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| (사용자 2명의 중간 판 2개는 보이지 않습니다) | |||
| 1번째 줄: | 1번째 줄: | ||
| − | + | 한양대학교 [[서울캠퍼스]] [[인문과학대학]] [[영어영문학과]] 교수이다. | |
| − | 한양대학교 서울캠퍼스 인문과학대학 영어영문학과 | ||
== 학력 == | == 학력 == | ||
| − | + | * 1989 ~ 1996 한양대학교 영어교육학 학사 | |
| + | * 1997 ~ 1999 University of Texas at Austin 영어교육학 석사 | ||
| + | * 1999 ~ 2003 University of Texas at Austin 영어교육학 박사 | ||
| − | + | ==경력== | |
| − | + | * 2000 ~ 2003 Texas Center for Reading and Language Arts 연구원 | |
| − | + | * 2006 ~ 2008 한국영어교육학회 편집이사 | |
| − | + | * 2010 ~ 2011 미국 오리건주립대학교 언어학과 방문교수 | |
| − | + | * 2013 ~ 2014 한양대학교 영어영문학과 학과장 | |
| − | + | * 2013 ~ 2016 한양대학교 영어교육위원회 위원장 | |
| − | + | * 한양대학교 영어영문학과 교수 | |
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== 연구실적 == | == 연구실적 == | ||
| − | + | # Lee, S. (2016). L1 influence on the processing of L2 collocation: An experimental study of Korea EFL learners. Linguistics Research 33(Special Edition), 137-163. | |
| − | + | # Lee, S. (2015). Korean EFL learners’ productive collocation knowledge and its relationship to their writing proficiency. English Language & Literature Teaching, 21(4), 59-84. | |
| − | + | # Chon, V. Y., & Lee, S. (2015). L2 collocational knowledge by congruency and writing proficiency of EFL university learners. English Language & Literature Teaching, 21(1), 49-74. | |
| − | + | # Lee, S. (2015). Lexical demand of animation movies and vocabulary learning through watching them: A corpus-driven approach. STEM Journal, 16(1), 23-47. | |
| − | + | # Lee, S. (2014). What vocabulary size is needed to comprehend Harry Potter series?: Implications for incidental vocabulary learning. English Language & Literature Teaching, 20(2), 169-192. | |
| − | + | # Park, M., & Lee, S. (2014). Corpus-based investigation into reporting that in translated English editorials. Korean Journal of English Language and Linguistics, 14(2), 199-217. | |
| − | + | # Lee, S. (2014). Korean EFL university students’ English vocabulary size and their writing proficiency. Journal of Korea English Education Society, 13(2), 21-43. | |
| − | + | # Lee, S. (2013). Corpus-based vocabulary analysis of Friends: Implications for Incidental vocabulary learning. Modern English Education, 14(3). 1-21. | |
| − | + | # Lee, S. (2012). Receptive vocabulary size for reading English and American novels. Multimedia-Assisted Language Learning, 15(4), 103-125. | |
| − | + | # Lee, S. (2011). Semantic prosody in bilingual dictionaries and EFL learners’ sentence writings. English Teaching, 66(2), 253-272. | |
| − | + | # Lee, S. (2011). Challenges of using corpora in language teaching and learning: Implications for secondary education. Linguistic Research, 28(1), 159-178. | |
| − | + | # Lee, S. (2009). Literature review on second language learning strategy. Hanyang Educational Review, 25(1), 85-102. | |
| − | + | # Lee, S. (2009). University students’ experiences of peer-assisted learning and its effect on their academic achievement. English Language Teaching, 21(1), 119-152. | |
| − | + | # Lee, S. (2008). L2 reading strategies and gender: A study of Korean EFL university students. Studies in British and American Language and Literature, 86, 221-249. | |
| − | + | # Lee, S. (2007). English vocabulary learning strategies of Korean university students: Strategy use, vocabulary size, and gender. English Teaching, 62(1), 149-168. | |
| − | + | # Lee, S. (2006). English vocabulary size of Korean university students. Korean Journal of Applied Linguistics, 22(1), 115-142. | |
| − | + | # Lee, S. (2005). ESL students’ beliefs about the utility of synchronous online discussion (SOD) in language learning and their participation in the SOD. Multimedia-assisted Language Learning, 8(2), 9-31. | |
| − | + | # Lee, S. (2004). Is Synchronous computer mediated communication truly egalitarian?: A case study of computer-networked ESL classroom. Multimedia-assisted Language Learning, 7(1), 109-141. | |
| − | + | # Lee, S. (2003). Korean ESL learners’ experiences in computer assisted classroom discussion. English Teaching, 58(4), 371-395. | |
| − | + | # Liu, M., Moore, Z., Graham, L., & Lee. S. (2002). A Look at the Research on Computer-Based Technology Use in Second Language Learning: Review of Literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273. | |
| − | + | [[분류:교수]] | |
| − | + | [[분류:영어영문학과]] | |
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2020년 12월 23일 (수) 14:19 기준 최신판
한양대학교 서울캠퍼스 인문과학대학 영어영문학과 교수이다.
학력
- 1989 ~ 1996 한양대학교 영어교육학 학사
- 1997 ~ 1999 University of Texas at Austin 영어교육학 석사
- 1999 ~ 2003 University of Texas at Austin 영어교육학 박사
경력
- 2000 ~ 2003 Texas Center for Reading and Language Arts 연구원
- 2006 ~ 2008 한국영어교육학회 편집이사
- 2010 ~ 2011 미국 오리건주립대학교 언어학과 방문교수
- 2013 ~ 2014 한양대학교 영어영문학과 학과장
- 2013 ~ 2016 한양대학교 영어교육위원회 위원장
- 한양대학교 영어영문학과 교수
연구실적
- Lee, S. (2016). L1 influence on the processing of L2 collocation: An experimental study of Korea EFL learners. Linguistics Research 33(Special Edition), 137-163.
- Lee, S. (2015). Korean EFL learners’ productive collocation knowledge and its relationship to their writing proficiency. English Language & Literature Teaching, 21(4), 59-84.
- Chon, V. Y., & Lee, S. (2015). L2 collocational knowledge by congruency and writing proficiency of EFL university learners. English Language & Literature Teaching, 21(1), 49-74.
- Lee, S. (2015). Lexical demand of animation movies and vocabulary learning through watching them: A corpus-driven approach. STEM Journal, 16(1), 23-47.
- Lee, S. (2014). What vocabulary size is needed to comprehend Harry Potter series?: Implications for incidental vocabulary learning. English Language & Literature Teaching, 20(2), 169-192.
- Park, M., & Lee, S. (2014). Corpus-based investigation into reporting that in translated English editorials. Korean Journal of English Language and Linguistics, 14(2), 199-217.
- Lee, S. (2014). Korean EFL university students’ English vocabulary size and their writing proficiency. Journal of Korea English Education Society, 13(2), 21-43.
- Lee, S. (2013). Corpus-based vocabulary analysis of Friends: Implications for Incidental vocabulary learning. Modern English Education, 14(3). 1-21.
- Lee, S. (2012). Receptive vocabulary size for reading English and American novels. Multimedia-Assisted Language Learning, 15(4), 103-125.
- Lee, S. (2011). Semantic prosody in bilingual dictionaries and EFL learners’ sentence writings. English Teaching, 66(2), 253-272.
- Lee, S. (2011). Challenges of using corpora in language teaching and learning: Implications for secondary education. Linguistic Research, 28(1), 159-178.
- Lee, S. (2009). Literature review on second language learning strategy. Hanyang Educational Review, 25(1), 85-102.
- Lee, S. (2009). University students’ experiences of peer-assisted learning and its effect on their academic achievement. English Language Teaching, 21(1), 119-152.
- Lee, S. (2008). L2 reading strategies and gender: A study of Korean EFL university students. Studies in British and American Language and Literature, 86, 221-249.
- Lee, S. (2007). English vocabulary learning strategies of Korean university students: Strategy use, vocabulary size, and gender. English Teaching, 62(1), 149-168.
- Lee, S. (2006). English vocabulary size of Korean university students. Korean Journal of Applied Linguistics, 22(1), 115-142.
- Lee, S. (2005). ESL students’ beliefs about the utility of synchronous online discussion (SOD) in language learning and their participation in the SOD. Multimedia-assisted Language Learning, 8(2), 9-31.
- Lee, S. (2004). Is Synchronous computer mediated communication truly egalitarian?: A case study of computer-networked ESL classroom. Multimedia-assisted Language Learning, 7(1), 109-141.
- Lee, S. (2003). Korean ESL learners’ experiences in computer assisted classroom discussion. English Teaching, 58(4), 371-395.
- Liu, M., Moore, Z., Graham, L., & Lee. S. (2002). A Look at the Research on Computer-Based Technology Use in Second Language Learning: Review of Literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273.
