个人简历

　　杨忠，东北师范大学外国语学院教授、博士生导师，东北师范大学关心下一代工作委员会主任委员，中国英汉比较学会语篇分析研究会名誉副会长，中国逻辑学会语用学研究会常务理事，吉林省翻译协会副会长。曾兼任首届教育部外语专业教学指导委员会委员、教育部大学生素质教育指导委员会委员、教育部学风建设委员会委员、吉林省社会科学联合会副主席。 　　1971年毕业于吉林师范大学永吉分校理科专业；1975年毕业于吉林大学外文系英语专业；1985年毕业于澳大利亚拉筹伯(La Trobe)大学应用语言学专业，获硕士学位；1993年至1994年美国威斯康星大学(Milwaukee)语言学系高级访问学者，其间在马奎特(Marquette)大学讲授“中国文化与文明”课程。 　　1975年在东北师范大学任教以来，曾先后担任东北师范大学外语系副系主任、系主任、中共东北师范大学纪律检查委员会书记（1994-1998）、东北师范大学副校长（1999-2007）、东北师范大学人文社会科学学术委员会主任（2007-2012）等职。1992年晋升为教授，研究方向为功能语言学、应用语言学、翻译理论与实践。迄今指导硕士生250余名，博士研究生24名。主持国家哲学社会科学基金项目1项，教育部人文社会科学基金项目2项，教育部与英国文化委员会合作项目1项，省级项目2项。在国内外重要学术期刊发表论文100余篇；出版著作或教材12部。获得中国图书奖1次、省社科成果奖5次；获吉林省优秀教学成果一等奖1次。1993年起享受国务院政府特殊津贴。曾获吉林省有突出贡献的中青年专家、宝钢教育基金会优秀教师、东北师范大学首批“研究生心中的好导师”等称号。

科研信息 （科研论文）

　　[1]Reflections on the cultivation of awareness of creativity in teaching foreign languages in light of the dialectic relation between 　　 　conventionality and creativity in language use [J], Foreign Language Teaching and Research, No.5,2015. 　　[2]Subjectivity in translation as interlingual reinstantiation [J], Journal of World Languages, No. 1, 2015. 　　[3]Paradigm shift in foreign language teaching and foreign language teachers’ professional development[J], Foreign Language Teaching 　　 　and Research in Basic Education. No. 9, 2015. 　　[4]A Review of studies of nominalizations from a functional perspective [J], Foreign Language Education,No.5,2015. 　　[5]Semantic cognition and function in English and Chinese sensory adjectives [J], Foreign Language Research,No.1,2014. 　　[6]Symbolicity and logicality: new insights into structure types of Chinese and English[J], Journal of Northeast Normal University, No. 5,2014. 　　[7]A review of lexical semantic theories [J], Journal of Foreign Studies, No.3, 2013. 　　[8]On motivation and strategies of research by foreign language teachers [J], Contemporary Foreign Language Studies, No.8, 2013. 　　[9]Contribution and limitation of Saussurean view of language as a system[J]，Foreign Language Research, No.4, 20132. 　　[10]Spatial constructions based on cognition with on, above and over as instances [J], Foreign Language Teaching, No.5, 2013. 　　[11]A new interpretation of linguistic representations [J], Foreign Studies, No.2,2013. 　　[12]A review of theories of color terms [ J], Journal of foreign studies, No.2,2013. 　　[13]Interpretation of rationality from the perspective of cognitive linguistics [J], Journal of Northeast Normal University, No.6, 2012. 　　[14]A cognitive study of logical metonymy [J], Journal of Northeast Normal University, No.5,2012. 　　[15]A comparative study of theories of dialogue in literary criticism and reading [J], The Forum of Arts, No.3,2012. 　　[16]A study of metaphor in political news reports [J]，Journal of Northeast Normal University, No. 3, 2012. 　　[17]The value and paradigm of contrastive studies of languages[A], in Jiang Wangqi (ed,), Linguistic Research and Language Teaching[C]. 　　 　Beijing: Beijing University Press, 2012. 　　[18]A comparative analysis of views of language held by experientialism and dialectical materialism[J], Foreign Language Research, 　　 　No.1,2012. 　　[19]A cognitive semantic analysis of nominalization in English and Chinese [J], Foreign Language Teaching and Research, No.6, 2011. 　　[20]A contrastive study of transcategorization of basic color terms in English and Chinese [J], Foreign Language Research, No.6,2011. 　　[21]A cognitive semantic study of English perceptual verbs [J],Foreign Languages and Their Teaching No. 5,2011. 　　[22]Functional linguistics paradigm in semantic studies [J], Foreign Languages in China, NO.5 ,2011. 　　[23]Studying grammatical metaphor and metonymy from a typological perspective[J]，Foreign Languages,No.4, 2011. 　　[24]A cognitive contrastive analysis of Eye and yan/mu as polysemes[J], Contemporary Foreign Languages Studies, No. 3,2011. 　　[25]A cognitive study of strategies in translating lexical metaphors in scientific English texts[J], Foreign Languages and Their Teaching, No. 　　 　3,2011. 　　[26]Aligning capacity with needs in the process of massification of higher education in China: Northeast Normal University as a case [A]. In 　　 　Neubauer, D. and Toshio, T.(Eds.) Access, Equity and Capacity in Asia- Pacific Higher Education[C]. New York: Palgrave Macmilan，2011. 　　[27]A cognitive and diachronic analysis of polysemy [A], in Zhang Hui (ed.), Cognitive Semantic Studies[C], Shanghai: Shanghai Foreign 　　 　Language Education Press, 2011. 　　[28]Functional perspective and cognitive perspective in studying grammar [J], Journal of Northeast Normal University, No.2, 2011. 　　[29]New challenges to the preparation of English teachers and their reactions [J], College English Teaching and Research, No.2, 2011. 　　[30]A cognitive analysis of misuses of logical connectors by Chinese learners of English [J], Journal of Northeast Normal University, No.1, 　　 　2011. 　　[31]A review of studies of logical connectors in interlanguage texts [J], Journal of Beijing Jiaotong University, No. 1, 2011. 　　[32]A cognitive analysis of metaphors in news reports of economic recessions [J], Journal of Northeast Normal University, No.6,2011. 　　[33]A study of the semantic relation and rank shift directionality in grammatical metaphors [J], Foreign Language Teaching and Research, 　　 　No, 6, 2010. 　　[34]A corpus-based study of the central key terms in the work reports of the central government [J], Foreign Language Research, No. 　　 　6,2010. 　　[35]Problem-solution and qi-cheng-zhuan-he: an exploration of the basic patterns of English and Chinese texts [J], Chinese Journal of 　　 　Applied Linguistics, No, 4, 2010. 　　[36]On studying and researching systemic-functional linguistics [A], in Huang Guowen, Chang Chunguang and Liao Haiqing(eds.) Forum on 　　 　Systemic Functional Linguistics Studies (Vol.1), Beijing: Higher Education Press, 2010. 　　[37]Proposition, definition and inference in Ancient Chinese philosophy (translation) [J],Frontiers of Philosophy in China, No. 2, 2010. 　　[38]Rethinking the theory of conceptual metaphor [J], Journal of Northeast Normal University, No.3, 2010. 　　[39]The influence of Chinese (L2) on the acquisition of English by minority nationality pupils in Xinjiang[J], Foreign Languages and Their 　　 　Teaching, No.2,2010. 　　[40]On linguistic relativism and perspectives of semantic studies [J], Journal of Foreign Studies, No.1, 2010. 　　[41]On the integration of instrumentality and humanity of foreign language education in the context of globalization [A], in 　　 　Zhuang Zhixiang (ed.), The Forum on Development Strategy of Foreign Language Education in China[C], Shanghai: Shanghai 　　 　Foreign Language Education Press, 2009. 　　[42]A cognitive analysis of number category of English nouns [J], Journal of Northeast Normal University, No.5, 2009. 　　[43]A contrastive study of degrees of nominalization in English and Chinese deverbal nominals [J], Foreign Language Research , No.3, 2009. 　　[44]Exploring models and methods of supervising theses and dissertations of humanities and social sciences [J]. 　　 　China Higher Education No.20, 2008. 　　[45]A conceptual framework for contrastive semantic study of English and Chinese from a cognitive perspective 　　 　[J]. Foreign Languages and Their Teaching, No.11, 2008. 　　[46]A review of Faircough’s model of discourse analysis[J], Foreign Languages Research, No.3,2008. 　　[47]Training skills and developing intelligence: integrating instrumentality and humanity in foreign language education[J]. 　　 　Foreign Language Research, No.6, 2007. 　　[48]The functions of it in argumentative writing [J] Journal of Northeast Normal University, No.6, 2007. 　　[49]Analyzing the motivation of English compounds from a cognitive perspective [J]. Journal of Northeast Normal University, No .2, 2007. 　　[50]Polysemy: a diachronic and cognitive perspective[J]. Foreign Language Teaching and Research No.5, 2005. 　　[51]Preparation of foreign language personnel for the new century: challenges and measures [J]. The Foreign Language World, No.2, 2000. 　　[52]Prototypic effects in vocabulary acquisition [J]. Teaching English in China No.3 2000. 　　[53]On the guiding role of foreign language teachers [J], Journal of Northeast Normal University, No.3, 2000. 　　[54]A review of prototype theory [J]. Foreign Language Teaching and Research No.2, 1998. 　　[55]Intention, signification and translation[J]. Chinese Translators Journal, No.5, 1995. 　　[56]On the linearity of the Linguistic sign[J]. Foreign Language Teaching and Research No.2.1992. 　　[57]On the theoretical foundations and principles of the communicative approach to language teaching[J].Journal of Northeast Normal 　　 　University, No.6,1992. 　　[58]A cybernetic view of the function of teacher preparation and its implications for re-orienting TESOL Teacher Education in 　　 　China[J]. Foreign Language World No.3, 1991. 　　[59]Pragmatic theories and the focus of intensive English reading course [J], Foreign Languages and Their Teaching, No.1, 1991. 　　[60]Generative grammar and TEFL: applications, implications and limitations [J], English Language Institute/China, No.5, 1990. 　　[61]On the value of linguistic theories and language teaching theories in the preparation of EFL teachers [J], 　　 　Journal of Northeast Normal University, No.4,1987. 　　[62]Towards adequate E.F.L teacher education in China: an analysis of the problem [J]. Australian Review of Applied Linguistics, No.1, 1985.