Publications

1. Journal articles

Zhang, Dongbing. 2020 (online). Towards a discourse semantic characterisation of the modal particles in Khorchin Mongolian: A case study of an interaction. Journal of Pragmatics 158. 13–32. https://doi.org/10.1016/j.pragma.2019.12.013. Free download the published version till March 13 2020 at https://authors.elsevier.com/a/1aS2V1L-nhFUyI

Zhang, Dongbing & Jinfeng Ding. 2016. Case study of the effects of autonomous text dictation on college-level engineering-major EFL learners’ listening comprehension. The Asian ESP Journal 12(1). 85-105.

2. Book chapters

Zhang, Dongbing. 2019 (online). Axial argumentation below the clause: The verbal group in Khorchin Mongolian. In J.R. Martin, Y.J. Doran & Giacomo Figueredo (eds.), Systemic functional language description: Making meaning matter, 35-72. New York/London: Routledge. https://doi.org/10.4324/9781351184533

3. Textbooks

Li, Lijun, & Dongbing Zhang. 2017. Working your way through the TOEFL iBT independent writing. Beijing: Tsinghua University Press. (In Chinese)

4. Forthcoming publications

Zhang, Dongbing. Interpersonal grammar in Khorchin Mongolian. To appear in J.R. Martin, Beatriz Quiroz & Giacomo Figueredo (eds.), Interpersonal grammar: Systemic Functional Linguistic theory and description. Cambridge University Press. Accepted for publication.

Maton, Karl, Cuiying Li, Wenchao Zhao & Dongbing Zhang. Seeing the world differently: Interview with Karl Maton. Educational Linguistics Studies (Jiaoyu Yuyanxue Yanjiu). Accepted for publication.

Zhang, Dongbing. Dialogic positioning in Khorchin Mongolian: The temporal and spatial dimensions of propositional engagement in conversations. Lingua. Under review.

Hood, Susan & Dongbing Zhang. GRADUATION in play with other systems of meaning in the enactment of interpersonal relations. Journal of Foreign Languages, Special Issue on APPRAISAL (Waiguoyu). Under review.

Zhang, Dongbing (trans.). Chapter 5 Knowledge about language. In David Rose & J.R. Martin. 2012. Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Beijing: Foreign Language Teaching and Research Press. Under review.