标题：杨鲁新
教育背景
1989年毕业于山东师范大学外语系
1992年获北京第二外国语学院硕士学位
2001年获英属哥伦比亚大学(University of British Columbia)硕士学位
2006年获多伦多大学(University of Toronto)博士学位
研究方向
外语教师发展，外语教学，二语写作，社会文化理论与外语教育。
目前研究
中国英语教师能力标准。中国外语教育研究中心”十一五” 规划课题。
高校英语基础阶段优秀教师写作课堂教学研究。北京外国语大学校级课题。
中国高校英语写作教与学关系的调研。留学回国启动基金项目。
扎根课堂、教研一体：中学英语教师发展新模式研究。北京外国语大学2009年度基本科研专项经费资助项目。
与加拿大温沙大学许世静博士合作SSHRC项目“Emergent Issues of Immigrant Children’s Education： Transnational Circular Migration and Reciprocal Learning (#410-2008-0975)
我国中小学英语教师队伍建设与教学发展新模式研究。2010年度国家社会科学基金一般项目。
主要著述
期刊论文（国际）
Yang, L. & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research， 14（4），464-484.. 
Yang, L. (2010) Doing a group presentation: Negotiations and challenges experienced by Five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research，14（2）， 141-160.
Cumming, A., Eouanzoui, K., Gentil, G. & Yang, L. (2004) Scaling changes in learners’ goals for writing improvement over an ESL course. Angles on the English-Speaking World, 4, 35-49. Copenhagen: Museum Tusculanum Press, University of Copenhagen.
Yang, L., Baba, K., & Cumming, A. (2004). Activity systems for ESL writing improvement: Case studies of three Chinese and three Japanese adult learners of English. Angles on the English-Speaking World, 4, 13-33. Copenhagen: Museum Tusculanum Press, University of Copenhagen.
Yang, L., & Shi, L. (2003). Exploring six MBA students’ summary writing by introspection.Journal of English for Academic Purposes, 2 (3), 165 – 192.
Cumming, A., Baba, K., Busch, M., Cummings, J., Eouanzoui, K., Erdosy, U., Fretz, C., Gentil, G., Kim, T., Yang, L., & Zhou, A. (2004). Goals for writing improvement in a pre-university ESL program. In H. McGarrell & R. Courchene (Eds.), Special research symposium issue of TESL Ontario’s Contact, 30 (2), 23-28.
期刊论文（国内）杨鲁新（2010）。高校英语专业教师写作教学信念与教学实践—经验教师个案研究。外语教学理论与实践， 2010 （2）。
杨鲁新（2008）。加拿大教师教育和教师职业标准体系综述。《中国英语教育》2008年第1期。
Ma, H & Yang, L. (2006). An Exploratory Study on Writing Motivation of Chinese EFL Learners.English Education in China (online journal).
杨鲁新 (1999). 谈英语专业二年级写作教学改革尝试－计算机辅助写作教学。首都师范大学学报, 1999年3月, 89 – 93.
书籍章节
Yang, L. (2008). From group talk to group writing. In Diane Belcher & Alan Hirvela (Ed.), The Oral-Literate Connection: Perspectives on L2 Speaking, Writing, and Other Media Interactions (pp. 139-167). Michigan: University of Michigan Press.
Yang, L. (2006). Nine Chinese students writing in university courses. In A. Cumming (Ed.), Goals for Academic Writing: ESL Students and Their Instructors (73–89). Amsterdam: John Benjamins.
杨鲁新 & 宋杰 (2001). Collaborative designing of language and content prompt. 英语教育论文集(pp. 107 -110). 科技技术文献出版社.
杨鲁新 (1999). An introduction to trends and issues in language teaching methodology. 幼师英语 （杨阳等主编）(pp. 111-126)。高等教育出版社。
杨鲁新 & 宋杰 (1999). 浅谈中学英语语法教学。 中国高等教育外语论文集 (pp. 110-117)。 河北教育出版社.。
宋杰 & 杨鲁新(1999). 试论英语词汇教学策略。中国高等教育外语论文集 (pp. 40-46)。河北教育出版社。
个人著作杨鲁新 （2011）。 加拿大中国留学生小组项目写作个案研究。外语教学与研究出版社。
宋杰，杨鲁新，曹敏，崔琳琳 (1999). 中学英语阅读能力训练教程（高中版）。朝华出版社。
宋杰，杨鲁新，曹敏，崔琳琳 (1999). 中学英语阅读能力训练教程（初中版）。朝华出版社。
杨鲁新 (1999). 介词（翻译Platt, J., Better Ways with Prepositions, published by Federal Publications Ltd, Singapore, 1991）（智能英语系列）。外文出版社。
会议论文
杨鲁新 、高绍芬 (2008)。Exploring Chinese EFL teachers’ beliefs and practices in writing instruction。第六届全国英语写作教学与研究研讨会 (The Sixth National Symposium on English Writing Teaching and Research). 2008.9.26-27, 北京. (国内)
Yang, L. （2008）. L1 and L2 use in group work: Case studies of ESL students in commerce courses. the 15th World Congress of Applied Linguistics (第15届世界应用语言学大会), Essen, Germany (德国, 埃森). August 24-29, 2008. (国际)
Yang, L. & Han, B.（2008）The effects of EFL teachers’ qualification examination on pre-service EFL teacher training in China. Work-in-progress paper, presented at 30th Annuan Language Testing Research Collogquium(第三十届语言测试学术研讨会, LTRC 2008), Hangzhou, 杭州, 2008.6.23-28. (国际)
Yang, L. （2008）. From pair talk to pair writing. Paper presented at PacSLRF(第六届亚太地区二语习得研究论坛), Beijing., March 22-23. (国际)
Yang, L. (2007). Group writing: An ethnographic study on ESL studies in a commerce course. Paper to present at Symposium on Second Language Writing 2007, Nagoya Gakuin University, Nagoya, Japan, September 15-17.
Yang, L. (2007). The Effects of Teacher Feedback on the Writing of Chinese EFL Learners: An Empirical Study. 第五届中国英语教学国际研讨会暨第一届中国应用语言学大会 (5.16-21).
Yang, L. (2006). The mediating role of peer-peer dialogue in writing the group paper。 2006年中国英语教学研究会年会暨第三届交际英语国际研讨会 (11月11-13日在广东外语外贸大学举行)。
Yang, L. (2005). The activity systems of nine Chinese students in university courses. Symposia paper presented at AILA 2005 (World Congress of Applied Linguistics), Madison, Wisconsin, USA, July 24-29.
Yang, L. (2005). Doing group-project assignments: Case studies of ESL students in three commerce courses. Paper presented at CAAL (Canadian Association of Applied Linguistic) 2005Annual Conference, London, Ontario, Canada, May 29-31.
Beckett, G., & Yang, L. (2004). A Sociolinguistic study of student response to teacher feedback. Paper presented at CAAL (Canadian Association of Applied Linguistic) 2004Annual Conference, Winnip