Yo-An Lee
Biographic Data
| ID | 3823736 |
|---|---|
| NAME | Yo-An Lee |
| GIVEN NAMES | Yo-An |
| FAMILY NAME | Lee |
| SIGNATURE | LEE Y |
| AFFILIATIONS | DePaul University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 89 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
When AI suspends the floor
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
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
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
Towards Respecification of Communicative Competence
The concept of communicative competence is one of the most influential theoretical developments in language education as it helped redefine the objectives of L2 instruction and the target language proficiency. While acknowledging these contributions, this paper asks if the conceptual formulation of communicative competence has other relevancies for our understanding of the realities of language use in L2 instructional settings. Classroom interact…
Respecifying Display Questions
Previous research into teachers' questions has focused on what types of questions are more conducive for developing students' communicative language use. In this regard, display questions, whose answers the teacher already knows, are considered less effective because they limit opportunities for students to use genuine language use (Long & Sato, 1983). Although the research into teacher questions has been refined in recent years, it is not certai…
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 …
Respecifying Display Questions
Previous research into teachers' questions has focused on what types of questions are more conducive for developing students' communicative language use. In this regard, display questions, whose answers the teacher already knows, are considered less effective because they limit opportunities for students to use genuine language use (Long & Sato, 1983). Although the research into teacher questions has been refined in recent years, it is not certai…
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
Lesson Plans and the Contingency of Classroom Interactions
Towards Respecification of Communicative Competence
The concept of communicative competence is one of the most influential theoretical developments in language education as it helped redefine the objectives of L2 instruction and the target language proficiency. While acknowledging these contributions, this paper asks if the conceptual formulation of communicative competence has other relevancies for our understanding of the realities of language use in L2 instructional settings. Classroom interact…
Respecifying Display Questions
Previous research into teachers' questions has focused on what types of questions are more conducive for developing students' communicative language use. In this regard, display questions, whose answers the teacher already knows, are considered less effective because they limit opportunities for students to use genuine language use (Long & Sato, 1983). Although the research into teacher questions has been refined in recent years, it is not certai…
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…
Lesson Plans and the Contingency of Classroom Interactions
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 …
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…
When AI suspends the floor
Psychology (8 works) · Conversation (7 works) · EFL/ESL Teaching and Learning (7 works) · Language, Discourse, Communication Strategies (7 works) · Conversation analysis (6 works) · Linguistics (6 works) · Communication (5 works) · Discourse Analysis in Language Studies (5 works) · Mathematics education (4 works) · Pedagogy (4 works)