Prof Hong Gang JIN

Prof Hong Gang JIN

Chair Professor


Research Interests

Jin’s primary research interests include cognitive processing of languages, first and second language acquisition, input, interaction, and output analyses, foreign language curricular design, and teacher development. In the last 25 years of her career, she has published 3 books on language acquisition, 3 sets of textbooks for CFL learners, and 24 research articles in professional and referred journals on second language acquisition and learning Chinese as a foreign language. Jin has also conducted numerous nation-wide workshops on teacher development and curricular design in the US, Taiwan, Hong Kong, and Mainland China.

Jin is interested in supervising PhDs in the areas of Second Language Acquisition, Chinese as a Second Language and Cognitive Thesis of Second Language Learning.

Professional Experience

After receiving her master’s and Ph.D. from the University of Illinois at Urbana-Champaign, Jin joined Hamilton College in 1989. Hong Gang Jin was a William R. Kenan Professor of East Asian Languages and Literatures at Hamilton College, a top-ranked liberal arts college in the US. After her 25 years of service at Hamilton College, Jin is appointed as Chair Professor of Applied Linguistics at the Faculty of Arts and Humanities. She was Dean of Faculty of Arts and Humanities until the end of academic year 2018/2019.

During her 25 years of career, Jin is actively involved in the US national professional organizations and committees. She was on the board of directors of Chinese Language Teachers Association (CLTA) during 2002-2006 and was the president of CLTA during 2004-2005. In 2006, Jin was elected as President of National Council of Less Commonly Taught Languages (NCOLCTL). During 2008-2014, Jin was also appointed as chair of the AP Chinese development Committee by College Board in the US.

Between 2007 to 2014, Jin received 6 major federal and private grants, including the Henry Luce Foundation international studies grant, the Fulbright-Hays GPA funds in the US Department of Education for 2008-2011; 2012-2016, and 5 years of STARTALK teacher development grants to develop innovative programs in China and in the US.

Jin was named the 1998 CASE National Outstanding Baccalaureate College Professor of the Year. She also received Hamilton’s 1963 Award of Teaching Excellence in 1996. In 2013 she was the recipient of NCOLCTL Walton Lifetime Achievement Award.

Selected Publications


  • Jin, H. G. (Forthcoming). Cognition and Second Language Acquisition. Beijing: China Social Sciences Publishing House.
  • Jin, H. G. (2006).Yuyan Huode Lilun (Studies on Language Acquisition).In James Huang and De Bao Xu (eds.), Contemporary Linguistic Theory Series Vol I (3rd Edition). Beijing: China Social Sciences Publishing House.
  • Jin, H. G. (2003). The Psychology of Language Development (4th Edition). Taipei: Wunan Book Company LTD.


  • Jin, H. G. (2014). Roles of Pushed Output in CFL Acquisition. Newsletter of the International Society for Chinese Language Teaching 4, 92–97.
  • Jin, H. G. (2014). The 21st Century Learning Needs and Sustainability of the CFL International Education. Newsletter of the International Society for Chinese Language Teaching 3, 32–35.
  • Jin, H. G. (2014). Structural Analysis of Interactive Corrective Feedback in SLA. Journal of Studies of Chinese as a Second Language 49(3), 87–116.
  • Jin, H. G. (2013). Current Research in SLA Corrective Feedback and Future Direction of Corrective Feedback Studies in Teaching Chinese as a Foreign Language (CFL). Journal of International Education.
  • Jin, H. G. (2012). Effective Teaching Is a Relationship-building Process.In Williams, E (ed.), Pathways to Excellence in Teaching, 41–48.
  • Jin, H. G. (2011). Participatory Learning and Classroom Interaction. Journal of Chinese as a Second Language 1(2), 1–22.
  • Jin, H. G. (2011). 10 Methodological Principles of Modern Language Teaching. Journal of Chinese Teaching in the World 25(1), 78–98.
  • Jin, H. G. (2010). Task Complexity and its Effects on Interaction and Production: An Experimental Study of Task-based Instruction. Journal for Chinese Language Teachers Association 45(2), 101–135.
  • Jin, H. G., Zhang Y. (2009). Effects of Selective Attention and Noticing the Gap in CFL Acquisition of Chinese Manner Complement of ‘De’. Journal of Chinese Teaching in the World 4, 524–559.