Senyung Lee
Datos Biográficos
| ID | 5998537 |
|---|---|
| NOMBRE | Senyung Lee |
| NOMBRES | Senyung |
| APELLIDO | Lee |
| FIRMA | LEE S |
| AFILIACIONES | Northeastern Illinois University |
| ORCID | 0000-0001-9796-9915 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Developmental Characteristics of Learners’ Productive Knowledge of L2 Collocations
This cross‐sectional study reports on the developmental characteristics of learners’ productive knowledge of second language (L2) collocations by analyzing learners’ non‐target word combinations. Previous studies on productive L2 collocation knowledge have rarely analyzed learners’ non‐target forms of collocations as the main target of analysis. Thus, this study investigated developmental characteristics of the meaning and grammar of learners’ no…
The relationship between receptive and productive knowledge of L2 English collocations
This study investigated the gap between receptive and productive knowledge of second language (L2) collocations across different L2 proficiency levels and whether the two types of knowledge constitute distinct constructs or not. Four groups of adult learners of English ( n = 205) and two groups of native speakers of English ( n = 85) completed four written tasks: a sentence writing task, fill‐in‐the‐blank task, multiple‐choice task, and Yes/No ac…
Effects of the Type of Audio‐visual Input and Listenability on Young L2 Learners' Listening Comprehension
Numerous studies have compared the effect of input mode (video‐based vs. audio‐only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio‐visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio‐visual input type and text listenability on the listening comprehe…
Developing a local academic English listening test using authentic unscripted audio-visual texts
Despite consistent calls for authentic stimuli in listening tests for better construct representation, unscripted texts have been rarely adopted in high-stakes listening tests due to perceived inefficiency. This study details how a local academic listening test was developed using authentic unscripted audio-visual texts from the local target language use (TLU) domain without compromising the reliability of the test results and validity of the sco…
Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level
In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A t…
The relationship between receptive and productive knowledge of L2 English collocations
This study investigated the gap between receptive and productive knowledge of second language (L2) collocations across different L2 proficiency levels and whether the two types of knowledge constitute distinct constructs or not. Four groups of adult learners of English ( n = 205) and two groups of native speakers of English ( n = 85) completed four written tasks: a sentence writing task, fill‐in‐the‐blank task, multiple‐choice task, and Yes/No ac…
Examining the effects of different English speech varieties on an L2 academic listening comprehension test at the item level
In this study we investigated the potential for a shared-first-language (shared-L1) effect on second language (L2) listening test scores using differential item functioning (DIF) analyses. We did this in order to understand how accented speech may influence performance at the item level, while controlling for key variables including listening passages, item type, and the degrees of intelligibility, comprehensibility, and speaker accentedness. A t…
Developing a local academic English listening test using authentic unscripted audio-visual texts
Despite consistent calls for authentic stimuli in listening tests for better construct representation, unscripted texts have been rarely adopted in high-stakes listening tests due to perceived inefficiency. This study details how a local academic listening test was developed using authentic unscripted audio-visual texts from the local target language use (TLU) domain without compromising the reliability of the test results and validity of the sco…
The relationship between receptive and productive knowledge of L2 English collocations
This study investigated the gap between receptive and productive knowledge of second language (L2) collocations across different L2 proficiency levels and whether the two types of knowledge constitute distinct constructs or not. Four groups of adult learners of English ( n = 205) and two groups of native speakers of English ( n = 85) completed four written tasks: a sentence writing task, fill‐in‐the‐blank task, multiple‐choice task, and Yes/No ac…
Effects of the Type of Audio‐visual Input and Listenability on Young L2 Learners' Listening Comprehension
Numerous studies have compared the effect of input mode (video‐based vs. audio‐only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio‐visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio‐visual input type and text listenability on the listening comprehe…
Developmental Characteristics of Learners’ Productive Knowledge of L2 Collocations
This cross‐sectional study reports on the developmental characteristics of learners’ productive knowledge of second language (L2) collocations by analyzing learners’ non‐target word combinations. Previous studies on productive L2 collocation knowledge have rarely analyzed learners’ non‐target forms of collocations as the main target of analysis. Thus, this study investigated developmental characteristics of the meaning and grammar of learners’ no…
Linguistics (5 obras) · Psychology (5 obras) · Communication (4 obras) · Computer Science (4 obras) · Active listening (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Comprehension (2 obras) · Reading and Literacy Development (2 obras) · Second Language Acquisition and Learning (2 obras) · Subtitles and Audiovisual Media (2 obras)