Lixian Tian
Biographic Data
| ID | 4608634 |
|---|---|
| NAME | Lixian Tian |
| GIVEN NAMES | Lixian |
| FAMILY NAME | Tian |
| SIGNATURE | TIAN L |
| AFFILIATIONS | Hebei Normal University |
| ORCID | 0000-0003-3083-5730 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Theoretical Framework and Assessment Questionnaire of Critical Thinking for Chinese Middle School Students in Science Classrooms
The cognitive-emotional dialectics in second language development: Speech and co-speech gestures of Chinese learners of English
This study examines the cognitive-emotional dialectics of Chinese learners of English in terms of both speech and co-speech gestures in their second language development within the lens of Vygotsky’s sociocultural theory. This qualitative study focuses on Chinese learners of English in different learning contexts and analyzes data from interviews and emotional narrative tasks in the English learning experience. Overall findings showed that learne…
Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students
Critiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons in…
Chinese international students’ multicultural identity and second language development: Gesture awareness and use
This study examines language in conjunction with co-speech gesture awareness and use in relation to second language development, and as linked to identity-in-the-making for four Chinese international graduate students attending an American university in the U.S. Data collection took place at two different times: after three months of initial exposure and then again three years later. Participants were interviewed about their language and gesture …
No prominent works on this page.
Chinese international students’ multicultural identity and second language development: Gesture awareness and use
This study examines language in conjunction with co-speech gesture awareness and use in relation to second language development, and as linked to identity-in-the-making for four Chinese international graduate students attending an American university in the U.S. Data collection took place at two different times: after three months of initial exposure and then again three years later. Participants were interviewed about their language and gesture …
Extending science instruction beyond the CER: Use of critical questions in the argumentation of middle school science students
Critiquing arguments is important for K‐12 science students to learn but not emphasized by the predominant claim‐evidence‐reasoning (CER) argumentation model. Drawing on the work of Yu and Zenker (2020), and Dove and Nussbaum (2018), we developed a tool for supplementing CER with critical questions (CQs) from philosophy that cover most, if not all, the logical dimensions of argument critique. Six middle school science teachers designed lessons in…
Theoretical Framework and Assessment Questionnaire of Critical Thinking for Chinese Middle School Students in Science Classrooms
The cognitive-emotional dialectics in second language development: Speech and co-speech gestures of Chinese learners of English
This study examines the cognitive-emotional dialectics of Chinese learners of English in terms of both speech and co-speech gestures in their second language development within the lens of Vygotsky’s sociocultural theory. This qualitative study focuses on Chinese learners of English in different learning contexts and analyzes data from interviews and emotional narrative tasks in the English learning experience. Overall findings showed that learne…
Psychology (4 works) · Pedagogy (3 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · EFL/ESL Teaching and Learning (2 works) · Gesture (2 works) · Hearing Impairment and Communication (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Philosophy (2 works)