Yo–an Lee
Biographic Data
| ID | 3591891 |
|---|---|
| NAME | Yo–an Lee |
| GIVEN NAMES | Yo–an |
| FAMILY NAME | Lee |
| SIGNATURE | LEE Y A |
| AFFILIATIONS | Sogang University |
| ORCID | 0000-0001-5342-1333 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
When AI suspends the floor
Managing Coherence in Conversational Storytelling
Building connected discourse in non-native speech
The demand for proficient non-native speakers (NNSs) of English has increased across professional fields in recent years. While speaking skills involve a complex array of factors and constraints, previous studies resorted to unexamined perceptions or intuitive impressions drawn from surface linguistic features. Particularly missing is close analytic descriptions of non-native discourse that is produced in spontaneous contexts. The present study i…
Changing practices for connected discourse
Managing language issue in second language storytelling
Teacher repetition as an instructional resource for classroom interaction
Negotiating knowledge bases in pedagogical discourse
Identities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. …
Members and their competencies
Tracing Developmental Changes Through Conversation Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Lesson Plans and the Contingency of Classroom Interactions
Learning in the contingency of talk-in-interaction
This article offers a critical examination of the recent initiative that considers developmental issues to be an important agenda in CA-based studies (Brouwer and Wagner, Journal of Applied Linguistics 1: 29–47, 2004; Firth and Wagner, Modern Language Journal 91: 800–819, 2007). This initiative seems to take a narrower view of learning than what natural interactional details in CA studies allow us to see. Spoken interactions are not always stable…
Yes–No Questions in the Third-Turn Position
Yes–No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such setting in which the use of Y/N questions displays distinctive work practices by teachers. Particularly not…
Third turn position in teacher talk
Third turn position in teacher talk
Tracing Developmental Changes Through Conversation Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Yes–No Questions in the Third-Turn Position
Yes–No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such setting in which the use of Y/N questions displays distinctive work practices by teachers. Particularly not…
Changing practices for connected discourse
Teacher repetition as an instructional resource for classroom interaction
Members and their competencies
Managing language issue in second language storytelling
Lesson Plans and the Contingency of Classroom Interactions
Third turn position in teacher talk
Yes–No Questions in the Third-Turn Position
Yes–No (Y/N) questions are distinctive in calling for a bipolar response. Some Y/N questions predispose one answer over the other. Conversation analysts have examined the sequential relevance of this predisposition and found the institutional character of social actions enacted in Y/N questioning processes. Classroom interaction is one such setting in which the use of Y/N questions displays distinctive work practices by teachers. Particularly not…
Learning in the contingency of talk-in-interaction
This article offers a critical examination of the recent initiative that considers developmental issues to be an important agenda in CA-based studies (Brouwer and Wagner, Journal of Applied Linguistics 1: 29–47, 2004; Firth and Wagner, Modern Language Journal 91: 800–819, 2007). This initiative seems to take a narrower view of learning than what natural interactional details in CA studies allow us to see. Spoken interactions are not always stable…
Lesson Plans and the Contingency of Classroom Interactions
Members and their competencies
Tracing Developmental Changes Through Conversation Analysis
The descriptive focus of conversation analysis (CA) has not been considered optimal for second language (L2) acquisition research. Recently, however, some CA researchers have addressed the developmental agenda by examining longitudinal data (e.g., Brouwer & Wagner, 2004; Ishida, 2009; Markee, 2008; Pekarek-Doehler, 2010). The present article offers conceptual rationale and analytic demonstrations as to how CA's descriptive analyses contribute to …
Negotiating knowledge bases in pedagogical discourse
Identities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. …
Teacher repetition as an instructional resource for classroom interaction
Managing language issue in second language storytelling
Changing practices for connected discourse
Building connected discourse in non-native speech
The demand for proficient non-native speakers (NNSs) of English has increased across professional fields in recent years. While speaking skills involve a complex array of factors and constraints, previous studies resorted to unexamined perceptions or intuitive impressions drawn from surface linguistic features. Particularly missing is close analytic descriptions of non-native discourse that is produced in spontaneous contexts. The present study i…
Managing Coherence in Conversational Storytelling
When AI suspends the floor
Psychology (12 works) · Conversation (11 works) · Language, Discourse, Communication Strategies (11 works) · Conversation analysis (10 works) · Linguistics (10 works) · EFL/ESL Teaching and Learning (9 works) · Communication (8 works) · Computer Science (8 works) · Communication (7 works) · Discourse Analysis in Language Studies (7 works)