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Creativity takes us to places that we want to go but can't go.


Tütüncü, Irmak Su, Jing Paul, Samantha N. Emerson, Murat Şengül, Melanie Knezevic, & Şeyda Özçalışkan (2023). When gestures do or do not follow language-specific patterns of motion expression in speech: Evidence from Chinese, English & Turkish. Cognitive Science, 47(4), e13261.

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Paul, Jing, Samantha N. Emerson, & Şeyda Özçalışkan (2022). Does dialect matter in the expression of motion? Ways of encoding manner and path in Babao and Standard Mandarin. Lingua, 270

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We all move in space in similar ways: we run, crawl, or jump; we ascend, descend or enter. At the same time, we talk about this motion in noticeably different ways when we speak different languages. When presented with animated motion scenes with both path (enter/ascend) and manner (run/jump/crawl) information, Mandarin speakers expressed both components together (e.g., “crawl-pass carpet”) while Babao speakers expressed either on manner or path of motion (e.g., “crawl,” “pass carpet”), thus differing from Mandarin speakers. Overall, the findings highlight dialect as an important source of variability in the way we talk about motion events.

Perlman, Marcus, Jing Paul & Gary Lupyan (2021). Vocal communication of magnitude across language, age, and

auditory experience. Journal of Experimental Psychology.

Because of this project, I had the privilege to spend time with a group of compassionate and curious deaf children in a special education school in China. Every visit to the school was an awakening experience. Every moment of communication took me to a silent and beautiful world via my few words in Chinese Sign Language, through extensive eye contact and gestures, and predominantly in writing Chinese characters. I am eternally grateful to them for welcoming me into their world. Here is a documentary of Chinese children with disabilities, titled 'Walking in the Wilderness.

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We investigated 25 languages representing 9 language families and 10 writing systems. Iconicity—the resemblance between form and meaning, is recognized as an important part of all languages. 

Paul, Jing & Eric Friginal (2019). The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning, 32(5-6), 587-618.

Paul, Jing & Theres Grüter (2016). Blocking effects in the learning of Chinese classifiers. Language Learning, 66(4), 972-999. (awarded an Open Materials badge).


Li, Hong & Jing Paul (2020). A usage-based approach to L2 grammar instruction delivered through the PACE model. In C. Shei, M. Zikpi, & D. Chao (Eds.) The Routledge handbook of Chinese language teaching (pp. 255-271). London & New York: Routledge.

Lupyan, Gary, Ashley Wendorf, Luis Miguel Berscia & Jing Paul (2018). Core Knowledge or language-augmented cognition? The case of geometric reasoning. Proceedings of the 12th International Conference on the Evolution of Language (Evolang12) (pp. 252-254). 


Paul, Jing, Hong Li & Abigail Holst (2018). Cultivating individualized lifelong learning in a complex system: A case study of a STARTALK Chinese summer camp participant. In X. Xiao-Desai, & K. Wang (Eds.), Explorations in teaching Chinese as a second language: Studies in honor of Professor Tao-Chung "Ted" Yao (pp. 227-234). Boston, MA: Cheng & Tsui Company.


Perlman, Marcus, Jing Paul & Gary Lupyan (2015). Congenitally deaf children generate iconic vocalizations to communicate magnitude. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society, 1853-1858. [pdf]


Paul, Jing (2014). Expressing caused motion events in L2 Chinese: The case of learning a language that is typologically similar to the learners’ L1. In N. Jiang (Ed.), Advances in Chinese as a second language: Acquisition and processing (pp. 271-298). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.


Paul, Jing & Dongping Zheng (2014). Rethinking the current approaches in Chinese language teaching. In W. He (Ed.), The challenges and opportunities for teachers of Chinese as a foreign language: Proceeding of the 12th international conference on Chinese language pedagogy (pp. 173-182). Harbin: Heilongjiang People’s Publishing House.


Paul, Jing (2013). How to give a hand?: Using deictic gestures in teaching Chinese topic comment sentences. In S. Cao, & Z. Yu (Eds.), Proceedings of the 11th international conference on Chinese language pedagogy (pp. 772-779). Chengdu: Bashu Publishing.


Li, Hong & Jing Paul (2015), 《趣味汉语语法:35课幽默对话与漫画》(Fun with Chinese grammar: 35 humorous dialogues and comics) (illustrated by Eric Reinders). Nanjing, China: Nanjing University Press.

Li, Hong, Wanli Ho & Jing Paul (2012). 《行知中国:三十集多媒体汉语中级教程课堂教学版1-6册》(Access China: A classroom video course for Chinese learning (Intermediate Level), Volumes I, II, III, IV, V & VI (a series of six books). Nanchang, China: The 21st Century Publishing House.

Access China is a 30-episode TV drama designed for learners of Chinese as a second language. It tells stories in the daily lives of Tang Ya, a Canadian student studying in Beijing, and her Chinese host family of three generations. The TV drama provides learners with natural conversational language and rich, authentic cultural content. Based on the TV drama, this companion book is designed for teachers and learners of Chinese who use Access China as either the main textbook or supplementary materials. 

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Paul, Jing & Yan Yu (2014). Breaking the silence in the classroom and experiencing the language in real communication. Hawai’i TESOL Newsletter The Word, 24 (1), 7. link

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