Assistant Professor of Chinese
Ph.D. in Chinese Linguistics and Pedagogy, University of Hawai‘i at Mānoa
M.A. in Chinese Linguistics and Philology (Teaching Chinese as a Second Language Specialization), Peking University
B.A. in Teaching Chinese as a Second Language (TCSL), Beijing Foreign Studies University
Qiaona joined Wake Forest in 2016. She has previously taught courses at all levels of Mandarin language and Business Chinese in the States and China. Her research specializes in the intersection between Chinese linguistics and second language acquisition and currently focuses on defining, assessing, and developing Chinese syntactic complexity. She is particularly interested in task-based language education, language for specific purposes, and cognitive linguistics
CHI 101 First-Year Chinese I
CHI 102 First-Year Chinese II
CHI 153 Second-Year Chinese I
CHI 201 Second-Year Chinese II
CHI 220 Third-Year Chinese I
CHI 231 Fourth-Year Chinese I
CHI 255 Business Chinese
Yu, Q., Vincent, A. S., Merfeld-Langston, A., & Pérez-Muñoz, C., (forthcoming). Collaborating across organizational lines in language for specific purposes, In M. Risner & S. S. Long (Eds.), LSP Vectors: Strengthening interdisciplinary connections. Charlotte, NC: Information Age Publications.
Yu, Q. (2019). The effect of explicit instruction on L2 Chinese syntactic complexity in repeated story retelling tasks. In F. Yuan & S. Li (Eds.), Research on classrooms of Chinese as a second language (pp. 100-127). New York, NY: Routledge.
Yu, Q. (2019). Designing a task-based and community-engaged business Chinese course. In H. Chen & H. Tao (Eds.), Chinese for specific and professional purposes: Theory, pedagogical applications, and practices (pp. 167-186). Singapore: Springer.
Zhang, L., & Yu, Q. (2019). Yashi bu zuo jiangren—Zhongguo chuantong huihua de zhexue [Being Literati not craftsmen—the Philosophy of traditional Chinese painting]. In G. Liu & H. Wang (Eds.), Chuantong yu xiandai: Haiwai zhongwen wenhua jiaoxue [Tradition and transition: Teaching Chinese culture overseas]. Beijing, China: Beijing University Press.
Brown, A., & Yu, Q. (2018, Feb 19). Building the ship while sailing: faculty learning communities and technology. Retrieved here.
Li, X., Zhou, S., Yu, Q., Zhao, Y., and Han, Z., (Eds.). (2012). The experiencing Chinese picture dictionary (Tiyan Hanyu Tujie Cidian), Beijing, China: Higher Education Press.
Yu, Q. (Nov, 2018). Chinese text presentations and reading efficiency, paper presentation at the International Conference of Chinese Languages Teaching and Research, University of California, Santa Barbara, USA.
Rallings, Y. & Yu, Q. (Nov, 2018). Enhance communicative competence beyond the classroom via VoiceThread, poster presentation at the 2018 ACTFL Annual Convention & World Languages Expo, New Orleans, LA, USA.
Yu, Q., (Mar, 2018). When task-based language teaching meets local and virtual communities in a business Chinese course, paper presentation at the Beyond a Limited Scope: Chinese for Specific, Academic, & Professional Purposes Conference & Workshop, Honolulu, Hawaii, USA.
Vincent, A. S., Pérez-Muñoz, C., Yu, Q., & Merfeld-Langston, A. (Feb, 2018). Collaborating across organizational lines in Language for Specific Purposes, roundtable session at ISLSP/CIBER Business Language Conference, Gainesville, Florida, USA.
Brown, A. S., Yu, Q., & Knox, B. (Oct, 2017). Building the ship while sailing: faculty learning communities and technology, concurrent session at the MAGNA Teaching with Technology Conference, Baltimore, Maryland, USA. (This conference trip was funded by the TLC Faculty Teaching Development Fund.)
Yu, Q. (May, 2017). A research-instrumented Chinese Timed Writing and Speaking Test (TW&ST), paper presentation at the CALICO (Computer-Assisted Language Instruction Consortium) 2017, Flagstaff, Arizona, USA.
American Association for Applied Linguistics (AAAL).
American Council on the Teaching of Foreign Languages (ACTFL)
Computer-Assisted Language Instruction Consortium (CALICO)
Chinese Language Teachers Association (CLTA)