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  4. Jing Hao
Jing Hao

Jing Hao

Profesora Asistente

  • emailjing.hao@uc.cl
  • phone9 5504 7845


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  • Postdoctorado en Lingüística, Pontificia Universidad Católica de Chile
  • Postdoctorado en Lingüística, The Hong Kong Polytechnic University
  • Doctora en Lingüística, University of Sydney, Australia
  • Magíster en Lingüística Aplicada, University of Sydney, Australia

Líneas de investigación

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  • Systemic Functional Linguistics / Lingüística sistémico funcional
  • Educational linguistics / Lingüística educacional
  • Knowledge building through language and other semiotics / Construcción de conocimiento a través del lenguaje y otras semióticas

Proyectos de investigación

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  • “Developing teaching materials for students English language development from B2 to C1: a genre-based teaching material design in English Language III”, I CONCURSO DE INVESTIGACIÓN, Pedagogía en Inglés para Educación Básica y Media, Pontificia Universidad Católica de Chile, Investigadora Principal (01/2023 – 12/2023).
  • “Apoyo al rendimiento académico en inglés mediante una intervención en alfabetización integrada”, 34° FONDEDOC, Pontificia Universidad Católica de Chile, Investigadora Principal (01/2022 – 12/2022).
  • “Developing a ‘top-down’ and tri-stratal approach to describing ideational language resources in English and Mandarin Chinese”, FONDECYT de Posdoctorado (N° 3190498), Pontificia Universidad Católica de Chile, Investigadora Principal (03/2019 – 03/2024).
  • “Investigating linguistic similarities and differences in knowledge building through English and Mandarin Chinese”, The Hong Kong Polytechnic University Postdoctoral Research Scheme (N° 1-ZVGJ), Department of English, The Hong Kong Polytechnic University, Hong Kong, Investigadora Principal (03/2016 – 03/2018).
  • “The Role of Metaphors in Reasoning”. General Research Fund provided by University Grants Committee (HSEARS20170918002), The Hong Kong Polytechnic University, Hong Kong, asistente de investigación (03/2018 – 08/2018).
  • “Pedagogies for Knowledge-Building: Investigating subject-appropriate cumulative teaching for twenty-first century school classrooms”, Australian Research Council (ARC)/Discovery Projects (DP130100481), The University of Sydney, Australia. 06/2013 – 11/2015, asistente de investigación (03/2018 – 08/2018).
  • “Linguistic understanding of live lecturers in tertiary education”, University of Technology, Sydney, Australia, senior asistente de investigación (06/2015 – 11/2015).
  • “Discourses of Knowledge and Persuasion in Social Practices”, University of Technology, Sydney, Australia, senior asistente de investigación (06/2013 – 12/2013).
  • “Supporting the development of literacies for learning across key learning areas (ELK) of secondary school through genre-based pedagogy”, National Partnership Grant, Australia. Australian Catholic University, asistente de investigación (02/2012 – 06/2013)
  • “Targeting low-socioeconomic status first year retention: A multi-tiered focus on academic language and scaffolding”, University of Technology, Sydney, Australia, senior asistente de investigación (04/2011 – 12/2012)


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  • Hao, J. (2020). Analysing scientific discourse from a Systemic Functional Linguistic perspective: A framework for exploring knowledge-building in biology. London and New York: Routledge. ISBN: 978-0-8153-7499-2 (hbk)
  • Hao, J. & J. R. Martin (Eds) (en prensa). The discourse of History: A Systemic-Functional perspective. Cambridge University Press.
  • Hao, J. & Wang, P. (2022). Chinese Nominal Groups: The Metaphorical Realization of Figures. WORD. 68 (2) [Scopus] Impact Factor: 0.566
  • Hao, J. (2020). Nominalisation in scientific English: a tristratal perspective. Functions of Language. 27(3), 143-173.  https://doi.org/10.1075/fol.16055.hao  ISSN 0929-998X [WoS, Scopus] Impact Factor (5 años): 0.945
  • Dreyfus, S. & Hao, J. (2020). A multi-stratal perspective on circumstantial meaning. Journal of World Languages. 6(1-2), 27-45. https://doi.org/10.1080/21698252.2020.1720159
  • Hao, J. & Humphrey, S. L. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes, 42. https://doi.org/10.1016/j.jeap.2019.100793. ISSN 1475-1585 [WoS, Scopus] Impact Factor: 1.893
  • Hao, J. & Hood, S. (2019). Valuing science: The role of language and body language in a health science lecture. Journal of Pragmatics, 139, 200-215. https://doi.org/10.1016/j.pragma.2017.12.001. ISSN 0378-2166 [WoS, Scopus] Impact Factor: 1.350
  • Hao, J. (2018). Reconsidering “cause inside the clause” in scientific discourse – from a discourse semantic perspective in systemic functional linguistics. Text & Talk, 38(5), 520-550. https://doi.org/10.1515/text-2018-0013.  ISSN: 1860-7329 [Scopus] Impact Factor: 0.328
  • Humphrey, S & Hao, J. (2013). Deconstructing Written Genres in Undergraduate Biology. Linguistics and Human Sciences. (Special Edition of the SLATE project). 7 (1-3), 29-53. https://doi.org/10.1558/lhs.v7i1-3.29. ISSN: 1742-2906 [MLA, EBSCO]
  • Hao, J. & Humphrey, S. (2012). The role of ‘coupling’ in biological research warrant. Linguistics and the Human Sciences. 5(2), 169-194. https://doi.org/10.1558/lhs.v5i2.169  ISSN: 1742-2906 [MLA, EBSCO]
  • Hao, J. (2022) Analysing knowledge building through language: a case in Mandarin Chinese. in Caldwell, D., Martin, J.R. & Knox, J. (eds) Developing Theory: A Handbook in Appliable Linguistics and Semiotics. London: Bloomsbury.
  • Knox, J. & Hao, J. (2022) Multimodality and Systemic Functional Analysis. in Carol A. Chapelle (ed) The Encyclopaedia of Applied Linguistics. Blackwell Publishing Ltd. ISBN: 9781119147367
  • Hao, J. (2021). Building taxonomy in undergraduate biology. in Maton, K., Martin, J.R. & Doran, Y.J. (eds) Studying Science: Knowledge, Language, Pedagogy. (pp. 134-161). London: Routledge. ISBN: 978-0-815-35576-2 (hbk)
  • Hao, J. (2020). Construing ‘implication’ relations in scientific activities through Mandarin Chinese. in J. R. Martin, Y. J. Doran, & G. Figueredo (Eds.), Systemic Functional language description: making meaning matter. (pp. 238-272). London: Routledge. ISBN: 978-0-8153-9508-9 (hbk)
  • Hood, S. & Hao, J. (2021). Grounded learning: the complementarity of verbiage and paralanguage in teaching science. in Maton, K., Martin, J.R. & Doran, Y.J. (Eds) Studying Science: Knowledge, Language, Pedagogy. (pp. 226-256). London: Routledge. ISBN: 978-0-815-35576-2 (hbk)
  • Humphrey, S. & Hao, J. (2019). New descriptions of metalanguage for supporting English Language Learners’ writing in the early years of science: A discourse perspective. in de Oliveira, Luciana C. (Ed) The Handbook of TESOL in K-12. (pp. 213-130). Hoboken, NJ: Wiley-Blackwell.  ISBN: 9781119421740
  • Humphrey, S., Hao, J. & Rose, D. (2020). Launching research: A Martinian perspective on science pedagogy. in Zappavigna, M. & Dreyfus, S. (Eds) Discourses of Hope and Reconciliation. (pp. 85-108). London: Bloomsbury.  ISBN: 978-1-3501-1606-1