Xiuchuan Lu
Biographic Data
| ID | 6176292 |
|---|---|
| NAME | Xiuchuan Lu |
| GIVEN NAMES | Xiuchuan |
| FAMILY NAME | Lu |
| SIGNATURE | LU X |
| AFFILIATIONS | Fudan University |
| ORCID | 0000-0002-5499-5758 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Carrying identity across borders
This study examines how Chinese language teachers in Latin America construct and negotiate their professional and personal identity in cross-cultural and resource-constrained contexts through everyday material practices. It employs the kit bag method as an embodied, object-based elicitation approach to examine how identity is materially carried, enacted, and negotiated across borders through everyday objects. Data were generated through participa…
The Landscapes of L2 Spanish Education Research
This article synthesizes research on L2 Spanish education published between 1991 and 2024, identifying critical gaps and contrasting research priorities across the Global North and South in this domain. The review highlights three agendas for advancing the field: (1) the communicative and pragmatic dimensions of L2 Spanish pedagogy, (2) the dynamic interplay between teacher and learner identities in L2 Spanish classrooms, and (3) the potential in…
From learner to ambassador
Teacher resilience and triple crises
This article aims to investigate Confucius Institute teachers’ lived intercultural experiences during the triple crises, i.e., the pandemic, hostility towards Confucius Institutes (CIs) and rampant racism. Through the analytical lens of teacher resilience, the article looks beyond what has gone wrong and foregrounds resourcefulness, strength, and agency of CI teachers. It draws the data from interviews with nine CI teachers based in US, Europe an…
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology
This study uses a Q methodology to track the changing motivational profiles of 15 Chinese university students simultaneously engaged in second‐language (L2) English and third‐language (L3) Spanish learning over 1.5 years. Guided by complex dynamic systems theory (CDST), the study aims to investigate the initial trigger that propelled the Chinese learners to engage in intensive L3 learning and to chart the different routes of multilingual self‐dev…
Spanish language teachers’ pedagogical beliefs in Chinese universities
Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments…
Motivation for Learning Spanish as a Foreign Language
The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodo…
Challenges in multi-language pronunciation teaching
This article reports on a cross-linguistic study of 58 Chinese students’ perception of voiced and voiceless stops in their third language (L3). The participants were Japanese, Russian, or Spanish major students in a Chinese university, who were beginner learners of these languages but who had all learned English as their second language (L2) for over 10 years. The purpose of this study was to investigate the L3 learners’ perceptual differences in…
Profiling Chinese university students’ motivation to learn multiple languages
This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for …
La genericidad en español
El concepto de genericidad existe en todas lenguas humanas. En este trabajo estudiamos las diferentes formas genéricas en español. No solo revelamos sus rasgos semánticos y sintácticos sino también la analizamos desde perspectiva contrastiva con el chino. Encontramos que en chino, una lengua sin el sistema de artículos, también existen formas similares para expresar la genericidad, que son el nombre escueto, la estructura con el numeral yī (uno) …
Análisis del sintagma nominal en chino y estudio comparativo con el español
La Hipótesis del Sintagma Determinante propuesta por Abney (1987) ha cobrado gran importancia dentro del marco de Gramática Universal y ha despertado un gran interés en muchos investigadores (Li, 1996, 1998; Cheng y Sybesma, 1998; Liu, 2002; Wen, 2010, etc.), cuyos estudios se centran en probar si dicha hipótesis también puede aplicarse en chino, una lengua sin sistema de artículo. En el presente trabajo, analizamos las diferentes estructuras de …
Profiling Chinese university students’ motivation to learn multiple languages
This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for …
Análisis del sintagma nominal en chino y estudio comparativo con el español
La Hipótesis del Sintagma Determinante propuesta por Abney (1987) ha cobrado gran importancia dentro del marco de Gramática Universal y ha despertado un gran interés en muchos investigadores (Li, 1996, 1998; Cheng y Sybesma, 1998; Liu, 2002; Wen, 2010, etc.), cuyos estudios se centran en probar si dicha hipótesis también puede aplicarse en chino, una lengua sin sistema de artículo. En el presente trabajo, analizamos las diferentes estructuras de …
La genericidad en español
El concepto de genericidad existe en todas lenguas humanas. En este trabajo estudiamos las diferentes formas genéricas en español. No solo revelamos sus rasgos semánticos y sintácticos sino también la analizamos desde perspectiva contrastiva con el chino. Encontramos que en chino, una lengua sin el sistema de artículos, también existen formas similares para expresar la genericidad, que son el nombre escueto, la estructura con el numeral yī (uno) …
Motivation for Learning Spanish as a Foreign Language
The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodo…
Challenges in multi-language pronunciation teaching
This article reports on a cross-linguistic study of 58 Chinese students’ perception of voiced and voiceless stops in their third language (L3). The participants were Japanese, Russian, or Spanish major students in a Chinese university, who were beginner learners of these languages but who had all learned English as their second language (L2) for over 10 years. The purpose of this study was to investigate the L3 learners’ perceptual differences in…
Profiling Chinese university students’ motivation to learn multiple languages
This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for …
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology
This study uses a Q methodology to track the changing motivational profiles of 15 Chinese university students simultaneously engaged in second‐language (L2) English and third‐language (L3) Spanish learning over 1.5 years. Guided by complex dynamic systems theory (CDST), the study aims to investigate the initial trigger that propelled the Chinese learners to engage in intensive L3 learning and to chart the different routes of multilingual self‐dev…
Spanish language teachers’ pedagogical beliefs in Chinese universities
Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments…
Teacher resilience and triple crises
This article aims to investigate Confucius Institute teachers’ lived intercultural experiences during the triple crises, i.e., the pandemic, hostility towards Confucius Institutes (CIs) and rampant racism. Through the analytical lens of teacher resilience, the article looks beyond what has gone wrong and foregrounds resourcefulness, strength, and agency of CI teachers. It draws the data from interviews with nine CI teachers based in US, Europe an…
The Landscapes of L2 Spanish Education Research
This article synthesizes research on L2 Spanish education published between 1991 and 2024, identifying critical gaps and contrasting research priorities across the Global North and South in this domain. The review highlights three agendas for advancing the field: (1) the communicative and pragmatic dimensions of L2 Spanish pedagogy, (2) the dynamic interplay between teacher and learner identities in L2 Spanish classrooms, and (3) the potential in…
From learner to ambassador
Carrying identity across borders
This study examines how Chinese language teachers in Latin America construct and negotiate their professional and personal identity in cross-cultural and resource-constrained contexts through everyday material practices. It employs the kit bag method as an embodied, object-based elicitation approach to examine how identity is materially carried, enacted, and negotiated across borders through everyday objects. Data were generated through participa…
Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Foreign language (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Multilingualism (3 works) · Second Language Learning and Teaching (3 works)