Keck, C., & Kim, Y. (under contract; 2012). Pedagogical grammar: Use, acquisition, instruction. Amsterdam: John Benjamins.
Selected Refereed Journal Articles
Crossley, S., Clevinger, A., & Kim, Y. (in press). The role of lexical properties and cohesive devices in text integration and their effect on human ratings of speaking proficiency. Language Assessment Quarterly.
Kim, Y., & Payant, C. (in press). Impacts of task complexity on the development of L2 performance over Time. International Review of Applied Linguistics in Language Teaching.
Kim, Y., & Tracy-Ventura, N. (in press). The role of task repetition in L2 performance development:What needs to be repeated during task-based interaction? System.
Polat, B., & Kim, Y. (2013). Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 34.
Junqueira, L., & Kim, Y. (2013). Exploring the relationship between training, beliefs and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher. Canadian Modern Language Review, 61, 181-206.
Kim, Y. (2013). Effects of pretask modelling on attention to form and question development. TESOL Quarterly.47, 8-35.
Kim, Y. (2012). Task complexity, learning opportunities and Korean EFL learners’ question development. Studies in Second Language Acquisition, 34, 627-658.
Kim, Y. (2012). Implementing ability grouping in EFL contexts: Perceptions of teachers and students. Language Teaching Research, 16, 289-315.
Kim, Y. (2011). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 61, 100-140. (Special issue on Task-Based Language Teaching in the Best of Language Learning Series)
Kim, Y., & McDonough, K. (2011). Using pretask modeling to encourage collaborative learning opportunities, Language Teaching Research,15(2), 1-17.
Kim, Y. (2009). Korean lexical bundles in conversations and academic texts. Corpora, 4(2), 135-165.
Kim, Y. (2009). The effects of task complexity on learner-learner interaction. System, 37(2), 254-268.
McDonough, K., & Kim, Y. (2009). Syntactic priming, type frequency, and EFL learners’ production of wh-questions. Modern Language Journal, 93, 386-398.
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. Modern Language Journal, 92, 114-130.
Kim, Y. (2008). The role of task-induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning, 58, 285-325.
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211-234.
Kim, Y., & McDonough, K. (2008). Learners' production of passives during syntactic priming activities. Applied Linguistics, 29, 149-154.
Refereed Book Chapters
Kim, Y. (to appear). The role of tasks as vehicles for learning in classroom interaction. In Markee, N. (Ed.). Handbook of classroom discourse and interaction. Wiley-Blackwell.
Kim, Y., & Payant, C. (to appear). A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities. In M. Baralt, M., Gilabert, R., & Robinson, P. (Eds.). Task sequencing and instructed second language learning. Bloomsbury Academic.
Baralt, M., Gurzynski-Weiss, L. , Kim, Y. (to appear). The effects of task type and classroom environment on learners’ engagement with the language. In. Sato, M., & Ballinger, S. (Eds.). Peer interaction and second language learning: Pedagogical potential and research agenda. Philadelphia, PA: John Benjamins.
Payant, C., & Kim, Y. (to appear). Task modality impacts on languaging and L3 development. In. Sato, M., & Ballinger, S. (Eds.). Peer interaction and second language learning: Pedagogical potential and research agenda. Philadelphia, PA: John Benjamins.
Kim, Y. (2013). Promoting attention to form through task repetition in a Korean EFL context. In K. McDonough & A. Mackey (Eds.), Second Language Interaction in Diverse Educational Settings (pp. 3-24). Philadelphia, PA: John Benjamins.
Kim, Y., & Tracy-Ventura, N. (2011). Task complexity, language anxiety and the development of past tense. In P. Robinson (Ed.), Task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 287-306). Philadelphia, PA: John Benjamins.
Biber, D., Kim, Y., & Tracy-Ventura, N. (2009). A corpus-driven approach to comparative phraseology: Lexical bundles in English, Spanish, and Korean. In S. Iwasaki (Ed.),Japanese /Korean Linguistics 17 (pp. 75-94). Stanford, CA: The Center for the Study of Language and Information (CSLI).