YouJin Kim

List of John Benjamins publications for which YouJin Kim plays a role.



Instructed Second Language Acquisition Research Methods

Edited by Laura Gurzynski-Weiss and YouJin Kim

[Research Methods in Applied Linguistics, 3] 2022. xxiv, 388 pp.
Subjects Applied linguistics | Language acquisition | Language teaching

Task-Based Approaches to Teaching and Assessing Pragmatics

Edited by Naoko Taguchi and YouJin Kim

[Task-Based Language Teaching, 10] 2018. x, 312 pp.
Subjects Language acquisition | Language teaching | Pragmatics

Pedagogical Grammar

Casey Keck and YouJin Kim

[Not in series, 190] 2014. ix, 245 pp.
Subjects Applied linguistics | Language acquisition | Language teaching


Over the last three decades, tasks have been perceived as one of the major pedagogical tools in diverse instructional contexts (Ellis, 2017; Kim, 2015; Long, 2016). According to Ellis (2017) and Long (2016), noticeable theoretical and methodological developments have advanced the field of TBLT… read more
Gurzynski-Weiss, Laura and YouJin Kim 2022 Chapter 6. Unique considerations for ISLA research across approachesInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 125–146 | Chapter
In this chapter, which comprises Section III, we discuss several of the most important and impactful considerations that can affect ISLA research design, implementation, and interpretation across methodological approaches. We unpack the use of intact classes, small sample sizes, and recruiting… read more
Gurzynski-Weiss, Laura and YouJin Kim 2022 Chapter 1. Getting started: Key considerationsInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 3–28 | Chapter
This introductory chapter orients the reader to both instructed second language acquisition (ISLA) and research methods in general. We begin with an operationalization of ISLA, followed by an outline of the main research questions and overarching goals within ISLA, and specification of the… read more
Over the past two decades, the theoretical backgrounds of instructed second language (L2) pragmatics studies have diversified, and instructional materials have been designed and implemented based on various theories of second language acquisition (SLA). As a result, the field of instructed… read more
Kim, YouJin and Laura Gurzynski-Weiss 2022 Chapter 15. Contributing to the advancement of the field: Collaboration and dissemination in ISLAInstructed Second Language Acquisition Research Methods, Gurzynski-Weiss, Laura and YouJin Kim (eds.), pp. 355–378 | Chapter
In this final chapter, we share suggestions for developing ISLA research that informs pedagogy and vice-versa, particularly focusing on the importance of training ISLA researchers, promoting collaboration among various stakeholders, and disseminating ISLA research to a larger audience. First, we… read more
Crossley, Scott A., Nicholas D. Duran, YouJin Kim, Tiffany Lester and Samuel Clark 2020 The action dynamics of native and non-native speakers of English in processing active and passive sentencesLinguistic Approaches to Bilingualism 10:1, pp. 58–85 | Article
This study investigates processing of passive and active constructions between native speakers (NS) and non-native speakers (NNS) of English using traditional on-line mechanisms such as response time in conjunction with techniques that capitalize on the parallel activation of distributed mental… read more
This study examines the effects of collaborative writing tasks on the development of Korean honorifics among heritage language (HL) and foreign language (FL) learners. Participants were 14 HL learners (HLLs) and 32 FL learners (FLLs) of Korean (i.e., 14 HLL-FLL and 9 FLL-FLL dyads) in… read more
Kim, YouJin, Scott A. Crossley, YeonJoo Jung, Kristopher Kyle and Sanghee Kang 2018 Chapter 3. The effects of task repetition and task complexity on L2 lexicon useLearning Language through Task Repetition, Bygate, Martin (ed.), pp. 75–96 | Chapter
To date, a growing number of studies in instructed second language acquisition (SLA) have investigated the effects of task repetition on L2 performance (e.g., complexity, accuracy, fluency) as well as on the occurrence of interaction-driven learning opportunities (e.g., Bygate, 2001; Fukuta, 2016;… read more
Taguchi, Naoko and YouJin Kim 2018 Chapter 1. Task-based approaches to teaching and assessing pragmatics: An overviewTask-Based Approaches to Teaching and Assessing Pragmatics, Taguchi, Naoko and YouJin Kim (eds.), pp. 2–24 | Chapter
Interactive tasks that have successfully promoted attention to form and language learning in face-to-face (FTF) can be ineffective when performed online (Baralt 2013, 2014). This research is concerning, given the push for online language classes in higher education (Leow, Cerezo, & Baralt 2015).… read more
McDonough, Kim and YouJin Kim 2016 Working memory and L2 English speakers’ primed and subsequent production of passivesCognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 205–222 | Chapter
Although first language researchers have investigated the relationship between individual differences and structural priming (Kaschak, Kutta, & Jones 2011; Kidd 2012a, b), fewer studies have explored this relationship in second language (L2) speech production (McDonough, Kielstra, Crowther, &… read more
Kyle, Kristopher, Scott A. Crossley and YouJin Kim 2015 Native language identification and writing proficiencyInternational Journal of Learner Corpus Research 1:2, pp. 187–209 | Article
This study evaluates the impact of writing proficiency on native language identification (NLI), a topic that has important implications for the generalizability of NLI models and detection-based arguments for cross-linguistic influence (Jarvis 2010, 2012; CLI). The study uses multinomial logistic… read more
This chapter compares the impact of task repetition and procedural repetition on Korean EFL learners’ (n = 48) attention to linguistic form during collaborative tasks. Two EFL classes were randomly assigned to carry out three collaborative tasks with either task repetition or procedural repetition.… read more
A main prediction of the Cognition Hypothesis is that individual differences will influence learners’ perceptions of task difficulty and, as a result, affect performance and learning as task complexity is increased. To date, little research has investigated this claim, leaving open the question… read more