Basic Information

Name: DENG Liming

Title: Professor/ Director of Foreign Language Research Institute

Unit: Department of English, College of Foreign Languages and Literature, Wuhan University

Email:lmdeng1216@163.com

Tel：027-68753322

Main Research Interests：

discourse studies, second language acquisition, applied linguistics, ESP/ EAP, genre analysis

Main Courses to Teach

Courses for undergraduates: Basic English Writing; Advanced English Writing; Thesis Writing; Comprehensive English; Introduction to General Linguistics; English For Specific Purposes; Appreciation of Professional Discourses

Courses for postgraduates: Discourse Analysis: Theory and Practice; The Study of Second Language Acquisition; Discourse Studies; Academic Writing

Academic Appointments

Professor, Department of English, Wuhan University, 2001–present.

Associate Professor, Department of College English, Wuhan University, 1995–2001.

Lecturer, Department of College English, Wuhan University, 1991–1995.

Assistant Professor, Department of English, Wuhan University, 1987–19991

Other Appointments

Visiting Scholar, Faculty of Law, Humanities and the Arts, University of Wollongong, Australia, 2019, 7.9-15.

Visiting Scholar, Faculty of Education, University of Windsor, Canada, Nov. 1997 –1998.

Guest Professor, College of Foreign Languages and Literature, Hubei University of Science and Technology, 2015-present.

Guest Professor, College of English, Zhejiang Yuexiu University of Foreign Languages, 2014-2016.

Education

PhD in Applied Linguistics，City University of Hong Kong（2006-2009）

MA in English Language & Literature，Wuhan University（1985-1987）

BA in English Language & Literature，Wuhan University（1981-1985）

Service

Vice Chair, China Writing Teaching & Research Association, 2012-present.

Vice Chair, China EAP Teaching & Research Association, 2019-2023

Standing committee member, China ESP Teaching & Research Association, 2018-2022.

Standing committee member, China Language, Literature and Science Association, 2020-present

Editorial board member, Journal of English for Academic Purposes: Theory and Practice

Editorial board member, Journal of EFL Writing Teaching and Research

Editorial board member, Chinese ESP Journal

Editorial board member, Journal of Second Language Writing

Guest Column Editor, Chinese Journal of Applied Linguistics

Reviewer, Journal of English for Academic Purposes

Reviewer, English for Specific Purposes

Reviewer, Scientometrics

Reviewer, Chinese Journal of Applied Linguistics

Reviewer, Journal of Writing Research

Reviewer, Open Journal of Modern Linguistics

Reviewer, The Asian ESP Journal

Reviewer, Ampersand

Part of Honors and Awards

Third Prize for National Outstanding Social Science Research Output by Ministry of Education (First in ranking, 2020)

Third Prize for Outstanding Social Science Research Output by Hubei Provincial Government (First in ranking, 2020)

On the List of the Most Influential Domestic Scholars in the Domain of Social Sciences and Humanities (2017/2018/2020)

Second Prize for Outstanding Social Sciences Research Output, Wuhan University, 2012

Second Prize for Excellent Teaching Achievement, Wuhan University, 2021

Outstanding Undergraduate Teaching Award (2017/2019/2020)

Special Award for Outstanding SSCI Research Paper, Wuhan University, (2018/2019)

Honored as the Excellent Mentor of Undergraduate Thesis, Hubei Provincial Education Department (2013/2014)

Honored as the Excellent Mentor of Undergraduate Thesis, Wuhan University, (2017/2019/2020/2021)

Major Publications

[1] A genre-based exploration of intertextuality and interdiscursivity in advertorial discourse [J]. English for Specific Purposes (SSCI)，2021，62：3-42. (First Author)

[2] Disciplinarily capable and personally unique: Voicing disciplinary identity in personal statement writing, [J]. Journal of English for Academic Purposes (SSCI), 2021, 50:1000949. (Corresponding Author)

[3] Exploring the interactive and interactional metadiscourse in doctoral dissertation writing: a diachronic study, [J]. Scientometrics,(SSCI),2021，https://doi.org/10.1007/s11192-021-04064-0. (First Author)

[4] I am what I have written: A case study of identity construction in and through personal statement writing [J]. Journal of English for Academic Purposes (SSCI), 2019, 37:70-87. (Corresponding Author)

[5] A genre-based study of shell-noun using the N-be-that construction in popular and professional science article[J]. English for Specific Purposes (SSCI), (2017):48,32-43. (Corresponding Author)

[6] Writer identity construction revisited: Stance, voice, self, and identity in academic written discourse [J].(Corresponding Author), Chinese Journal of Applied Linguistics , (ESCI),2019,42(3):331-348. (Corresponding Author)

[7] Personal and social voices in written discourse revisited，Chinese Journal of Applied Linguistics[J]. (Corresponding Author), (ESCI), 2019,42(3):349-368. (Corresponding Author)

[8] Chinese MA student writers’identity construction in citation practices，Chinese Journal of Applied Linguistics [J]. (ESCI),2019, Vol.12: 369-389. (Corresponding Author)

[9] Generic variation & private intention: A multi-dimensional exploration of book reviews and prefaces [J]. Chinese Journal of Applied Linguistics （ESCI），2018,41(1). (Corresponding Author)

[10] The effect and enlightenment of modification process of English writing in higher vocational colleges based on the feedback of automated writing evaluation [J]. Higher Education Forum, 2018，(9):53-57. (Second Author)

[11] A genre analysis of web-based crowdfunding discourse [J]. The Asian ESP Journal (Special Issue)，2016, 12(2): 171-202. (Corresponding Author)

[12] Discourse study of tourism reports based on the theory of genre analysis [J]. Chinese Journal of ESP, 2016 (1): 67-75. (Second Author)

[13] A study of the status quo and the solutions to the cultural and ecological environment for high school teachers’ professional development [J]. Teaching and Administration, 2016, (9):25-28. (Second Author)

[14] Academic identity construction in writing the Discussion & Conclusion section: Case studies of L2 Chinese Social Science doctoral students, Chinese Journal of Applied Linguistics, 2012(3)(Single Author)

[15] The Role of Translation in EFL Classrooms: A Chinese University Case Study. In C. Gitsaki & R. B. Baldauf (Eds.), Future Directions in Applied Linguistics: Local and Global Perspectives (pp.88-103). Cambridge: Cambridge Scholars Publishing, 2012.（Second Author）

[16] The Efficacy of Language-related Noticing for the Improvement of Chinese Tertiary-level EFL Learners’ Writing Proficiency Studies [J]. HKBU Papers in Applied Language Studies, Vol.15, 2011.(First Author)

[17] A study of the Implementation model of genre-based pedagogy in MTI legal translation teaching [J].Journal of Guangdong Universities of Foreign Studies, 2015, 5:75-78.（Second Author）

[18] Construction and application of“emergent flipped learning”teaching model in the integration of Chinese culture into college English teaching [J]. Foreign Language Learning Theory and Practice (CSSCI), 2021,1:61-67.(Corresponding Author)

[19] An Intertextual and Interdiscursive Analysis of Pragmatic Identity Construction in Chinese and Foreign CSＲ Reports[J].Jinan Journal (CSSCI), 2020, 42(04)：59-67.(First Author)

[20] Generic variations in English and Chinese promotion letters and politeness strategies[J].Journal of Shanghai University of International Business and Economics (CSSCI),2017, 24(5):79-86.( Corresponding Author)

[21] CiteSpace-based visualization analysis of international academic discourse study[J].Foreign Language Education (CSSCI), 2020, 41:54-58.(First Author)

[22] College English Teachers’Motivation for Transition into EAP Teaching: A Self-determination Theory Perspective[J].Foreign Language Research (CSSCI), 2020, 3(214)：63-68.(Corresponding Author)

[23] A genre-based analysis of the hot issues on international research article abstract study[J].View on Publishing (CSSCI), 2020, 1:76-78. (Second Author)

[24] An exploration of the application of summary tasks in EAP reading and writing programs [J]. Foreign Language Learning Theory and Practice (CSSCI), 2019, 4：41-44. (Corresponding Author)

[25] Exploring the impeding factors for teacher engagement in the EAP⁃oriented reform[J].Modern Foreign Languages (CSSCI), 2019, 42(1):110-121. (Corresponding Author)

[26] Postgraduates’ perception and detection of plagiarism in academic English writing [J].Foreign Language Research (CSSCI), 2019, 5(210):76-82. (Corresponding Author)

[27] Book review on Blending Technologies in Second Language Classrooms (2nd edition) [J]. Foreign Language Education in China CSSCI), 2019, 2(1):83-86. Corresponding Author)

[28] The creation of learning opportunities in foreign language classroom from the perspective of affordance theory [J]. Research on Modern Basic Education ( (CSSCI), 2019,3：208-213.( Corresponding Author)

[29] College Students’Demotivation for Self-access Center-based English Learning in U-learning Settings[J]. Modern Educational Technology ( (CSSCI), 2019,2：68-74.( Corresponding Author)

[30] Genre and Second Language Writing Research [M]. Beijing: Foreign Language Teaching and Research Press, 2020. (First Author)

[31] A Study on the Development of Chinese Students’ Generic Competence [M]. Beijing: Higher Education Press, 2017. (First Author)

[32] Developing Chinese EFL Learners' Generic Competence: A Genre-based &Process Genre Approach. Heidelberg: Springer, 2014. (First Author)

[33] A Genre-based Investigation of the Discussion & Conclusion Sections of Chinese Social Science Doctoral Theses. Wuhan: Wuhan University Press, 2010. (Single Author)

[34] Appreciation of College Students’ Excellent Writing Essays [M]. Wuhan: Wuhan University Press, 2003. (First Author)

[35] A retrospective survey of and reflections on domestic genre studies[J].Foreign Language Education (CSSCI), 2012, 33(6)：29-34.(First Author)

[36] Investigating the efficacy of peer review feedback mechanism for the development of Chinese L2 learners’ writing proficiency[J].Foreign Language Education (CSSCI), 2010, 31(1):59-63.(First Author)

[37] A Study of the Efficacy of Recitation Input for the Development of Chinese Tertiary-level Students’ L2 Writing Proficiency[J].Journal of Foreign Language Education (CSSCI), 2007, 28 (4), 52-56. (First Author)

[38] Coaching EFL Student Writers to Be Effective Peer Reviewers in the writing Process[C]. Selected Articles from the 2nd International Symposium on Writing Teaching and Research，Northwestern Polytechnical University Press，2006.（First Author）

[39] Implementing Peer Review to Tertiary Level L2 Student Writers in the Chinese Context[C].A Forum Anthology: Selected Articles from the Cross-culture Studies, 2006, 357-365, Wuhan: Wuhan University Press. (First Author)

[40] Influences of Different English and Chinese Thinking Modes upon College English Writing[J].Journal of Xi-an Foreign Languages University, 2005, 13 (1):78-80. ( Second Author).

[41] Implementing Process Approach in the Experimental Teaching of College English Writing [J]. Foreign Language Education (CSSCI), 2004, 25 (6):69-72. (First Author)

[42] Developing the Awareness of Foreign Language Learners’ Autonomous Learning [J].Journal of Sichuan International Studies University, 2004, 20 (2):156-159. (Single Author)

[43] Applying Process Approach and Length Approach in the Experimental Teaching of College English Writing[C].A Forum Anthology: Write to Learn, 2004, 93-98, Beijing: Science Press.

[44] A Systematic Study of Process Approach and Its Implications for College English Writing [J]. Journal of Foreign Language Education (CSSCI), 2003, 24 (6): 58-62. (First Author)

[45] Using Process Approach to Improve College English Writing [J].Wuhan University Journal (CSSCI), 2003, 5:119-123. (First Author)

[46] Attaching importance to the input of recitation and getting rid of the negative transfer of Chinese in English writing [J]. Foreign Language Education (CSSCI), 2001, 22(4): 42-44. (Single Author)

[47] A study of the signaling of discourse connectors in reading [J].Journal of Xi-an Foreign Languages University, 2000, 8 (17):39-42. (Single Author).

[48] Improving college English writing with process writing approach [J].Wuhan University Journal (CSSCI), 2000, 5:119-123. (First Author)

[49] Implementing Spoken English in the EFL Classroom in China[J].Chinese Journal of Applied linguistics，1999,  34（6）：10-14. (First Author)

[50] Status of EFL in China: Challenges and opportunities [J]. TESL Contact， 1999, 25（1）:1-7. (First Author)

National Research Grants

[1] “A Genre-based Study of the Dynamic Interdiscursivity System in Chinese and English Professional Discourse”, China National Social Sciences Research Grant (Principal Investigator, No. 17BYY033, 2017-2021, 200000RMB)

[2] “A Study of the Development of Chinese Students’ Generic Competence.”, China National Social Sciences Research Grant (Principal Investigator, No.10BYY088, 2010-2014,120000RMB)

[3] “A Study of Chinese Students’ Generic Competence Acquisition”, Fundamental Research Funds for the Central Universities (Principal Investigator, 2010-2013, 80000RMB)

[4] “Exploring the Main Factors Affecting Chinese EFL Learners’ Writing Performance”, China National Ministry of Education Social Sciences Research Grant, (Principal Investigator, 01JA740032, 2001-2005, 50000RMB)

[5] “Implementing Process Writing Approach in College English Writing”. China Ministry of Education Research Grant for Returned Overseas Visiting Scholars  (Principal Investigator, 01JA740032, 1999-2001, 8000RMB)

[6] “Exploring the Instruction Patterns of College English Writing”, China Ministry of Education Research Grant (Principal Investigator, 2001-2004, 5000RMB)

Main Plenary Address, Featured Talk and Conference Presentation

[1] Genre literacy and second language writing. A plenary address delivered around Unipus Key Topics on Frontiers of the Foreign Language Discipline on August 31, 2021.

[2] Studies on second language writing from the perspective of dynamic systems theory: Research status, focus and trend. A plenary address delivered at the Second   International Writing Forum at Shandong University on August 12, 2021.

[3] Enhancing and developing EAP teachers’ literacies from genre perspective. A plenary address delivered in Lee Pui Lecture Hall at Chinese Academy of Science onJuly 13, 2021.

[4] Genre literacy and the ESP/EAP teachers’development. A plenary address delivered at New Academic Forum at Fudan University on August 9, 2020.

[5] Genre and second language writing research: Focus, methods and the future directions. A plenary address delivered at the First   International Writing Forum at Shandong University on July 22, 2020.

[6] A Multi-dimensional Exploration of Book Reviews and Prefaces. A special invited talk delivered at the University of Wollongon on June 11, 2019.

[7] A contrastive study of citation use in the Discussion section of MA theses by Chinese EFL learners and native student writers. Paper presented as a plenary address at the First China EAP Forum at Chinese Academy of Science during October 19-21, 2018.

[8] A multifaceted portfolio approach to developing Chinese EFL learners’ writing competence. Paper presented as a plenary address  at the Cross-disciplinary Language  Forum at East China Normal University during April 27-29, 2017.

[9] Utilizing multifaceted portfolios to develop Chinese EFL learners’ writing competence: A genre-based investigation. A plenary address delivered at the Second Language Writing Teaching & Research Forum at Jilin University during June 12-14, 2015.

[10] Exploring rhetorical mismatch in the Discussion & Conclusion Sections of L2 Chinese social science doctoral students’thesis writing. A plenary address delivered at The 3rd International Symposium on Communication Studies of Rhetoric at Central China Normal University during November 7-9, 2014.

[11] Exploring the main factors affecting Chinese tertiary-level EFL Learners’writing proficiency. A plenary address delivered at the 3rd International Symposium on EFL Writing Teaching and Research at Wuhan University during Oct.13-17, 2005.

[12] A multidimensional exploration of L2 students’development of citation competence in MA thesis writing（专题发言）. A featured talk at the 12th International Conference on Teaching and Researching Writing at Beijing Foreign Studies University during May 24-25, 2020.

[13] Multifaceted portfolio-based approach to improving Chinese EFL learners’ writing competence. A featured talk at the 7th National Symposium on Speech and the Teaching of Writing at Beijing Foreign Studies University.

[14] Exploring the interactive and interactional metadiscourse in doctoral dissertation writing: A diachronic study. A featured talk at the 2nd China EAP Forum at Chinese Academy of Science during October 18-20, 2019.

[15] Citation in Literature Reviews: A Comparative Study between MA Theses and Research Articles in Applied Linguistics. A featured  talk at the 5th International Conference on EAP Teaching and Research at Tongji University during May 24-26, 2019.

[16] Exploring the multi-module construction of English specialty curriculum system. A featured talk at the 10th China English Education and Pedagogy Forum at Ningbo University during April  24-26, 2015.

[17] A genre-based study of Chinese and English academic prefaces in linguistic monograph. Paper presented at CEAPA BALEAP International Conference at Xian Jiaotong Liverpool University during May 28-30, 2021.

[18] A genre-based study of Chinese and English advertising discourse. Paper presented at The 4th Annual Conference of Asian ESP & the 9th Chinese National Symposium on ESP at Guangxi University during August 17-19, 2021.

[19] A comparative study of lexical bundles by Chinese and native students of Applied Linguistics in the conclusion section of doctoral dissertation writing. Paper presented at The Writing Symposium at Arizona State University during November 13-16, 2019.

[20] Generic variation & private intention: A multi-dimensional exploration of book reviews and prefaces. Paper presented at the 4th China EAP International Symposium at Taiyuan University of Science and Technology during May 4-6, 2018.

[21] A case study of identity construction in and through personal statement writing. Paper presented at International Conference on Teaching and Researching EFL Writing at Nanjing University during October 12-14, 2018.

[22] A diachronic study on self-mention in research articles. Paper presented at CAES International Conference on Teaching and Researching Academic and Professional English at University of Hong Kong during May 5.31-June 6.3, 2017.

[23] The diverse and dynamic world of “I” and “we” in interdisciplinary research articles. Paper presented at The 3rd China EAP Association Annual Conference &the 2nd International Symposium on EAP in Asia at Huazhong University of Science and Technology during May 19-21, 2017.

[24] Chinese EFL learners’ citation competence development in MA Thesis Writing. Paper presented at International Conference on Teaching and Researching EFL Writing at Taiyuan University of Science and Technology during September 24-25, 2016.

[25] An exploration of rhetorical mismatch in the Discussion & Conclusion Sections of L2 Chinese social science doctoral students’ thesis writing. Paper presented at The International Symposium on Second Language Writing at Auckland University of Technology during November 18-21, 2015.

[26] Focalized shell nouns in popular and professional science. Paper presented at Teaching and Researching English for Professional Purposes at Tertiary Level at the University of International Business and Economics during May 29-31, 2015.

[27] Facilitating Chinese EFL Learners’ academic writing competence: A genre-based investigation. Paper presented at the 9th Symposium on Second Language Writing at Northwest University for Nationalities during September 19-21, 2014.

[28] A Comparative study of fictional and non-fictional book blurbs. Paper presented at International Conference on Professional Communication in the Intercultural Context: Theory and Practice at the University of International Business and Economics during June 7-8, 2014.

[29] Facilitating EFL Learners’ writing competence in the Chinese context: A Genre-based Investigation. Paper presented at the 12th Symposium on Second Language Writing, Shandong University during October 17-21, 2013.

[30] A Genre-based analysis of fliers in various professional contexts. Paper presented at the 5th International Conference on ESP in Asia, Fudan University during September 27-29, 2013.

[31] Fostering genre awareness among Chinese EFL Learners: A genre-based investigation. Paper presented at 4th International Conference on ESP in Asia & The 1st International Conference of the Chinese Association for ESP, Hong Kong Polytechnic University during December 13-16, 2012.

[32] A Process genre approach to developing Chinese EFL Learners’generic competence in reading & writing. Paper presented at the 8th International Writing Conference, Shandong University during October 12-14, 2012.

[33] A genre-based exploration of rhetorical mismatch in the Discussion & Conclusion section of L2 Chinese social science doctoral students’ thesis writing. Paper presented at the 16th World Congress of Applied Linguistic, Beijing Foreign Studies University during August 23-28, 2011.

[34] A genre-based exploration of academic identity (re)construction of L2 Chinese social science doctoral students writing the Discussion & Conclusion section. Paper presented at the 7th International Symposium on EFL Writing Teaching and Research at Jilin University during September 24-26, 2010.

[35] Negotiating generic conventions of the Discussion & Conclusion Section: A genre-based investigation of L2 Chinese social science doctoral students’ dissertation writing. Paper presented at the EATAW 09 Writing Symposium, Coventry University, UK during June 29- July 2, 2009.

[36]  A genre-based exploration of the salient problem in the Discussion & Conclusion section of L2 Chinese doctoral students of social sciences. Paper presented at Inaugural Conference of Asian -Pacific Rim LSP and Professional Communication Association, Hong Kong during December 8-10, 2008.

[37] Fostering learner autonomy through meta-cognitive strategy training in EFL writing. Paper presented at the 2nd HAAL Research Forum, HK Polytechnic University on 11 June, 2007.

[38] The efficacy of language-related noticing for the improvement of Chinese tertiary-level EFL Learners’ writing proficiency. Paper presented at the 2nd International Conference on Second Language Acquisition at Nanjing University during November 11-13,2005.

[39] Coaching L2 student writers to be effective peer reviewers in the writing process. Paper presented at the 2nd International Writing conference at Xi’an University of Foreign Studies during  September 16-19, 2004.

[40] Implementing peer review to tertiary-level student writers in the Chinese Context. Paper presented at the First International Discourse Symposium at Wuhan University during May 11-15, 2004.

[41] Applying process writing approach to college English Writing. Paper presented at the First National Writing Symposium at Guangdong University of Foreign Studies during December 23-24, 2003.