Jaemyung Goo
Biographic Data
| ID | 1692105 |
|---|---|
| NAME | Jaemyung Goo |
| GIVEN NAMES | Jaemyung |
| FAMILY NAME | Goo |
| SIGNATURE | GOO J |
| AFFILIATIONS | Gwangju National University of Education |
| ORCID | 0000-0003-2887-4634 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Research on the role of recasts in L2 learning
With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sat…
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
Interaction Approach in Second Language Acquisition
The interaction approach to second language acquisition posits that learners can benefit from taking part in interaction because of a variety of developmentally helpful opportunities, conditions, and processes which interaction can expose them to. These include input, negotiation, output, feedback, and attention.
Working Memory and Reactivity
The present study explores the relationship between working memory capacity (WMC) and think-alouds, focusing on the issue of reactivity. Two WM span tasks (listening span and operation span) were administered to 42 English-speaking learners of Spanish. Learner performance on reading comprehension and written production was measured under two experimental conditions (think-aloud vs. non-think-aloud conditions). Results showed that think-alouds had…
Working Memory and Reactivity
The present study explores the relationship between working memory capacity (WMC) and think-alouds, focusing on the issue of reactivity. Two WM span tasks (listening span and operation span) were administered to 42 English-speaking learners of Spanish. Learner performance on reading comprehension and written production was measured under two experimental conditions (think-aloud vs. non-think-aloud conditions). Results showed that think-alouds had…
Working Memory and Reactivity
The present study explores the relationship between working memory capacity (WMC) and think-alouds, focusing on the issue of reactivity. Two WM span tasks (listening span and operation span) were administered to 42 English-speaking learners of Spanish. Learner performance on reading comprehension and written production was measured under two experimental conditions (think-aloud vs. non-think-aloud conditions). Results showed that think-alouds had…
Interaction Approach in Second Language Acquisition
The interaction approach to second language acquisition posits that learners can benefit from taking part in interaction because of a variety of developmentally helpful opportunities, conditions, and processes which interaction can expose them to. These include input, negotiation, output, feedback, and attention.
Implicit and explicit instruction in L2 learning
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and O…
Research on the role of recasts in L2 learning
With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sat…
Psychology (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Second Language Acquisition and Learning (3 works) · Second Language Learning and Teaching (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Moderation (2 works)