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Dr. Qin earned her Ph.D. in Second Language Acquisition from Carnegie Mellon University. Before joining ºìÁ«ÉçÇø, she taught various levels of Chinese language and culture courses at the University of Illinois at Urbana-Champaign, Carnegie Mellon University, and Indiana University Bloomington. 

Her research in second language acquisition focuses on the assessment and teaching of interlanguage pragmatics. She approaches her work from the perspective of sociocultural psychology, which views pedagogy as foundational to research. Her current project centers on the design and administration of a computerized dynamic assessment of Chinese learners’ ability to understand implied meanings.

• Ph.D., Second Language Acquisition, Carnegie Mellon University, 2018

Qin, T. (2023). Using slide ruler to assess accuracy and certainty in L2 Chinese implicature comprehension. In S. Li (Eds.), Pragmatics of Chinese as a Second Language. Multilingual Matters.

Qin, T. (2023). Computerized mediation in the instruction and development of L2 pragmatic competence: A dynamic assessment perspective. In D. Zhang & R. Miller (Eds.), Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker. Springer.

Qin, T. (2022). When “little emperors” meet Chinese “tiger moms”-- Teaching students with diverse cultural and linguistic backgrounds. In G. Liu, & H. Wang (Eds.) Tradition and Transition: Teaching Chinese Culture Overseas. Peking University Press.

Qin, T., & van Compernolle, R. A. (2021). Computerized dynamic assessment of implicature comprehension in L2 Chinese. Language Learning and Technology, 25(2): 55-74.

Poehner, M. E., Qin, T., & Yu, L (2019). Dynamic assessment: Co-constructing the future with English language learners. In X. Gao (Eds.), Second Handbook of English Language Teaching (pp. 455-487). Springer.

Qin, T., & Zhang, J. (2018). Computerized dynamic assessment and second language learning: Programmed mediation to promote future development. Journal of Cognitive Education and Psychology, 17(2): 198-213.