Yihong Gao
Biographic Data
| ID | 5423926 |
|---|---|
| NAME | Yihong Gao |
| GIVEN NAMES | Yihong |
| FAMILY NAME | Gao |
| SIGNATURE | GAO Y |
| AFFILIATIONS | Peking University |
| ORCID | 0009-0000-4046-1256 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Parenting Style Profiles in Chinese Early Adolescents
INTRODUCTION: The role of parenting styles during early adolescence has always been a subject of significant concern. However, previous studies have predominantly treated parenting styles as a static construct, leading to a limited understanding of their dynamic patterns. This study employed a longitudinal person-centered perspective to examine the stability of and transitions in parenting style profiles during this critical period, as well as th…
Introduction
This special issue of Language and Intercultural Communication (LAIC) draws upon papers first presented at the 15th International Conference of the International Association for Languages and Inter
EFL Learning and Identity Development
Combining psychological and social perspectives and using mixed methods, this 4-year longitudinal study examined the EFL learning and self-identity development of about 1,000 students from 5 universities in Beijing, China. The self-designed questionnaire, administered 5 times during the 4 years, consisted of 7 identity categories of identity changes: positive self-confidence, negative self-confidence, subtractive, additive, productive, split, and…
EFL motivation development in an increasingly globalized local context
As part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (base…
Faithful imitator, legitimate speaker, playful creator and dialogical communicator
This paper attempts to conceptualize identity prototypes regarding model L2 learners/users of English over the past 50 years, as embedded in research discourses. For a long time, the ideal learner was a faithful imitator whose L2 use and cultural conduct were strictly modeled on the native speaker (NS). With postcolonial changes around the world, a legitimate speaker was born, claiming equal language standards and rights with NSs. Growing under t…
The development of English learning motivation and learners' identities
Symposium
Presented at the 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China, 27 August 2011. This symposium aimed to capture the multiple and dynamic processes of language and identity in the context of globalization. The pervasive process of globalization has inevitably affected the previously existing social and linguistic order. Broad, stable and normal patterns of conduct are being deconstructed and reshuffle…
Co‐Responsibility in the Dialogical Co‐Construction of Academic Discourse
Dual publication and academic inequality
Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students
This study investigated the relationship between English learning motivation types and self‐identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert‐scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self‐identity changes in six p…
Self-identity changes and English learning among Chinese undergraduates
This quantitative study investigated Chinese college students’ self-identity changes associated with English learning. The subjects were 2,278 undergraduates from 30 universities, obtained from a stratified sampling. Based on existing literature of bilinguals’ identities, the self-designed questionnaire defined six categories of self-identity change: self-confidence, subtractive bilingualism, additive bilingualism, productive bilingualism, identi…
Directive Approach to Telephone Counseling in the People’s Republic of China
In the People’s Republic of China, telephone psychological counseling is a new phenomenon that appeared in the late 1980s, following a social transition toward a market economy. Such counseling by paraprofessionals often adopts a directive style in that the counselor gives direct advice pertaining to what the client should do on a particular issue. After a brief description of its features, this article examines factors of cultural traditions and…
Dual publication and academic inequality
The development of English learning motivation and learners' identities
Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students
This study investigated the relationship between English learning motivation types and self‐identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert‐scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self‐identity changes in six p…
Self-identity changes and English learning among Chinese undergraduates
This quantitative study investigated Chinese college students’ self-identity changes associated with English learning. The subjects were 2,278 undergraduates from 30 universities, obtained from a stratified sampling. Based on existing literature of bilinguals’ identities, the self-designed questionnaire defined six categories of self-identity change: self-confidence, subtractive bilingualism, additive bilingualism, productive bilingualism, identi…
Faithful imitator, legitimate speaker, playful creator and dialogical communicator
This paper attempts to conceptualize identity prototypes regarding model L2 learners/users of English over the past 50 years, as embedded in research discourses. For a long time, the ideal learner was a faithful imitator whose L2 use and cultural conduct were strictly modeled on the native speaker (NS). With postcolonial changes around the world, a legitimate speaker was born, claiming equal language standards and rights with NSs. Growing under t…
Co‐Responsibility in the Dialogical Co‐Construction of Academic Discourse
Directive Approach to Telephone Counseling in the People’s Republic of China
In the People’s Republic of China, telephone psychological counseling is a new phenomenon that appeared in the late 1980s, following a social transition toward a market economy. Such counseling by paraprofessionals often adopts a directive style in that the counselor gives direct advice pertaining to what the client should do on a particular issue. After a brief description of its features, this article examines factors of cultural traditions and…
Self-identity changes and English learning among Chinese undergraduates
This quantitative study investigated Chinese college students’ self-identity changes associated with English learning. The subjects were 2,278 undergraduates from 30 universities, obtained from a stratified sampling. Based on existing literature of bilinguals’ identities, the self-designed questionnaire defined six categories of self-identity change: self-confidence, subtractive bilingualism, additive bilingualism, productive bilingualism, identi…
Dual publication and academic inequality
Relationship Between English Learning Motivation Types and Self‐Identity Changes Among Chinese Students
This study investigated the relationship between English learning motivation types and self‐identity changes among university students in the People's Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert‐scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self‐identity changes in six p…
Co‐Responsibility in the Dialogical Co‐Construction of Academic Discourse
Symposium
Presented at the 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China, 27 August 2011. This symposium aimed to capture the multiple and dynamic processes of language and identity in the context of globalization. The pervasive process of globalization has inevitably affected the previously existing social and linguistic order. Broad, stable and normal patterns of conduct are being deconstructed and reshuffle…
EFL motivation development in an increasingly globalized local context
As part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (base…
Faithful imitator, legitimate speaker, playful creator and dialogical communicator
This paper attempts to conceptualize identity prototypes regarding model L2 learners/users of English over the past 50 years, as embedded in research discourses. For a long time, the ideal learner was a faithful imitator whose L2 use and cultural conduct were strictly modeled on the native speaker (NS). With postcolonial changes around the world, a legitimate speaker was born, claiming equal language standards and rights with NSs. Growing under t…
The development of English learning motivation and learners' identities
EFL Learning and Identity Development
Combining psychological and social perspectives and using mixed methods, this 4-year longitudinal study examined the EFL learning and self-identity development of about 1,000 students from 5 universities in Beijing, China. The self-designed questionnaire, administered 5 times during the 4 years, consisted of 7 identity categories of identity changes: positive self-confidence, negative self-confidence, subtractive, additive, productive, split, and…
Introduction
This special issue of Language and Intercultural Communication (LAIC) draws upon papers first presented at the 15th International Conference of the International Association for Languages and Inter
Parenting Style Profiles in Chinese Early Adolescents
INTRODUCTION: The role of parenting styles during early adolescence has always been a subject of significant concern. However, previous studies have predominantly treated parenting styles as a static construct, leading to a limited understanding of their dynamic patterns. This study employed a longitudinal person-centered perspective to examine the stability of and transitions in parenting style profiles during this critical period, as well as th…
Psychology (10 works) · Multilingual Education and Policy (8 works) · Social Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Political science (6 works) · Social Psychology (6 works) · Sociology (6 works) · China (5 works) · Identity (music (5 works) · Law (5 works)