Jaemyung Goo

Gwangju National University of Education, English Education, Faculty Member

Followers

Following

Mentions

Public Views

Dr. Goo received his Ph.D. in Linguistics (May, 2011) from Georgetown University, Washington D.C. and taught graduate courses as a Visiting Assistant Professor (fall, 2011) in the Department of Second Language Studies at Indiana University, Bloomington, IN. He joined the Department of English Education at Gwangju National University of Education as an Assistant Professor in spring 2012 and is now a Professor.

less

InterestsView All (19)

Uploads

Book chapters by Jaemyung Goo

Goo, J. (2022). Conversational interaction studies. In T. M. Derwing, M. J. Munro, & R. I. Thomson (Eds.), The Routledge Handbook of Second Language Acquisition and Speaking (pp. 229-242). Routledge. doi:10.4324/9781003022497-16

Goo, J., & Takeuchi, T. (2021). Corrective feedback and affect. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 713-732). Cambridge University Press.

Goo, J. (2019). Interaction in L2 learning. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (pp. 233-257). Cambridge University Press. doi: 10.1017/9781108333603

Goo, J. (2018). Self-correction. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Wiley-Blackwell (John Wiley & Sons, Inc.). doi:10.1002/9781118784235.eelt0099

Goo, J. (2016). Corrective feedback and working memory capacity: A replication. In G. Granena, D. O. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 279-302). John Benjamins. doi:10.1075/bpa.3.13goo

Goo, J. Granena, G., Yilmaz, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 443-482). John Benjamins. doi:10.1075/sibil.48.18goo

Mackey, A., & Goo, J. (2013). Interaction approach in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics Vol. 5 (pp. 2748-2758). Wiley-Blackwell Publishing. doi:10.1002/9781405198431.wbeal0551

Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 407-452). Oxford University Press.

… interaction in second language acquisition A …, Jan 1, 2007

Abstract This final chapter presents the results of a meta-analysis of research on inter-action. ... more

Journal articles (SSCI) by Jaemyung Goo

Goo, J. (2020). Research on the role of recasts in L2 learning. Language Teaching, 53(3), 289-315. doi:10.1017/S026144482000004X (SSCI)

Goo, J., & Mackey, A. (2013). The case for methodological rigor: A response to Lyster and Ranta. Studies in Second Language Acquisition, 35(1), e1. doi:10.1017/S0272263113000028

Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35, 127-165. doi:10.1017/S0272263112000708 (SSCI)

Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445-474. doi:10.1017/S0272263112000149 (SSCI)

Goo, J. (2010). Working memory and reactivity. Language Learning, 60, 712-752. doi:10.1111/j.1467-9922.2010.00573.x (SSCI)

Language Learning, Dec 1, 2010

Goo, J. (2010). The cognitive neuroscience of second language acquisition and bilingualism. Language Teaching, 43, 245-254. doi:10.1017/S0261444809990425 (SSCI)

Language Teaching, Jan 1, 2010

John H. Schumann, Sheila E. Crowell, Nancy E. Jones, Namhee Lee, Sara Ann Schuchert &amp;amp;... more

Journal articles (KCI) by Jaemyung Goo

구재명 & 김영주 (2022). 초등예비교사의 외국어 학습 즐거움, 불안감, 그리고 교수 불안감. Studies in English Education, 27(4), 503-532. (written in Korean) (KCI)

마지현 & 구재명 (2020). Studies in English Education 게재 논문에 나타난 Instructed Second Language Acquisition 연구 분석(2015년-2019년). Studies in English Education, 25, 97-125. (written in Korean)

Goo, J. (2020). Input types, language proficiency, and working memory. Studies in Foreign Language Education, 34, 33-61.

Goo, J. (2018). Working memory and L2 development: An overview. Korean Journal of Applied Linguistics, 34(Special), 3-33. (KCI)

이은혜, 구재명, 조정민 (2018). 초등 영어 교육에서 문법 지도 방법과 교정 피드백 유형에 관한 교사와 학생의 인식 연구. 영어영문학21, 31(4). (written in Korean) (KCI)

박선영 & 구재명 (2017). 교사피드백과 언어적성이 초등학생의 문법 습득에 미치는 영향. Studies in English Education, 22(4), 227-250. (written in Korean) (KCI)

Goo, J. (2019). Interaction in L2 learning. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (pp. 233-257). Cambridge University Press. doi: 10.1017/9781108333603

Goo, J. (2018). Self-correction. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Wiley-Blackwell (John Wiley & Sons, Inc.). doi:10.1002/9781118784235.eelt0099

… interaction in second language acquisition A …, Jan 1, 2007

Abstract This final chapter presents the results of a meta-analysis of research on inter-action. ... more

Goo, J. (2020). Research on the role of recasts in L2 learning. Language Teaching, 53(3), 289-315. doi:10.1017/S026144482000004X (SSCI)

Goo, J., & Mackey, A. (2013). The case for methodological rigor: A response to Lyster and Ranta. Studies in Second Language Acquisition, 35(1), e1. doi:10.1017/S0272263113000028

Goo, J., & Mackey, A. (2013). The case against the case against recasts. Studies in Second Language Acquisition, 35, 127-165. doi:10.1017/S0272263112000708 (SSCI)

Goo, J. (2012). Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445-474. doi:10.1017/S0272263112000149 (SSCI)

Goo, J. (2010). Working memory and reactivity. Language Learning, 60, 712-752. doi:10.1111/j.1467-9922.2010.00573.x (SSCI)

Language Learning, Dec 1, 2010

Goo, J. (2010). The cognitive neuroscience of second language acquisition and bilingualism. Language Teaching, 43, 245-254. doi:10.1017/S0261444809990425 (SSCI)

Language Teaching, Jan 1, 2010

John H. Schumann, Sheila E. Crowell, Nancy E. Jones, Namhee Lee, Sara Ann Schuchert &amp;amp;... more

구재명 & 김영주 (2022). 초등예비교사의 외국어 학습 즐거움, 불안감, 그리고 교수 불안감. Studies in English Education, 27(4), 503-532. (written in Korean) (KCI)

Goo, J. (2020). Input types, language proficiency, and working memory. Studies in Foreign Language Education, 34, 33-61.

Goo, J. (2018). Working memory and L2 development: An overview. Korean Journal of Applied Linguistics, 34(Special), 3-33. (KCI)

박선영 & 구재명 (2017). 교사피드백과 언어적성이 초등학생의 문법 습득에 미치는 영향. Studies in English Education, 22(4), 227-250. (written in Korean) (KCI)

Goo, J. (2017). Working memory and corrective feedback in interaction. The Journal of Studies in Language, 32(4), 595-625. (KCI)

김혜영 & 구재명 (2016). 형태중심과 형태초점의 어휘 지도 방법이 우연적인 문법 습득에 미치는 영향. 영어영문학 21, 29(3), 273-296. (written in Korean) (KCI)

마지현 & 구재명 (2016). Studies in English Education 에 실린 논문 경향. Studies in English Education, 21(4), 207-225. (written in Korean) (KCI)

Goo, J. (2014). Corrective feedback and phonological short-term memory in the acquisition of the English that-trace filter: A conceptual replication of Goo (2012). English 21, 27(1), 231-257. (KCI)

Goo, J. (2014). Type of feedback, phonological short-term memory, and L2 development. English Language & Literature Teaching, 20(4), 45-66. (KCI)

The present study examines whether and how the type of corrective feedback (CF) affects the level... more The present study examines whether and how the type of corrective feedback (CF) affects the level of L2 learning. Two CF moves, recasts and metalinguistic feedback, were compared in terms of their efficacy on the acquisition of the English mixed conditional. The study also investigated the role of phonological short-term memory (PSTM) in the effectiveness of the two feedback moves. Twenty-four high-intermediate university students were randomly assigned to one of three conditions: recast, metalinguistic feedback, and comparison groups. One intensive treatment session was implemented between the pretest and posttest sessions. Two types of dependent measures were employed: one grammaticality judgment test (GJT) and one oral production test (OPT). PSTM was measured via a nonword repetition task. Results showed that both feedback moves were facilitative of the development of the target structure. However, learner performance showed different patterns, depending upon the type of measure. In the GJT, recasts were found to have contributed more to the acquisition of the target, whereas in the OPT metalinguistic feedback was more effective than recasts at promoting the development of the target. Somewhat surprisingly, PSTM, unlike previous research, was not found to be correlated with learner performance on either measure.
[recasts/metalinguistic feedback/phonological short-term memory/nonword repetition/mixed conditional]

Goo, J., & Jo, J.-M. (2013). Double relative clauses through multiple nominative constructions. English 21, 26(3), 281-296. (KCI)

Goo, J. (2012). Recasts in the acquisition of English relative clauses: Positive or negative evidence? Studies in English Education, 17(2), 203-220. (KCI)

Goo, J. (2012). English relative clauses: Are Korean ESL learners avoiding them? English 21, 25(4), 353-372. (KCI)

Goo, J., & Lee, K.-O. (2012). Effects of type of dyad on repair patterns and linguistic features in repairs. English Language & Literature Teaching, 18(3), 53-75. (KCI)

Goo, J. (2015). Review of "Second Language Acquisition and Task-Based Language Teaching" by M. Long. Studies in Second Language Acquisition, 37, 594-595.

Goo, J. (2012). Review of "Problem solving in a foreign language: A study in context and language integrated learning" by L. Heine. Studies in Second Language Acquisition, 34, 507-508.

MEMORY, PSYCHOLOGY AND SECOND LANGUAGE LEARNING. Mick Randall. Amsterdam: Benjamins, 2007. Pp. x+ 219.

Studies in Second Language Acquisition, Jan 1, 2009

VARIATION IN WORKING MEMORY. Andrew RA Conway, Christopher Jarrold, Michael J. Kane, Akira Miyake, and John N. Towse (Eds.). Oxford: Oxford University …

Studies in Second Language Acquisition, Jan 1, 2008

Review of "Teaching Young Language Learners" by A. Pinter

This volume deals with a wide range of issues related to teaching children between 5 and 14 years... more

Corrective feedback and working memory capacity: A replication

Download

Corrective feedback and working memory capacity

Bilingual processing and acquisition, Dec 2, 2016

Download

Interaction approaches in second language acquisition

The interaction approach to second language acquisition posits that learners can benefit from tak... more The interaction approach to second language acquisition posits that learners can benefit from taking part in interaction because of a variety of developmentally helpful opportunities, conditions, and processes which interaction can expose them to. These include input, negotiation, output, feedback, and attention.

Preservice Elementary School Teachers’ Foreign Language Enjoyment, Foreign Language Anxiety, and Foreign Language Teaching Anxiety

Studies in English Education, Dec 31, 2022

The Case for Methodological Rigor

Studies in Second Language Acquisition, Mar 1, 2013

VARIATION IN WORKING MEMORY. Andrew R. A. Conway, Christopher Jarrold, Michael J. Kane, Akira Miyake, and John N. Towse (Eds.). Oxford: Oxford University Press, 2007. Pp. xx + 321. $40.00 paper

Studies in Second Language Acquisition, Oct 29, 2008

Interaction in L2 Learning

Cambridge University Press eBooks, Jun 27, 2019

The cognitive neuroscience of second language acquisition and bilingualism - Marianne Gullberg & Peter Indefrey (eds.), The cognitive neuroscience of second language acquisition. Oxford: Blackwell (2006). Pp. v + 348. ISBN 978-1-4051-5542-7. - John H. Schumann, Sheila E. Crowell, Nancy E. Jones, ...

Language Teaching, Mar 3, 2010

John H. Schumann, Sheila E. Crowell, Nancy E. Jones, Namhee Lee, Sara Ann Schuchert &amp;amp;... more

Type of Feedback, Phonological Short-Term Memory, and L2 Development

The present study examines whether and how the type of corrective feedback (CF) affects the level... more

Preservice Elementary School Teachers’ Foreign Language Enjoyment, Foreign Language Anxiety, and Foreign Language Teaching Anxiety

Studies in English Education

Self-Correction

Teacher Feedback and Language Aptitude

Studies in English Education, 2017

The present study explores the effectiveness of two different corrective feedback (CF) moves in t... more The present study explores the effectiveness of two different corrective feedback (CF) moves in the learning of two English target features (English question formation and comparatives) and whether language aptitude mediates the extent to which learners benefit from the two CF moves in the process. Three 5th-grade intact classes were selected and randomly assigned to three conditions: implicit (recasts), explicit (explicit correction), and comparison (no feedback) conditions. Learners (N = 55) carried out various classroom activities including story retelling, information gap tasks, and guessing games over 4 treatment sessions. CF was provided in response to learners’ nontargetlike utterances (with respect to the two target features) during the treatment sessions, according to their group affiliation. Results show that the implicit feedback class outperformed the explicit feedback class, albeit not statistically significantly, in both written and oral measures on comparatives. With respect to the learning of question formation, the implicit condition also performed better in the written test than the explicit condition, but vice versa in the oral test. Language aptitude measured via LLAMA F was found to be significantly correlated with the efficacy of CF moves on the development of the two structures, but with target type and test type interacting with language aptitude.

Recasts in the Acquisition of English Relative Clauses

Studies in English Education, 2012

The present study examined the role of recasts in the acquisition of English relative clauses, an... more The present study examined the role of recasts in the acquisition of English relative clauses, and the extent to which enhanced salience and negative evidence, both of which are components of a recast, by conceptually replicating Leeman’s (2003) study. She suggested that the benefits of recasts may be due to the enhanced salience of positive evidence, and that the negative evidence component of a recast may not play any crucial role. Forty NNS participants were randomly assigned to four different treatment groups: as in Leeman’s (2003) study, (1) the recast group, (2) the enhanced salience group, (3) the negative evidence group, and (4) the unenhanced positive evidence group. Results showed that learner performance significantly improved from the pretest to the posttests (immediate and delayed) in all conditions. However, the recast group did not perform significantly better than the other three treatment groups, failing to provide any supportive evidence for the superior role of re...

Cognitive Individual Differences and L2 Learners’ Processing of Korean Subject-Object Relative Clauses

Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology, 2018

The present study is a conceptual replication of O’Grady, Lee, and Choo’s (2003) earlier study de... more The present study is a conceptual replication of O’Grady, Lee, and Choo’s (2003) earlier study designed to investigate two hypotheses (linear distance hypothesis vs. structural distance hypothesis) in relation to L2 Korean learners’ processing of Korean subject and object relative clauses (RCs) in a scholarly attempt to Received (March 28, 2018), Review Result (April 6, 2018) Accepted (May 11, 2018), Published (June 30, 2018) Associate Professor, 61204 Dept. of English Education, Gwangju National University of Education, 55 Pilmundaero, Buk-gu, Gwnagju, Korea email: [email protected] This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2016S1A5A8019453). Cognitive Individual Differences and L2 Learners’ Processing of Korean Subject-Object Relative Clauses Copyright c 2018 HSST 494 explicate Keenan and Comrie’s (1977) Noun Phrase Accessibility Hierarchy (NPAH). In addition, the current study is intended to exp...

Interaction in L2 Learning

The Cambridge Handbook of Language Learning, 2019

Research on the role of recasts in L2 learning

Language Teaching, 2020

With much empirical evidence of a beneficial role of interaction in second language (L2) developm... more With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and...

Download

An Analysis of Studies on Instructed Second Language Acquisition Published Between 2015 and 2019 in Studies in English Education

Studies in English Education, 2020

Input Types, Language Proficiency, and Working Memory

Studies in Foreign Language Education, 2020

본 연구는 세 가지 형태의 읽기 텍스트(영어 모국어 사용자를 위해 쓰여진 텍스트, 동일한 텍스트를 단순화한 버전, 상세화한 버전)가 영어 학습자들의 읽기 이해도에 미치는 영향... more 본 연구는 세 가지 형태의 읽기 텍스트(영어 모국어 사용자를 위해 쓰여진 텍스트, 동일한 텍스트를 단순화한 버전, 상세화한 버전)가 영어 학습자들의 읽기 이해도에 미치는 영향을 알아보기 위해 디자인 되었다. 더불어, 학습자들의 영어능력과 작동기억이라는 두 가지 변인들이 텍스트의 이해에 어떤 관련성을 가지는지에 대해서도 조사를 하였다. 실험을 위해 영어 모국어 화자를 위해 쓰여진 8편의 읽기 지문을 선정하여 각각을 두 가지 버전(단순화, 상세화)으로 수정하였으며 국내의 지방 소재 한 고등학교 세 개 반을 무작위로 지정하여 각각의 반이 단순화, 상세화, 또는 원래 버전 중 하나를 읽게 하고 내용의 이해도를 평가하였다. 작동기억은 operation span (OSPAN) task를 통해 측정하였고 학생들의 영어능력은 모의고사 성적을 데이터로 활용하였다. 본 실험 연구에서는, 기존 실험 결과와는 다르게, 상세화된 버전을 읽은 학생들의 읽기 점수가 가장 낮게 나왔으며, 작동기억과 읽기 이해도와는 특별한 관련성이 나타나지 않았다. 몇몇 선행연구의 결과에서 드러난 것처럼, 모의고사에 나타난 학생들의 영어능력은 영어 모국어 사용자를 위해 쓰여진 버전(수정 전 텍스트)을 읽고 이해하는데 영향을 미치는 것으로 나타났다. 학습자들의 특징, 실험 디자인, 그리고 선행 연구를 토대로 본 연구의 결과를 논의하였다.

Working Memory and Corrective Feedback in Interaction

The Journal of Studies in Language, 2017

Corrective Feedback and Phonological Short-Term Memory in the Acquisition of the English That-Trace Filter: A Conceptual Replication of Goo (2012)

English21, 2014

Jaemyung Goo

Uploads

Book chapters by Jaemyung Goo

Journal articles (SSCI) by Jaemyung Goo

Journal articles (KCI) by Jaemyung Goo

Log In