Dilin Liu is Professor and Coordinator of the Applied Linguistics/TESOL program. He received his Ph.D. 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 been a member of the Editorial Advisory Boards of English Language Teaching Journal (2001-2004), TESOL Quarterly (2005-2008), Reflections on English Language Teaching (2006-2012), and TESOL Journal (2009-), Asian-Pacific Journal of Second and Foreign Language Education (2015-) as well as a reviewer for over twenty applied linguistics journals and publishers, such as 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.
Liu, Dilin and Master, Peter. (2003). Grammar Teaching in Teacher Education. Alexandria, VA: TESOL, Inc.
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. (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. (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 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, 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 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). "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 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. (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 Nelson, Robert. (2016). Teaching language as a system. In Graham 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). 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 20th 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 20th International 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).