李少鋒(香港理工大學套用語言學教授，博士生導師)

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李少鋒,在密西根州立大學獲得了二語研究的博士學位。現任香港理工大學套用語言學教授，博士生導師。

基本介紹

人物經歷,教學課程,研究方向,主要成就,Books,Journal Articles,Book Chapters,學術任職,人物評價,

人物經歷

他曾多次在國際套用語言學和二語習得學術會議上做主旨發言，主持專題討論。
李少鋒博士曾經在中國、美國、及紐西蘭多所高校任教。
Professor, Department of English and Communication, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong (2024 – present)
Professor, School of Teacher Education, Florida State University, USA (2023 – 2024).
Associate Professor, School of Teacher Education, Florida State University, USA (2018 – 2022)
Editor-in-Chief, Research Methods in Applied Linguistics (published by Elsevier) (2021 – present)
Senior Lecturer, School of Cultures, Languages, and Linguistics, The University of Auckland, New Zealand (2013 – 2018)
Lecturer, Department of Applied Language Studies and Linguistics, The University of Auckland, New Zealand (2011 – 2013)
Adjunct Lecturer of Chinese, Modern Languages, Hope College, Michigan, USA (2010).
Adjunct Lecturer of Chinese, Drake University, Iowa, USA (2009 – 2010)
Lecturer of English Education, College of Foreign Languages, Hebei Teachers University, China (1998-2003)

教學課程

ESOL in content areas
Form-focused instruction
Individual differences and the psychology of the language learner
Learner language
Language testing
Research methods
Second language acquisition
Second language classroom research
Task-based language teaching and learning
Teaching English in the second/foreign language classroom
Theories of second language acquisition

研究方向

他的主要研究方向為二語習得、語言學習認知能力、任務型學習與教學、個體差異因素、研究方法、二語寫作、生成式人工智慧等。

主要成就

近幾年在國內外權威期刊上發表多篇學術論文，相關期刊包括Applied Linguistics, Applied Linguistics Review, Applied Psycholinguistics, ELT Journal, Journal of Second Language Writing, Language Learning, Language Teaching, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, System,《現代外語》,《外語與外語教學》,《外語界》，《當代外語研究》等。他的文章也見諸由Blackwell Wiley, Cambridge University Press, John Benjamins, Multilingual Matters, Palgrave, Routledge等權威出版社出版的學術專著。

Books

  • Li, S. (Ed.). (2024). Individual differences and task-based language teaching. John Benjamins. https://benjamins.com/catalog/tblt.16
  • Li, S., Hiver, P., & Papi, M. (Eds.) (2022). The Routledge handbook of second language acquisition and individual differences. Routledge.
  • Ellis, R., Skehan, P., Li, S., Shintai, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
  • Wen, Z., Skehan, P., Biedroń, A., Li, S., & Sparks, R. (Eds.) (2019). Rethinking language aptitude: Multiple perspectives and emerging trends. Routledge.

Journal Articles

  • Li, W., & Li, S. (2025). Senior adult learners' second language motivation in a Chinese context: A first look. The Asia-Pacific Education Researcher. 1-12. https://doi.org/10.1007/s40299-025-01065-y
  • Li, S., Li, J., & Qian, J. (2025). What is the ideal time to provide corrective feedback? An approximate replication of Li, Zhu, and Ellis (2016). Language Learning. 1-41. https://doi.org/10.1111/lang.70019
  • Dong, Z., Han, C., & Li, S. (2025). Feedback explicitness, working memory, and explicit knowledge in online classroom-based second language Mandarin tone learning. Language Teaching Research. https://doi.org/10.1177/13621688251378559
  • Zheng, S., Roger, J., & Li, S. (2025). Conceptualizing and measuring foreign language reading boredom. System, 1-18. https://doi.org/10.1016/j.system.2025.103843
  • Li, S. (2025). Generative AI and second language writing. Digital Studies in Language and Literature. 1-31. First view.
  • An, H., & Li, S. (2025). The interplay between planning conditions, direct focused feedback, and individual differences in EFL learners’ second language development. System. 1-14. First view.
  • Wei, R., Li, S., & Tian, X. (2025). A systematic review of the research methods for L2 pragmatics instruction. Foreign Language World《外語界》(2), 16-24.
  • Li, C., Feng, E., & Li, S. (2025).Boredom and achievement in L2 learning: a meta-analysis. Applied Linguistics Review. First view. 1-27.
  • Li, S., Ou, L., & Lee, I. (2025). The timing of corrective feedback in second language learning. Language Teaching, 1-17. First View.
  • Geng, Z., & Li, S. (2025). The role of task planning in L2 oral production: A meta⁃analysis. Modern Foreign Languages, 48(1), 103-115.
  • Zhao, N., Tian, L., & Li, S. (2024). Peer feedback, negotiation, and revisions in second language writing. Foreign Languages and Their Teaching《外語與外語教學》, 6, 55-66.
  • Guan, L., Li, S., & Gu, M. (2024). AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation. Computers and Education: Artificial Intelligence. 1-27.
  • An, H., & Li, S. (2024). Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning. System, 1-21.
  • Kim, J., & Li, S. (2024). The effects of task repetition and corrective feedback on L2 writing development. The Language Learning Journal. 1-16.
  • Lu, J., Ma, Q., & Li, S. (2024). Effect of localized task-based language teaching on Chinese secondary school English learners’ oral production in examination-oriented contexts. International Journal of Applied Linguistics. 1-25.
  • Fu, M., & Li, S. (2024). The associations between anxiety and the timing of corrective feedback. Foreign Language Annals, 57, 201-228.
  • Wang, Q., Li, S., & East, M. (2024). The construct validity of task anxiety. Journal of Second Language Studies, 7, 99-128.
  • Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of research in naturalistic classroom contexts. 1-29. Language Teaching.
  • Wang, L., Li, S., Lei, M., & Liu, Y. (2023). The effectiveness of oral and written corrective feedback in the Chinese context: A meta-analysis. Foreign Languages and Their Teaching, 54, 57-70.
  • Li, S., Prior, M., Nero, S., Hiver, P., Al-Hoorie, A., Murakami, A., Li, W., & Ortega, L. (2023). Methodological innovation in applied linguistics: Perspectives, strategies, and trends. Language Teaching, 56, 551-556.
  • Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45, 647-679.
  • Vuogan, A., & Li, S. (2023). A systematic review of meta-analyses in second language research: current practices, issues, and recommendations. Applied Linguistics Review. 1-24.
  • Vuogan, A., & Li, S. (2023) The effectiveness of peer feedback in L2 writing: A meta-analysis. TESOL Quarterly, 57, 1115-1138.
  • Ren, W., Li, S., & Lu, X. (2023). A meta-analysis of the effectiveness of second language pragmatics instruction. Applied Linguistics, 1-21. First view.
  • Li, S., & Prior, M. (2022). Research methods in applied linguistics: A methodological imperative. Research Methods in Applied Linguistics, 1, 1-6.
  • Fu, M., & Li, S. (2022). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 44, 2-34.
  • Li, S., & DeKeyser, R. (2021). Implicit aptitude: Conceptualizing the construct, validating the measures, and examining the evidence. Studies in Second Language Acquisition, 43, 473-497.
  • DeKeyser, R., & Li, S. (2021). The validity of implicit aptitude and the need for construct validation. Studies in Second Language Acquisition, 43, 692-697.
  • Li, S., & Qian, J. (2021). Exploring syntactic priming as a measure of implicit language aptitude. Studies in Second Language Acquisition, 43, 574-605.
  • Wang, W., & Li, S. (2021). Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum, 34, 34-50.
  • Yu, J., & Li, S. (2021). Dreaded L2 self is an independent "self". Foreign Language World, 6, 72-79.
  • Wang, Q., East, M., & Li, S. (2021). Measuring Chinese EFL learners' motivation and anxiety when completing a video narration task: Initial steps in designing two questionnaires. System, 100, 1-14.
  • Fu, M., & Li, S. (2021). The associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback. Studies in Second Language Acquisition, 43, 498-522.
  • Li, S., & Zhao, H. (2021). The methodology of the research on language aptitude: A systematic review. Annual Review of Applied Linguistics, 41, 25-54.
  • Li, S. (2020). What is the ideal time to provide corrective feedback? Language Teaching, 53, 96-108.
  • Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1-15.
  • Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93-109.
  • Li, S., Hiver, P., & Papi, M. (2019). Research initiatives in the foreign and second language education program of Florida State University: Multiple perspectives, multiple approaches. Language Teaching, 52, 537-541.
  • Li, S., Ellis, R., & Zhu, Y. (2019). The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 40, 693-722.
  • Fu, M., & Li, S. (2019). The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies, 2, 233-257.
  • Li, S., & Fu, M. (2018). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22, 230-253.
  • Ellis, R., Li, S., & Zhu, Y. (2018). The effects of pre-task explicit instruction on the performance of a focused task. System, 80, 38-47.
  • Li, S., Ellis, R., & Kim, J. (2018). The influence of pre-task grammar instruction on L2 learning: An experimental study. Studies in English Education, 23, 831-857.
  • Fu, M., & Li, S. (2017). The associations between the cognitive processes of task performance and working memory. Modern Foreign Languages, 40, 114-124.
  • Yang, Y., Shintani, N., Li, S., & Zhang, Y. (2017). The effectiveness of post-reading word-focused activities and their associations with working memory. System, 70, 38-49.
  • Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36, 205-229.
  • Li, S. (2016). The construct validity of language aptitude. Studies in Second Language Acquisition, 38, 801-842.
  • Li, S., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed feedback on learners of different proficiency levels. Foreign Languages and Foreign Language Teaching, 286, 1-15.
  • Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal, 100, 276-295.
  • Li, S. (2015). The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385-408.
  • Li, S. (2014). Oral corrective feedback. ELT journal, 68, 196-198.
  • Li, S. (2014). The interface between feedback type, L2 proficiency, and the nature of linguistic target. Language Teaching Research, 18, 373-396.
  • Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based instruction: A meta-analysis of comparative studies. Language Learning, 63, 296-329.
  • Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97, 634-654.
  • Choi, S., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL classroom. The RELC Journal, 43, 331-251.
  • Li, S., Shintani, N., & Ellis, R. (2012). Doing meta-analysis in SLA: Practices, choices, and standards. Contemporary Foreign Language Studies, 384, 1-17.
  • Li, S., & Liang, W. (2012). The dynamic nature of learner beliefs: The relationship between EFL learners' beliefs about language learning and proficiency in a Chinese context. Asian EFL Journal, 14, 177-211.
  • Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309-365.
  • Loewen, S., Li, S., Fei, F., Thompson, A., Ahn, S., & Chen, X. (2009). L2 learners' beliefs about grammar instruction and error correction. The Modern Language Journal, 93, 91-104.
  • Li, S. (2009). The differential effects of implicit and explicit feedback on L2 learners of different proficiency. Applied Language Learning, 19, 53-79.

Book Chapters

  • Lin, H., & Li, S. (2025). A methodological review of the research on task complexity in second language oral production. In M. Johnson & M. Tabari (Eds.), Cognitive task complexity and second language task performance (pp. 32-54). Routledge.
  • Xu, Q., & Li, S. (2025). Researching technology-enhanced oral feedback in L2 learning: A methodological review. In K. Sadeghi (Ed.), Routledge handbook of technological advances in researching language learning (pp. 1-17). Routledge.
  • Li, S. (2024). Individual difference factors in task-based language teaching: Theory, research, and practice. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 10-51). John Benjamins.
  • An, H., & Li, S. (2024). Anxiety in task-based language teaching: A research synthesis. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 52-83). John Benjamins.
  • An, H., & Li, S. (2024). The effects of task planning and feedback type on L2 writing performance. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 161-197). John Benjamins.
  • Li, S. (2023). Working memory and second language learning: A critical and synthetic review. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 348-360). Routledge.
  • Li, S. (2022). Quantitative research methods in instructed second language acquisition. In L. Gurzynski-Weiss & Y. Kim (Eds.), Instructed second language acquisition research methods (pp. 31-53). John Benjamins.
  • An, H., & Li, S. (2022). Working memory and second language interaction. In J. Schwieter & Z. Wen (Eds.), The Cambridge handbook of working memory and language (pp. 656-698). Cambridge University Press.
  • Li, S., Hiver, P., & Papi, M. (2022). Individual differences in second language acquisition: Theory, research, and practice. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of SLA and individual differences (pp. 3-34). Routledge.
  • Li, S. (2022). Explicit and implicit language aptitudes. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of SLA and individual differences (pp. 37-53). Routledge.
  • Li, S. (2022). Oral corrective feedback. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education and applied linguistics (pp. 353-357). Springer.
  • Vuono, A., & Li, S. (2021). Age and corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 645-667). Cambridge University Press.
  • Wen, Z., & Li, S. (2019). Working memory in L2 learning and processing. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 365-389). Cambridge University Press.
  • Li, S. (2019). Six decades of aptitude research: A comprehensive and critical review. In Z. Wen, P. Skehan, A. Biedroń, S. Li, & R. Sparks (Eds.), Rethinking language aptitude: Multiple perspectives and emerging trends (pp. 78-96). Routledge.
  • Li, S., & Fu, M. (2019). The effects of language analytic ability on the process and product aspects of task-based learning. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 168-188). Routledge.
  • Wang, Q., & Li, S. (2019). The relationship between task motivation and L2 motivation. In Z. Wen & M. Ahmadian (Eds.), Researching L2 task performance and pedagogy in honor of Peter Skehan (pp. 67-92). John Benjamins.
  • Li, S. (2018). Corrective Feedback in L2 Speech Production. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-9). Blackwell.
  • Li, S. (2018). Data collection in the research on the effectiveness of corrective feedback: A synthetic and critical review. In A. Gudmestad & A. Edmonds (Eds.), Critical reflections on data in second language acquisition (pp. 33-61). John Benjamins.
  • Li, S. (2018). Language aptitude. In A. Burns & J. Richards (Eds.), Cambridge guide to learning English as a second language (pp. 63-72). Cambridge University Press.
  • Li, S., & Wang, H. (2018). Traditional literature review and research synthesis. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology (pp. 123-144). Palgrave.
  • Li, S. (2017). Cognitive differences and ISLA. In S. Loewen & M. Sato (Eds.), Handbook of instructed second language learning (pp. 396-417). Routledge.
  • Li, S. (2017). Teacher and learner beliefs about corrective feedback. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 143-157). Routledge.
  • Li, S. (2017). The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic review. In L. Gurzynski (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors and researchers (pp. 41-70). John Benjamins.
  • Li, S. (2015). The differential roles of working memory and language analytic ability in mediating the effects of recasts as a function of learner proficiency. In Z. Wen, M. Mota, & A. MacNeil (Eds.), Working memory in second language acquisition and processing: Theory, research, and commentary (pp. 139-159). Multilingual Matters.
  • Li, S. (2014). Recasts, working memory, and the choice of target structure. In Z. Han (Ed.), Second language acquisition of Chinese: A series of empirical studies (pp. 103-125). Multilingual Matters.
  • Li, S. (2013). The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 32-52). Cengage Learning.
  • Thompson, A., Li, S., White, B., Loewen, S., & Gass, S. (2012). Preparing the future professoriate. In G. Greta (Ed.), Working theories for teaching assistant development (pp. 137-168). New Forums Press.

學術任職

李少鋒博士目前擔任Research Methods in Applied Linguistics期刊主編，Digital Studies in Language and Literature聯合主編，TESOL Quarterly書評編輯,以及多家權威期刊編委,包括Language Teaching Research, RELC Journal, Studies in Second Language Acquisition, System, TESOL Quarterly,《外語與外語教學》,《第二語言學習研究》等。

人物評價

李少鋒博士被列入史丹福大學全球前2%最具影響力科學家榜單。

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