Dr Ping Yang

• Biography
• Areas of Research / Teaching Expertise
• Grants / Current Projects
• Awards and Recognition
• Selected Publications
• Contact Details

Biography

Dr Ping Yang is a lecturer at the School of Humanities and Languages (HAL) and a member of the Interpreting and Translation Research Group at the University of Western Sydney (UWS). He teaches in three areas; linguistics, TESOL and translation. Before joining HAL in May 2010, he taught business academic skills at the UWS School of Marketing, and academic literacy programs including UniStep, AcaPrep and academic essay writing at the UWS Student Learning Unit. He has lectured on inter and intra-cultural communication, academic writing, research and learning skills at postgraduate level at Macquarie University, where he completed a PhD in linguistics. Before joining UWS, he worked in the NSW public sector.

Dr Yang was an associate professor at the Graduate School of Chinese Academy of Sciences and taught postgraduate students English for academic purposes (EAP), including listening, speaking, reading, writing and translation skills, for nine years. He also had three years of experience teaching English as a foreign language (EFL) at a selective high school in China.

Dr Yang’s research areas include intercultural communication, nonverbal communication, gesture and culture, and cross-cultural perspectives in translation. He has recently developed an interest in studying body language in interpreting. He has published a number of refereed journal articles in the fields of intercultural communication, non-verbal communication, translation, and EFL teaching and learning. He is a member of the editorial committee for the journal English Language Teaching.

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Areas of Research / Teaching Expertise

Teaching: Linguistics, TESOL and translation.

Unit Dr Yang has designed, coordinated and taught includes Second Language Assessment and Testing (100824)

Units Dr Yang has coordinated and taught at UWS include TESOL Curriculum Development (100718), TESOL Internship (100726; 101698), Contexts of TESOL (100721), and TESOL Methodology and Curricula (101697).

Units Dr Yang has taught include Linguistics (100928), Intercultural Pragmatics (101454), Introduction to Translation (100195; 101696), Grammatical Concepts across Languages (101269) and Business Academic Skills (200336).

Dr Yang has coordinated the Languages and Linguistics Special Project unit (101297).

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Grants / Current Projects

Project name: Understanding Australian Aboriginal Culture through Translation (2011-2012) (with Chong Han) Funding bodies: Australia-China Counci; UWS School of Humanities and Languages.
Macquarie University Linguistics Departmental Research Funds (2002).
Macquarie University Postgraduate Research Funds (1998-1999).

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Awards and Recognition

Overseas Postgraduate Research Scholarship-Australian Government (1997-2000).

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Selected Publications

Major publications

Yang, P. (2011). Nonverbal aspects of turn taking in Mandarin Chinese interaction, Chinese Language and Discourse, vol 2, no. 1, pp 99-130.

Yang, P. (2010). Managing miànzi (face) in Mandarin Chinese talk-in- interaction: A nonverbal perspective. Semiotica: Journal of the International Association for Semiotic Studies, 181(1/4): 179-223.

Yang, P. (2010). Nonverbal gender differences: Examining gestures of university-educated Mandarin Chinese speakers. Text & Talk: An Interdisciplinary Journal of Language, Discourse & Communication Studies, 33(3): 333-357.

Yang, P. (2008). Book review: Applications of Nonverbal Communication. Southern Communication Journal, 73(2): 195-196.

Yang, P. (2007). Nonverbal affiliative phenomena in Mandarin Chinese conversation. Journal of Intercultural Communication, Vol. 15. Online: http://www.immi.se/intercultural

*Yang, P. (1997). Random thoughts on teaching English writing to science graduates. Journal of Graduate School of University of Science & Technology of China (Academia Sinica) 14/1: 97-103.

*Yang, P. (1996). A contrastive analysis of differences of values in intercultural communication. Foreign Languages Education 4: 1-6.

*Yang, P. (1996). ’Silence’: Its pragmatic function and cultural differences. Foreign Languages Teaching Abroad 1: 13-16.

*Yang, P. (1996). Cultural notes in translation. Foreign Languages and Translation 1: 55-57.

*Yang, P. (1996). Taboos in cross-cultural communication: A pragmatic view. Foreign Languages and Their Teaching 4: 13-17.

*Yang, P. (1995). 非英语国家里英语作为第二语言教学中的文化问题 (Fēiyīngyŭ guójiā lĭ yīngyŭ zuòweí dìer yŭyán jiàoxué zhōng de wénhuà wèntí). Foreign Languages Teaching Abroad 1: 1- 4. (translated from English)

*Yang, P. (1995). Common nature of different languages and cultures. Foreign Languages and Their Teaching 2: 20-23.

*Yang, P. (1995). Nonverbal behaviour in intercultural communication. Foreign Languages Education 4: 1-6.

Yang, P. (1995). Nonverbal behavior and its implications. In F. Konig, S. Gaies, Y. Gao, B. K. Li & D. Q. Tang (Eds.). Proceedings of the 1993 international symposium on language teaching methodology, Beijing-Hohhot, (pp. 247-254). Cedar Falls, IA: The University of Northern Iowa Press.

*Yang, P. (1995). A comparative study of English-Chinese idioms. In Y. Gao, B. K. Li, & D. Q. Tang (Eds.). Proceedings of the 1994 national symposium on language teaching methodology, BUAA, (pp. 267-275). Beijing: College English Publishing House.

*Yang, P. (1994). The sociocultural value of lexes. Foreign Languages and Their Teaching 3: 1-6.

*Yang, P. (1994). A survey of nonverbal communication. Foreign Languages Teaching and Research 3: 1-6.

Other Journal Articles

*Yang, P. (1996). On the meaning of the plural form of number. College English 5: 53-54.

*Yang, P. (1996). How to grasp the contextual clues in listening comprehension. Multimedia in Foreign Languages Instructions 4: 15-16.

*Yang, P. (1995). Test questions within restricted time and areas in academic tests. Academic Degrees and Postgraduate Education 1: 43-44.

*Yang, P. (1995). The use of references in research papers and books. Postgraduate Education 1: 94-97.

*Yang, P. (1995). Learning the use of words in context. College English 2: 2-4.

*Yang, P. (1995). On the use of abstract noun. College English 5: 60-61.

*Yang, P. (1995). On substantivized adjectives. The Knowledge of English 10: 5-6.

*Yang, P. (1995). New trend in TOEFL test. China Examinations 5: 55.

*Yang, P. (1995). A new sentence pattern expressing simile. Teach Yourself English 10: 45.

*Yang, P. (1994). On the rhetorical expression of personification. College English 3: 90-93.

*Yang, P. (1994). How to use English footnotes and references in research reports. Postgraduate Education 4: 112-119.

*Yang. P. (1994). Semantic difference between transitive and intransitive verbs. The Knowledge of English 6: 44.

*Yang, P. (1994). Can ‘as + adj. + as’ always be translated into ‘A is similar to B’? The Knowledge of English 11: 60-61.

Notes: Publications with * were written in Chinese and are available via http://www.nlc.gov.cn

Conference Proceedings

Yang, P. (2011). Developing cross-cultural communication competence through translation. In A. Arnall & U. Ozolins (Eds.). Proceedings of the "Synergise!" Biennial National Conference of the Australian Institute of Interpreters and Translators: AUSIT 2010 (pp. 48-65). Newcastle upon Tyne, UK: Cambridge Scholar Publishing.

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