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Zhuo Jing-Schmidt

Zhuo Jing-Schmidt profile picture
  • Affiliation: faculty
  • Title: Associate Professor, Chinese Linguistics
  • Additional Title: PI and Director of Oregon Chinese Flagship Program
  • Phone: 541-346-4023
  • Office: 318 Friendly Hall


I am interested in languages as a window into cognition, emotion and culture and as a barometer of social discourse and societal change. Therefore, my research focus is not linguistic structure and meaning per se, but the conceptual significance, psychological grounding and sociocultural ramifications of language as a tool of communication and a transmitter of culture. My published work on grammatical constructions, lexical semantics, and pragmatics arises from this central concern. I am committed to empirical research and my data are largely drawn from Chinese.
In addition, I have been conducting corpus-based SLA research with a focus on the acquisition of writing in Chinese across learner backgrounds. This line of research is informed by linguistic typology as well as cognitively oriented linguistic research.

More information on the UO Chinese Flagship Program


Refereed books 
2013.Increased Empiricism: Recent Advances in Chinese Linguistics. (Editor) Amsterdam/Philadelphia: John Benjamins.
2005.Dramatized Discourse: The Mandarin Chinese ba-construction. Amsterdam/Philadelphia: John Benjamins
 Peer-reviewed journal papers:
2016.Jing-Schmidt, Z. & X. Peng. The emergence of disjunction: A history of constructionalization in Chinese. Cognitive Linguistics 27(1), 101-136
2015.The place of linguistics in CSL teaching and teacher education: Toward a usage-based onstructionist theoretical orientation. JCLTA 50(3), 1-22
2015.Jing-Schnidt, Z. Peng, X. & Chen J. From corpus analysis to grammar instrucion: Toward a usage-based constructionist approach to constructional stratification. JCLTA 50(2), 109-138.
2014.Chen, Ying & Jing-Schmidt, Zhuo. The Mandarin LVS construction: Lexical semantics and grammatical aspect. Cognitive Linguistics 25(1), 1-27
2013. From analysis of interlanguage development to CFL curriculum design: Implications of research on content-based instruction. 《世界汉语教学》 27(1), 144-155.
2012.Z. Jing-Schmidt & V. Kapatsinski. The apprehensive: Fear as endorphoric evidence and its pragmatics in English, Mandarin, and Russian. Journal of Pragmatics 44, 346-373.
2012.Differential effects of content-based instruction models on advanced Chinese language acquisition. Journal of Chinese Teaching and Researc in the U.S. 4, 16-26.
2012.Maternal affective input in mother-child interaction: A cross-cultural perspective. Chinese Language and Discourse 3(1), 57- 89.
2012.Z. Jing-Schmidt & V. Kapatsinski. The apprehensive: Fear as endorphic evidence and its pragmatics in English, Mandarin, and Russian. Journal of Pragmatics 44, 346-373.
2011.Z. Jing-Schmidt & Ting Jing. Embodied sematics and pragmatics: Empathy, sympathy and two passive constructions in Chinese media discourse. Journal of Pragmatics 43, 2826-2844
2011.高年级汉语习作中零指代使用的跨语言背景比较. (Zero anaphora in higher level Chinese writings across learner backgrounds) 世界汉语教学》Shijie Hanyu Jiaoxue25(2), 258-267.
2010. From positivity to possibility, propriety and necessity: semantic change in culture. Chinese Language and Discourse Studies 1 (1), 66-92.
2009.Z. Jing-Schmidt and Hongyin Tao. The Mandarin disposal constructions: usage and development. Language and Linguistics 10(1), 29-58.
2009. Z. Jing-Schmidt and S. Th. Gries. Schematic meaning and pragmatic inference: Mandarin adverbs hai, zai andyouCorpora 4(1), 33-70.
2008. Much mouth much tongue: Chinese metonymies and metaphors of verbal behavior. Cognitive Linguistics19(2), 241-282.
2008. The manifestation of emotion: On the Mandarin Chinese nandao interrogation. Journal of Chinese Linguistics36(2), 211-226
2007.Negativity bias in language: a cognitive affective model of emotive intersifiers. Cognitive Linguistics 18(3), 417-443.