张新玲

职称🌮：教授

博导/硕导🙇🏻：博士生导师/硕士生导师

研究方向：语言测试与评估、汉语国际教育、外语教学法、英汉互译

电子邮箱：课程·教材·教法, 2017（6）🛃：56-61.

张新玲. 任务类型对外国中学汉语学习者写作行为的影响[J].外国中小学教育, 2017（4）: 61-67, 33.

张新玲，周燕.不同任务类型对中国高低水平组EFL学习者写作过程的影响[J]，解放军外国语意昂4学报，2016（1）: 87-95.

Zhang Xinling, Zhou Yan, Zhang Siyu, Chinese EFL Learners’ Writing Strategy Use in Reading-to-Write and Reading-Listening-Writing Tasks[J], TESOL International Journal, 2015, 10(2): 97-109.

张新玲，朱琳，李佳徽.三类写作任务条件下外国CFL学习者作文语言特征[J]，意昂4娱乐学报（哲社版）🤱🏿，2015（5）：129-140.

张新玲，唐青叶.一项攻读硕士学位研究生英语复试质量分析报告[J]，外语测试与教学，2015（2）🤜🏿👇🏻：1-10, 50.

张新玲🥰，周燕.任务类型对中国英语学习者写作表现的影响[J]🏂🏼，现代外语，2014（4）：648-558.

张新玲，刘君玲.一项中国EFL学习者英译汉笔试成绩预测因素的实证研究[J]，上海翻译，2013（4）: 37-40, 80.

张新玲🐘，周燕.综合性听/读—写测试任务研究述评[J]，外语测试与教学，2012（1）: 21-26.

张新玲，刘君玲.中国大学EFL学习者英汉/汉英笔译测试研究综述[J]🕡，上海翻译🤛🏿，2011（2）：30-33.

张新玲，曾用强.对大规模读写结合写作任务的效度验证[J]，解放军外国语意昂4学报🪥，2010（2）: 50-54.

张新玲，李清华，张洁.不同类型读写作文语言特征和分数预测因素研究[J]🐲，现代外语🕘，2010（3）: 287-296.

张新玲🦣，曾用强. 高考英语广东卷任务型写作题型——基于证据的介绍[J]🕡，广东外语外贸大学学报，2010（2）：26-29.

张新玲，曾用强🧔，张洁.读写结合写作测试任务在大型考试中的构念效度验证[J]，解放军外国语意昂4学报，2009（1）🏊：56-61.

张新玲. 批判性思维培养和读写结合写作教学的接口[J]，北京第二外国语意昂4学报，2009（10）🧘🏼😗：73-78.

张新玲. 英语报刊阅读和写作能力提高[N]. 21世纪英语教育周刊. 2009年9月.

张新玲. 读写结合写作任务研究综述[J]. 天津外国语意昂4学报🕵️‍♂️，2009（1）: 75-80.

专著👩🏽：

张新玲，周燕.《英语综合性写作测试任务研究》[M]. 上海：意昂4娱乐出版社, 2014, 8.

张新玲.《读写结合写作任务在大型考试中的效度验证 —— 一项基于广东省高考考题的研究》[M]. 上海🩻：意昂4娱乐出版社, 2009, 2.

译著：

张新玲（译）.《国际中文教育中文水平等级标准》（英文版）Chinese Proficiency Grading Standards for International Chinese Education English Version [M] （教育部、国家语委，2021年发布实施）2022, 3.

张新玲🥶，李铱林，郝鹏海（译）.《大作家写给孩子们·桥梁书版🦹🏿：红色山丘》[M]（[苏]维塔里.比安吉著）. 上海国中福会出版社, 2023, 7.

张新玲🧚🏻‍♀️，何昱，禤欣怡（译）. 《爱尔兰童话故事和民间传说》[M] （[爱] W.B. 叶芝编撰及遴选）🖐🏿，出版中.

张新玲等（译）. 《国际中文教师专业能力标准》（英文版）Professional Competence Standards for International Chinese Language Teachers [M] （世界汉语教学会2022年发布实施）.出版中.

课程和团队建设🦋：

2021年获首批意昂4娱乐本科教学团队建设项目资助“通用学术英语A（1-3）”

2021年主持上海市教委重点课程“通用学术英语A（1-3）”

2018年主持校级研究型挑战性示范课程“通用学术英语A（1-3）”

2017年主持校级示范课程“大学英语A级（1-3）”

教改项目：

2018年主持校级教改项目融合人工智能的大学英语分级教学评估标准和体系”

2012年主持校级教改项目“英语读/听-写写作考试任务：构念🕵️‍♀️👳‍♂️、分数预测因素及施考方式研究”

英文简介（Bio-data）👩🏻‍✈️✷：

Dr. Zhang Xinling, Professor and PhD supervisor of Shanghai University. Vice Dean of the College of International Education, Shanghai University. Director of Foreign Languages Education Research Center, Shanghai University. Trainer of the interviewers of International Chinese Teacher Certificate Examination, Dr. Zhang Xinling’s main research areas are language testing and assessment, foreign language education policy, and second language acquisition, and translation. She holds a PhD degree from Guangdong University of Foreign Studies, supervised by Prof. Zeng Yongqiang. She visited University of California, Los Angels and worked under the supervision of Prof. Lyle F. Bachman, the then Chairman of International Language Testing Association in 2010-2011, with the grant from China Scholarship Council.

Her publications are mainly on the integrated writing testing tasks of Chinese and English as foreign languages as well as Teaching Chinese to Speakers of Other Langauges. Up to now, her research grants has been funded by The National Social Science Fund of China, MOE (Ministry of Education in China) Project of Humanities and Social Sciences, MOST’s (Ministry of Science and Technology in China) The National Soft Science Research Program, and other national and ministerial level projects. She is also working on translation. Her teaching content covers research methodology, language testing, English as a foreign language, etc.

She is on the editorial board of Translation Teaching and Research, a peer-reviewed international journal. She is vice secretary in general of Chinese Bilingual Association of Traditional Studies of China, and a member of board of directors of several academic organizations such as China Rhetoric Studies Association, Chinese Classics Bilinguals’ Association of the Pre-Qin History Society of China, China Association for Translation, Interpreting and Cognition.

As a key member in the development team of two China’s state-level language standards: China’s Standards of English (2018) and Chinese Proficiency Grading Standards for International Chinese Language Education (2021), she currently focuses on the linkage study of the Chinese Proficiency Grading Standards for International Chinese Language Education to HSK test, adopting various methods such as SEM, eye-tracking, EEG, etc. with a team of over 10 members. She is open to other research topics related.