Directory

Dilin Liu is Professor and Coordinator of the Applied Linguistics/TESOL program. He received his PhD in English from Oklahoma State University. His research and publications focus on grammar and lexis, especially corpus-based description and teaching of grammar and vocabulary; he has also published on other topics, including language and culture, pedagogy, and TESOL teacher education.

Liu has served on the Editorial Advisory Boards of journals, such as English Language Teaching Journal (2001-2004), TESOL Quarterly (2005-2008), TESOL Journal (2009-2016), Asian-Pacific Journal of Second and Foreign Language Education (2015-), Journal of Second Language Studies (2017-), and Lingua (2017-) as well as a reviewer for over twenty applied linguistics journals and publishers including Applied Psycholinguistics, Modern Language Journal, Corpora, Corpus Linguitics and Linguitic theory, English for Specific Purposes, Journal of English Linguistics, Journal of Pragmatics, Language and Education, Language Teaching Research, Research in the Teaching of English, System, Cambridge University Press, Palgrave Mcmillan, and Routledge.

He has also been a frequent invited speaker at international conferences and universities in the U.S. and many other countries/regions, such as Brazil, Cambodia, China, Japan, Macau, Singapore, South Korea, Taiwan, and Vietnam.

Publications

Books Authored

• Liu, Dilin. (2017) Description and instruction of lexis and grammar: Research studies and teaching practices guided by contemporary linguistic theories. Shanghai: Shanghai Foreign Language Education Press.
• Liu, Dilin and Lei Lei (2017). Using corpora for language learning and teaching. Alexandria, VA. TESOL Press/TESOL International Association
• Liu, Dilin. (2013). Describing and explaining grammar and vocabulary in ELT: Key theories and effective practices. London/New York: Routledge.
• Liu, Dilin. (2008). Idioms: Description, Comprehension, Acquisition, and Pedagogy. London/New York: Routledge.
• Liu, Dilin. (2002). Metaphor, Culture, and Worldview: The Case of American English and the Chinese Language. Lanham, Maryland: University Press of America.

Books Edited

• Liu, Dilin and Master, Peter. (2003). Grammar Teaching in Teacher Education. Alexandria, VA: TESOL Press/TESOL International Association.

Journal Articles

• Liu, Dilin. (forthcoming). A corpus study of Chinese EFL learners’ use of circumstance, demand, and significant: An in-depth analysis of L2 vocabulary use and its implications. Journal of Second Language Studies.
• Lei, Lei and Liu, Dilin. (2018, advance-published online).  Research trends in applied linguistics from 2005 – 2016: A bibliometric analysis and its Implications. Applied Linguistics.
• Pan, Y., Tsai, D. and Liu, D. (2018). Effects of expanded vocabulary support on listening comprehension. Language Teaching Research 22 (2), 189-207 (first published online in 2016).
• Lei, Lei and Liu, Dilin. (2016). A new medical academic word list: A corpus-based study with enhanced methodology. Journal of English for Academic Purposes, 22, 42-53.
• Liu, Dilin and Zhong, Shouman. (2016). L2 vs. L1 use of synonymy: An empirical study of synonym use/acquisition, Applied Linguistics, 37(2), 239-261 (first published online in 2014).
• Liu, Dilin and Zhan, Hongwei. (2015). The use of the “-free” compound and “free of” and “free-from” phrasal constructions: A diachronic and synchronic study. Journal of English Linguistics, 43(3), 201-226.
• Liu, Dilin. (2013). Using corpora to help teach difficult-to-distinguish English words. English Teaching, 68(3), 27-50.
• Liu, Dilin. (2013). Salience and construal in the use of synonymy: A study of two sets of near-synonymous nouns. Cognitive Linguistics, 24, 67-113. 
• Liu, Dilin. (2012). Combining cognitive and corpus linguistic approaches in language research and teaching: Theoretical grounding, practices, and challenges. Contemporary Foreign Languages Studies, 12, 18-33.
• Liu, Dilin and Espino, Maggie. (2012). Actually, genuinely, really, and truly: A corpus-based behavioral profile study of the near-synonymous adverbs.” International Journal of Corpus Linguistics, 17, 198-228.
• Liu, Dilin. (2012). The most frequently-used multi-word constructions in academic written English: A multi-corpus study. English for Specific Purposes. 31, 25-35.
• Liu, Dilin. (2011). The most-frequently used English phrasalverbs in American and British English: A multi-corpus examination. TESOL Quarterly. 45, 661-688.
• Liu, Dilin. (2011). Making grammar instruction more empowering: A case study of corpus use in the learning/teaching of grammar. Research in the Teaching of  English, 45,  353-377.  
• Liu Dilin. (2010). Is it a chief, main,major, primary, or principal concern? A corpus-based behavioral profile study of the near-synonymsand its implications.   International Journal  of Corpus Linguistics, 15, 56-87.
• Liu, Dilin. (2010). Going beyond patterns: Involving cognitive analysis in the learning of collocations. TESOL Quarterly, 44, 4-30.
• Jungueira, Luciana and Liu, Dilin (2010). Intelligible pronunciation: Towards an approach focused on classroom instruction. Gláuks, 10(1), 131-151.
• Liu, Dilin and Jiang, Ping. (2009). Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts. Modern Language Journal, 93, 61-78.
• Liu, Dilin. (2008). Linking adverbials: An across-register corpus study and its implications.  International Journal of Corpus Linguistics, 13, 491-518.
• Liu, Dilin. (2008). Intransitive or object-deleting: Classifying English verbs used without an object. Journal of English Linguistics, 36, 287-313.
• Liu, Dilin. (2008). Adequate language description in L2 research/teaching: The case of pro-drop language speakers learning L2 English. International Journal of Applied Linguistics, 18, 274-292.
• Liu, Dilin. (2005). Plagiarism in ESOL students: Is cultural-conditioning truly the major culprit? English Language Teaching Journal, 58, 234-241.
• Liu, Dilin, Ahn, G., BaekK., and Han, N. (2004). South Korean high school English teachers’ code-switching: Questions and challenges in the drive for maximal use of English in teaching, TESOL Quarterly, 38, 605-638. 
• Liu, Dilin. (2003). The most frequently used spoken American English idioms: A corpus analysis and its implications. TESOL Quarterly, 37, 671-700.
• Liu, Dilin and Gleason, Johanna. (2002). The acquisition of the article the by nonnative speakers of English: An analysis of four nongeneric uses. Studies in Second language Acquisition, 24, 1-26.
• Liu, Dilin. (2000). Writing cohesion: Using content lexical ties in ESOL. English Teaching Forum, 38.1 , 28-33.
• Liu, Dilin. (2000). Multiple-site practicum: Opportunities for diverse learning and teaching experiences. TESOL Journal, 9, 18-22.
• Liu, Dilin. (2000). “Hitting singles” and “scoring runs”: Sports metaphor in American English and American life as sports. Alpha Vision: An Interdisciplinary Journal of Higher Education, 1, 10-16.
• Liu, Dilin and Zhong, Shouman. (1999).  Acquisition of culturally-loaded words in EFL. Foreign Language Annuals, 32, 177-187.
• Liu, Dilin. (1998). Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students. The English Language Teaching Journal, 52, 3-10.
• Liu, Dilin and Farha, Bryan. (1996). Three strikes and ‘you’re out’: A study of the use of football and baseball jargon in present-day American English. English Today: An International Review of the English Language, 12.1, 7-11.
• Liu, Dilin. (1995).  Sociocultural Transfer: Its Effects on L2 Speakers’ Communication. International Journal of Intercultural Relations, 19, 253-265.
• Liu, Dilin. (1994). “Alternative to” or “addition to” methods? Comments on B. Kumaravadicelu’s The postmethod condition: (E)merging strategies for second/foreign language teaching.TESOL Quarterly, 29, 174-177.
• Liu, Dilin. (1992). A Good Man Is Hard to Find: The Difference between the Word and the World. Short Story, 2.2, 63-75.
• Liu, Dilin. (1992). Emelye, Constance, Griselda, and Dorigen: Chaucer’s Treatment of Women. Midland Review, 8, 111-120.

Book Chapters, Articles in Proceedings, and Other Publications

• Liu, Dilin and Lei, Lei. (forthcoming). Technical vocabulary. In Stuart Webb (Ed.). The Routledge handbook of vocabulary studies. London/New York: Routledge.
• Liu, Dilin and Lei, Lei. (2018). Teaching idiomatic expressions with make, do, have and other common verbs. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 3241-3247). Oxford, UK/Hoboken, NJ: Wiley-Blackwell.
• Liu, Dilin and Lei, Lei. (2018). Using Corpora to Teach Vocabulary. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 3438-3445). Oxford, UK/Hoboken, NJ: Wiley-Blackwell.
• Liu, Dilin and Nelson, Robert. (2018). Country of origin and NNESTs. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 1033-1039). Oxford, UK/Hoboken NJ: Wiley-Blackwell.
• Liu, Dilin and Zhan, Hongwei. (2018). Teaching prepositions and particles. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 3314-3319). Oxford, UK/Hoboken, NJ: Wiley-Blackwell.
• Liu, Dilin and Lei, Lei. (2017). Teaching location in time and other metaphorical senses.  In J. Liontas (Ed), TESOL Encyclopedia of English Language Teaching (pp. 3269-3275). Oxford, UK/Hoboken, NJ: Wiley-Blackwell
• Liu, Dilin and Nelson, Robert. (2017). Diversity in the Classroom. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching (pp. 585-590). Oxford, UK/Hoboken, NJ: Wiley-Blackwell
• Liu, Dilin. (2016). Using corpora in language learning and teaching: A state of the art article. In Y. Leung (Ed.). Epoch making in English teaching and learning: Evolution, innovation, and revolution (pp. 159-182). Taipei, Taiwan: Crane Publishers.
• Liu, Dilin and Nelson, Robert. (2016). Teaching language as a system. In G. Hall (Ed.) The Routledge Handbook of English Language Teaching (pp. 413-427).  London/New York: Routledge.
• Liu, Dilin. (2015). Contrastive Analysis revisited: The case of Chinese and English and its implications for English learning/teaching. Selected papers from the twenty-third international symposium on English teaching (pp. 67-81). Taipei, Taiwan: Crane Publishers.
• Liu, Dilin and Jiang, Ping. (2015). Corpus-based lexicogrammatical approach to grammar instruction: Its use and effects in EFL and ESL contexts. In M. Christison, D. Christian, P. Duff, and N. Spada (Eds.) Teaching and learning grammar: Research findings and future directions (pp. 103-118 ). London/New York: Routledge.
• Liu, Dilin. (2014).  Using free online English language learning/teaching resources. Selected papers from the twenty-third international symposium on English teaching (pp. 51-65). Taipei, Taiwan: Crane Publishers.
• Liu, Dilin. (2013). Teaching grammar. In Chapelle, C. A. (Ed.), Encyclopedia of Applied Linguistics (pp. 5572–5578), Oxford,, UK/ Hoboken, NJ: Wiley-Blackwell.
• Liu, Dilin. (2013). Making grammar learning/teaching interesting and engaging by exploring motivations and patterns in grammar. Selected papers from the twenty-second international symposium on English teaching (pp. 83-95). Taipei, Taiwan: Crane Publishers.
• Liu, Dilin. (2012). Review of  “Gilquin, Gaëtanalle, Sylvie De Cock, & Sylviane Granger (Eds.).LINDSEI: Louvain International Database of Spoken English Interlangauge.” Modern Language Journals, 96, 643-644.
• Liu, Dilin. (2012). Using corpus and Cognitive linguistic analysis in teaching lexis and grammar. AL Forum (Newsletter of the Applied Linguistics Interest Section of International TESOL Association, 32.1.
• Liu, Dilin. (2011). Applying contemporary linguistic theories in language teaching. In Y. Leung (Ed.), Selected papers from 2011 PAC/the 20^th international symposium on English Teaching (pp. 71-82). Taiwan, Taipei: ETA of Taiwan and Crane Publishing.
• Liu, Dilin. (2010). New theories and effective practices in grammar teaching search. Proceedings of the 20^thInternational Conference of International Association of Korean Language Education (pp. 29-41). Seoul, South Korea. 
• Liu, Dilin. (2010). Using corpora in treating lexicogrammatical errors in ESL writing. Proceedings ofthe 2010 International Conference on ELT technology (pp. 1-15).  Pingtung, Taiwan.
• Liu, Dilin. (2010). Using Corpora for language learning, teaching, and research. In A. Mahboob (ed.). NNEST Lens: Nonnative English Speakers in TESOL  (pp. 305-324).  NewcastleuponTyne: UK: Cambridge Scholars Publishing.    
• Liu, Dilin. (2008). Lexis, grammar, context, and the use of corpora: An integrated approach. In Y. Leung & H. Chan (eds.) Selected papers from the seventeenth international symposium on English teaching (pp. 46-56). Taipei, Taiwan: ETA of Taiwan and Crane Publishing.
• Liu, Dilin and Master, Peter. (2003). Critical and innovative approaches to grammar teaching. In D. Liu and P. Master (eds.) Grammar teaching in teacher education (pp. 1-8). Alexandria, VA: TESOL. Inc.
• Liu, Dilin. (2001). From Rosalynde to As You Like It: Shakespeare’s Celebration of Blood Order. In R. F. Willson (Series Ed.) and P. Rollins and A. Smith (Vol. Eds.). Studies in Shakespeare: Vol. 12. Shakespeare’s theory of blood, character, and class: A festschrift in honor of David Shelley Berkeley. (pp. 61-76). New York: Peter Lang.
• Liu, Dilin. (1999). Training non-native speaker TESOL students: The challenges for TESOL teacher education in the West. In G. Braine (Ed.). Non-native educators in English language teaching (pp. 197-210). Mahwah, New Jersey: Lawrence Erlbaun.
• Liu, Dilin and Lin, Canchu. (1999). The pride of zuguo: China’s perennial appeal to the overseas Chinese and an emergent civic discourse in a global community. In R. Kluver and J. Powers (Eds.). Civic discourse, Civic Society, and Chinese Communities (pp. 209-220). Stamford, CT: Ablex Publishing Co.
• Liu, Dilin. (1993, October). On Sexism in the Chinese Language. Shijie ribao zoukan [World Journal Weekly], (p. S2). (In Chinese).
• Liu, Dilin. (1994, July 10). Parents’ Involvement in Children’s School Education: Why and How? Shijie Ribao Zoukan [World Journal Weekly], p. S10. (In Chinese)
• Liu, Dilin. (1993). The Correct/Incorrect Test: Is It a Reliable Format in Measuring Students’ Performance on Grammar. OKTESOL NEWSLETTER, 13.3, 7-16.
• Liu, Dilin. (1992). The Center of Class: The Role of the ESL/EFL Teacher Reconsidered. OKTESOL NEWSLETTER, 12.2, 5-11.