YouJin Kim

YouJin Kim

is author/editor of the following titles:

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Task-Based Approaches to Teaching and Assessing Pragmatics
Edited by Naoko Taguchi and YouJin Kim
[Task-Based Language Teaching, 10]  2018.  x, 312 pp.
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Pedagogical Grammar
Casey Keck and YouJin Kim
[Not in series, 190]  2014.  ix, 245 pp.

is editor/board member of the following journal:

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TASK (TASK)

is author of the following articles:

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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 sentences”. Linguistic Approaches to Bilingualism  10:1, 58–85
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Kim, Minkyung, Hakyoon Lee and YouJin Kim. 2018. “Chapter 2. Learning of Korean honorifics through collaborative tasks”. In Task-Based Approaches to Teaching and Assessing Pragmatics, 28–54
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Kim, YouJin, Scott A. Crossley, YeonJoo Jung, Kris Kyle and Sanghee Kang. 2018. “Chapter 3. The effects of task repetition and task complexity on L2 lexicon use”. In Learning Language through Task Repetition, 75–96
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Taguchi, Naoko and YouJin Kim. 2018. “Chapter 1. Task-based approaches to teaching and assessing pragmatics”. In Task-Based Approaches to Teaching and Assessing Pragmatics, 2–24
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Baralt, Melissa, Laura Gurzynski-Weiss and YouJin Kim. 2016. “8. Engagement with the language”. In Peer Interaction and Second Language Learning: Pedagogical potential and research agenda, 209–239
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McDonough, Kim and YouJin Kim. 2016. “Working memory and L2 English speakers’ primed and subsequent production of passives”. In Cognitive Individual Differences in Second Language Processing and Acquisition, 205–222
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Kyle, Kris, Scott A. Crossley and YouJin Kim. 2015. “Native language identification and writing proficiency”. International Journal of Learner Corpus Research  1:2, 187–209
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Kim, YouJin. 2013. “1. Promoting attention to form through task repetition in a Korean EFL context”. In Second Language Interaction in Diverse Educational Contexts, 3–24
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Kim, YouJin and Nicole Tracy-Ventura. 2011. “Chapter 11. Task complexity, language anxiety, and the development of the simple past”. In Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance, 287–306