Department of English at Illinois State University

English Department Faculty and Staff


Kang

Hyun-Sook Kang

Associate Professor

Office Address: STV 421 C
Office Phone: (309) 438-3518
Office Hours: MW 1:30-2:30
Email: Contact Hyun-Sook Kang (hkang)
Website: Visit Hyun-Sook Kang’s Website
Teaching Schedule:
Course NumberSectionCourse NameTimeRoom NumberCourse Links
ENG344.01Tchng Eng to Speakers of Other Langs,Theoretical FoundationsM W 14:35 - 15:50STV 0221
ENG394.01Tesol Practicum W 13:00 - 13:50STV 0347
Teaching Interests:
Second Language Acquisition; TESOL Methods; Second Language Assessment and Testing; Research Methods in Applied Linguistics; Introduction to Descriptive Linguistics; English Grammar
Research Interests:
Linguistic, cognitive and cultural factors in second language learning and bilingualism; language teacher preparation
Education:
Ph.D. in Educational Linguistics, University of Pennsylvania, 2007
M.A. in Linguistics, McGill University, 2001
B.A. in English Language & Literature, Pusan National University, 1999
Selected Publications:

Kang, H. (forthcoming) Teacher candidates’ perceptions of non-native English-speaking teacher educators in a TESOL program: “Is there a language barrier compensation?” TESOL Journal.

Kang, H. (2013) Korean-immigrant parents' support of their American-born children's development and maintenance of the home language. Early Childhood Education Journal, 41(6), 431-438.

Kang, H. (2013). Korean-American college students’ language practices and identity positioning: ‘Not Korean, but not American.’ Journal of Language, Identity, and Education, 12(4), 248-261.

Kang, H. (2012). English-only instruction at Korean universities: Help or hindrance to higher learning? English Today, 28(1), 29-34.

Kang, H. (2012). Getting learners' attention to form in the learning of Korean as a heritage language. In A. Byon & D. Pyun. (Eds.), Teaching and learning Korean as a foreign language: A collection of empirical studies (pp. 191-208). Columbus, OH: National Foreign Language Resource Center.

Kang, H., & Kim, I. (2012). Perceived and actual competence and ethnic identity in heritage language learning: A case of Korean-American college students. International Journal of Bilingual Education and Bilingualism. 15(3), 279-294.

Kang, H. (2010). Negative evidence and its explicitness and positioning in the learning of Korean as a heritage language. The Modern Language Journal, 94(4), 582-599.

Hsieh, P., & Kang, H. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627.

Kang, H. (2010). Korean as a heritage language in the U.S. university classroom. Journal of the National Council of Less Commonly Taught Languages, 8, 141-167.

Kang, H. (2009). The relative efficacy of explicit vs. implicit feedback in the learning of a less-commonly-taught foreign language. International Review of Applied Linguistics, 47(4), 303- 324.

Kang, H. (2008). Teaching in two languages: Elementary English programs in Korea. In S. Dogancay-Aktuna, & J. Hardman. (Eds.), Global English language teacher education: Praxis and possibility (pp. 131-143). Alexandria. VA: TESOL Inc.

Pica, T., Kang, H., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 26(2), 305-335.

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