Professor
Department of English
Linguistics

267 Lake Huron Hall
(616) 331-3690
[email protected]

Courses
ENG 261 The Study of Modern English
ENG 363 Applied Linguistics
ENG 366 Grammar and Usage
ENG 660 Principles of Educational Linguistics
ENG 664 Sociolinguistics and Language Teaching
ENG 665 Second Language Acquisition

Research Interests
General linguistic theory; second language acquisition; pragmatics, and language assessment and evaluation

Publications

Wu, S. (2026). Pragmatic dimensions of aspects in English: Theory and practice. Athens Journal of Philology (TAM Special Issue), Vol. 13/, 29-44.

Yang, Y., Zhang, X, Wu, S., & Li. Y. (2025) The cognitive mechanisms of bilinguals’ creativity: A study of path analysis. Current Psychology. Vol. 44:5956–5968.

Wu, S. (2024). Constraints of UG on its explanatory adequacy: A revisit from an applied linguistic perspective. In Burada, M., Tatu, O., & Sinu, R. (Eds.), Perspectives on Language Research (pp. 5-29). Newcastle Upon Tyne: Cambridge Scholars.

Wu, S. (2024). Pragmatics of TAM: Its descriptive and observational adequacy. Athens Journal of Philology, Vol. 11/4, 203-222.

Wu, S. (2023). Translation Editor: The Grass and crops: The integration of two worlds into the Chinese civilization, by Bo Ying, translated by Adrian Zeng. New York: Peter Lang.

Yang, Y., He, Q., Li, Y. & Wu, S. (2022). A corpus-based evaluation system of thesis graduation resources under Intelligent Information Technology. In Sun, S., Hong,

T., Yu, P., Zou, J. (Eds). Signal and Information Processing, Networking and Computers: Lecture Notes in Electrical Engineering (pp. 558-563). ICSINC 2021. Springer.

Yang, Y., Wu, S., Duñabeitia, J. A., Jiang, K., & Li. Y. (2021). The influence of L2 proficiency on bilinguals’ creativity: the key role of adaptive emotion regulation strategies during the COVID-19 pandemic. Frontiers in Psychology, Vol. 12, 1-15.

Liu, M. & Wu. S. (2020). Constructing a cloud-based formative assessment model in EFL Teaching. Foreign Language Education (5) 71-76.

Hai, C. & Wu. S. (2020). Impact of learning experience on attitudes towards expressive writing. Foreign Language and Teaching (4/313) 70-83.

Liu. Q. & Wu. S. (2019). Same goal, varying beliefs: how students and teachers see the effectiveness of feedback on second language writing. Journal of Writing Research, 11(2) 299-330.

Wu, S. (2016, English editor). A New Century Chinese-English Dictionary, 2^nd Edition. Foreign Language and Research Press, Beijing.

Wu, S. (2016). Social and political dimensions of communication in grammar instruction: What teachers should contemplate. Chinese Journal of Applied Linguistics, Vol. 39, No. 2. 153-166.

Wu, S. (2010). Linguistic and SLA theory in teaching Chinese as a second language. Teaching Chinese in an International Context. Online magazine of the ConfuciusInstitute, Michigan State University.

Wu, S. & VanderBroek, L. (2008). The role of English and indigenous languages in teacher education in the Ghanaian context. In Dogancay-Aktuna, S. & Hartman, J. (Eds.), Global English teacher education (p. 41-57). Washington, DC: TESOL.

Wu, S. (2005). Interlanguage pragmatic quandary in teaching intercultural communication". Proceedings of 6th International Symposium on Applied Linguistics and Language Teaching.

Wu, S. Editor (2003) A New Century Chinese-English Dictionary. Foreign Language Research Press.

Wu, S. & Na. G. (2000). Linguistics and SLA: How theory matters. Linguistics and language teaching. Beijing: Science Press.

Wu, S. (1999). What do these charts and graphs tell us? In R. Larimer & L. Schleicher (Eds.), New ways in using authentic models in the classroom. Washington DC: TESOL Inc.

Education
B.A., Xi'an Institute of Foreign Languages
M.A., Ph.D, Northern Arizona University