DongDong Chen, Ph.D.
Associate Professor of Asian Studies, Director of Graduate Studies
Department of Languages, Literatures and Cultures
Fascinated by human languages, Dr. Dongdong Chen enjoys learning, teaching, and studying languages.
I have been at Seton Hall teaching Chinese Linguistics, Applied Linguistics, Methods of Teaching Chinese and Japanese, and different levels of Chinese language courses. As Director of the Chinese Program, my goal is to encourage and engage students to learn Chinese, and help to make their learning of the difficult language easy, enjoyable and effective.
Trained in applied linguistics and linguistics, my special interests include syntax, L2 acquisition, and effectiveness of integrating computer technology in Chinese language classroom.
- Ph.D., McGill University, Canada, 1996
- M.A., Guangzhou Foreign Languages Institute, China, 1988
- Provost's Faculty Scholarship Award for Publication in a Top-tier Journal, Seton Hall University, 2009
- Monsignor Robert Sheeran Pirate of the Year Award, Seton Hall University, 2007
- Wuhan-Seton Hall Exchange Visiting Scholar, 2005
- Faculty Innovative Grant, Seton Hall University, 2004
- Faculty Innovative Grant, Seton Hall University, 2003
- CIDA/McGill Fellowship, McGill University, 1991-1995
- Měiguó Xuésheng Zhōngwén Jiàoxuéfǎ Wènjuàn Diàochá Bàogào (A Survey of Learners’ Perceptions of Chinese Teaching Methods)
International Chinese Language Education, 3, 52- 62,
- Serve to Learn and Learn to Serve
New Waves: Educational Research and Development, 12(1), 38- 51,
- The Chopsticks-Fork Principle x 2: A Bilingual Reader
Homa & Sekey Books, Paramus,
- Student-Produced Video Clips in Chinese: A Learner-Centered Task
Journal of Chinese Language Teachers Association, 43(1), 59- 71,
- Linguistic Theory and Second Language Acquisition (Book Chapter)
In J. Ji and N. Jiang (Eds.), "Developments in Applied Linguistics," 185- 211, Renmin University Press, Beijing,
- Empowering Chinese Language Instruction via Technology
Global Chinese Journal on Computers in Education, 3, 159- 182,