소속
한양대학교 서울캠퍼스 인문과학대학 영어영문학과
학력
Sep 1999-May 2003 Ph. D. in Foreign Language Education
University of Texas at Austin
June 1997- May 1999 M.A. in Foreign Language Education
University of Texas at Austin
Mar 1989- Feb 1995 B.A. in English Education
Hanyang University, Seoul, Korea.
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.