Second language acquisition,
Second language pedagogy,
Task-based language teaching and assessment.
Dr. YouJin Kim specializes in second language acquisition (SLA), second language pedagogy, and task-based language teaching and assessment in Applied Linguistics. Within SLA, her research follows interactionist and psycholinguistic approaches, with the primary focus being to identify how interactional feedback, language-related episodes, and interactional alignment (e.g., priming) during oral interaction impact L2 development involving two target languages: English and Korean. She is also interested in the benefits of study abroad programs in learning additional languages among heritage and non-heritage language learners. Her work also consists of more pedagogically-oriented classroom-based research. She is particularly interested in exploring different factors affecting the benefits of task-based language teaching in both second and foreign language classroom settings. Her research articles can be found in journals such as Studies in Second Language Acquisition, Language Learning, Modern Language Journal, Applied Linguistics, Tesol Quarterly,Language Teaching Research, and System among others. Dr. Kim received her Ph.D. in Applied Linguistics from Northern Arizona University and she joined the department in 2009.
Graduate courses taught:
AL 8270 Topics in Applied Linguistics: Task-based language teaching
AL 8250 Second Language Acquisition (MA)
AL 8550 Second Language Evaluation and Assessment (MA)
AL 8980 Current Issues in Second Language Acquisition (PhD)
Undergraduate courses taught:
AL 4131/FORN 4131 Bilingualism
AL 3041/FORN 3041 Second Language Acquisition
Taguchi, N., & Kim, Y. (Eds.) (under contract). Task-based approaches to teaching and assessingpragmatics. Amsterdam: John Benjamins.
Keck, C., & Kim, Y. (2014). Pedagogical grammar. Amsterdam: John Benjamins.
Refereed Journal Articles
**Jung, Y., Kim, Y., Lee, H., Cathey, R., Carver, J., & Skalicky, S. (in press). Learners’ perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research
** Shin, Y., & Kim, Y. (2017). Using Lexical Bundles to Teach Articles to L2 English Learners of Different Proficiencies. System. 69, 79-91
Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). 632-660. Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51, 632-660
Payant, C., & Kim, Y. (2017). Impact of task modality on collaborative dialogue and language development: A classroom-based study. International Journal of Bilingual Education and Bilingualism
**Jung, Y., Kim, Y., & Murphy, J. (2017). Task repetition in learning patterns of word stress through auditory priming tasks. Studies in Second Language Acquisition, 319-346
**Kim, Y., & Payant, C. (2017). Impacts of task complexity on the development of L2 performance over time. International Review of Applied Linguistics in Language Teaching, 55,
Kim, Y., & McDonough, K. (2016). Prime Repetition and Korean EFL Learners’ Comprehension and Production of Passives. International Review of Applied Linguistics in Language Teaching, 54, 319–346.
**Kim, Y., Tracy-Ventura, N., & Jung, Y. (2016). A measure of proficiency or short-term memory? Validation of an elicited imitation test for SLA research, Modern Language Journal, 100, 655-673
Plonsky, L., & Kim, Y. (2016). Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics. 36, 73-97.
Kim, Y., & Taguchi, N. (2016). Learner-learner interaction during collaborative pragmatic tasks: The role of cognitive and pragmatic task demands. Foreign Language Annals, 49, 42-57.
Taguchi, N., & Kim, Y. (2016). Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making. Applied Linguistics. 37, 416-437.
Payant, C., & Kim, Y. (2015). Language mediation in an L3 classroom: The role of task modalities and task types. Foreign Language Annals, 48, 706-729.
Kim, Y., & Taguchi, N. (2015). Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. Modern Language Journal, 99, 656-677.
**Kyle, K., Crossley, S.A., & Kim, Y. (2015). Native language identification and writing proficiency. International Journal of Learner Corpus Research, 1, 187-209.
**Kim, Y., Payant, C., & Pearson, P. (2015). The intersection of task-based interaction, task complexity, and working memory: L2 question development through recasts in a laboratory setting. Studies in Second Language Acquisition. 37,549 – 581.
**Crossley, S. A., Clevinger, A., & Kim, Y. (2014). The role of lexical properties and cohesive devices in text integration and their effect on human ratings of speaking proficiency. Language Assessment Quarterly, 11, 250-270.
**Polat, B., & Kim, Y. (2014). Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 35, 184-207.
Kim, Y., & Tracy-Ventura, N. (2013). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41, 829-840.
**Junqueira, L., & Kim, Y. (2013). Exploring the relationship between training, beliefs and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher. Canadian Modern Language Review, 61, 181-206.
Kim, Y. (2013). Effects of pretask modelling on attention to form and question development. TESOL Quarterly, 47, 8-35.
Kim, Y. (2012). Task complexity, learning opportunities and Korean EFL learners’ question development.Studies in Second Language Acquisition, 34, 627-658.
Kim, Y. (2012). Implementing ability grouping in EFL contexts: Perceptions of teachers and students.Language Teaching Research, 16, 289-315.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition.Language Learning, 61, 100-140. (Special issue on Task-Based Language Teaching in the Best of Language Learning Series)
Kim, Y., & McDonough, K. (2011). Using pre-task modeling to encourage collaborative learning opportunities Language Teaching Research, 15, 1-17.
Kim, Y. (2009). Korean lexical bundles in conversations and academic texts. Corpora, 4, 135-165.
Kim, Y. (2009). The effects of task complexity on learner-learner interaction. System, 37, 254-268.
McDonough, K., & Kim, Y. (2009). Syntactic priming, type frequency, and EFL learners’ production of wh-questions. Modern Language Journal, 93, 386-398.
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. Modern Language Journal, 92, 114-130.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition Language Learning, 58, 285-325.
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12, 211-234.
Kim, Y., & McDonough, K. (2008). Learners’ production of passives during syntactic priming activities.Applied Linguistics, 29,149-154.
Refereed Book Chapters
Kim, M., Lee, H., & Kim, Y. (forthcoming). Learning of Korean honorifics through collaborative tasks: Comparing heritage and non-Heritage speakers. In. N. Taguchi & Y. Kim (Eds.). Task-based approaches to teaching and assessing pragmatics. Amsterdam: John Benjamins.
Kim, Y., Crossley, S., Jung, Y., Kyle, K., & Kang, S. (forthcoming). The effects of task repetition and task complexity on L2 lexicon use. In M. Bygate (Ed). Learning language through task repetition. Amsterdam: John Benjamins.
Kim, Y. (2017). Cognitive-interactionist approaches to L2 instruction. In S. Loewen, & M. Sato (Eds.). The Routledge Handbook of Instructed Second Language Acquisition (pp. 126-145). Routledge: New York.
McDonough, K., & Kim, Y. (2016). Working Memory and L2 English Speakers’ Primed and Subsequent Production of Passives. In G. Granena, D. Jackson, & Y. Yilmaz (Eds.), Cognitive Individual Differences in L2 Processing and Acquisition (pp. 205-222). Amsterdam: John Benjamins.
Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). The effects of task type and classroom environment on learners’ engagement with the language. In. M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 209-239). Philadelphia, PA: John Benjamins.
Kim, Y. (2015). The role of tasks as vehicles for learning in classroom interaction. In N. Markee (Ed.) Handbook of classroom discourse and interaction (pp. 163-181). Malden, MA: Wiley-Blackwell.
**Kim, Y., & Payant, C. (2014). A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities. In M. Baralt, R. Gilabert & P. Robinson (Eds.), Task sequencing and instructed second language learning (pp. 151-177). New York: Bloomsbury Academic.
Kim, Y. (2013). Promoting attention to form through task repetition in a Korean EFL context. In K. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational settings (pp. 3-24). Philadelphia, PA: John Benjamins.
Kim, Y., & Tracy-Ventura, N. (2011). Task complexity, language anxiety and the development of past tense. In P. Robinson (Ed.), Task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 287-306). Philadelphia, PA: John Benjamins.
Biber, D., Kim, Y., & Tracy-Ventura, N. (2009). A corpus-driven approach to comparative phraseology: Lexical bundles in English, Spanish, and Korean. In S. Iwasaki (Ed.), Japanese /Korean Linguistics 17 (pp. 75-94). Stanford, CA: The Center for the Study of Language and Information (CSLI).