Kent Lee
Assistant Professor, Korea University

1. Lee, K. (2013). Right dislocation in Chinese: Interface of syntax and information structure. Korean Journal of Chinese Language and Literature, 55, 3-50.
2. Lee, K. (2013). Sentence stress in information structure. Oeneohag [J. Korean Ling. Soc.], 66,3-30.
3. Lee, K. (2013). Koreans' use of English connectors and topic management in writing. English Language Teaching, 25(2), 81-103.
4. Lee, K. (2013). Tonal reduplication in Kibondei. The Journal of Studies in Language, 29(1), 129-150.
5. Stine-Morrow, E., Shake, M., Miles, J., Lee, K., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. Psychology and Aging, 25, 168-176. doi: 10.1037/a0018127.
6. Lee, K. (2009). [Book review of Brinton (2008), The comment clause in English.] Studies in Language, 33, 1004-1011. doi: 10.1075/sl.33.4.09lee.
7. Lee, K. (2009). Phonological and semantic information used in reading Chinese characters. Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.
8. Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.
9. Lee, K. (2008). Phonological and other linguistic effects in recognition of Chinese characters. In Proceedings of the 6th International Conference of Cognitive Science (pp. 233-236). Seoul: ICCS.
10. Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), Teaching Pragmatics. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.
11. Lee, K. (2001). Teaching discourse stress to Asian students. KOTESOL Proceedings 2001.
12. Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.
13. Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.

1. Lee, K. (under review). Chinese writers' difficulties with English connectives.
2. Lee, K. (under review). English sentence stress principles in conversation.

1. 수능특강 고득점 330 제 (외국어영역) [College Entrance Exam High Score 330]. (2012). Lee, K., Barron, J., Goranson, J., Fanguy, M., Turner, A., Wray, M. (Eds.). Seoul: EBS.
2. 수능특강 A&B 형 [College Entrance Exam Special Lecture Series A & B]. (2013). Lee, K. & Tiffin, S. (Eds.). Seoul: EBS.
3. 7030 Final 실전모의고사 영어영역 A & B형 [Practice Area Practice Tests A & B]. (2013), Lee, K. & -- (Eds.). Seoul: EBS.

1. Lee, K. (2015). Teaching articles: A cognitive approach for learners. Presentation at KATE (Korean Association of Teachers of English) conference, Aug. 2015, Seoul, Korea.
2. Lee, K. (2014). Korean writers’ article errors: A cognitive linguistic approach. Presentation at KATE (Korean Association of Teachers of English) conference, July 2014, Seoul National University.
3. Lee, K. & Lee, H.-K. (2014). Faculty development for English-mediated instruction. Poster presented at Conference on Higher Education Pedagogy, Feb. 2014, Virginia Technical University.
4. Lee, K. (2012). Instructional coaching at an East Asian university. Paper presented at ISSOTL (International Scholarship of Teaching & Learning) conference, October 2012, Hamilton, Ontario.
5. Lee, K. (2011). Some discourse patterns of depressed and suicidal persons. Paper presented at 21st World Congress on Psychosomatic Medicine (International College of Psychosomatic Medicine). Seoul, Korea, August 2011.
6. Lee, K. (2009). Phonological and semantic information used in reading Chinese characters. Paper presented at Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University, June 2009.
7. Lee, K. (2008). Phonological and other linguistic effects in recognition of Chinese characters. Paper presented at 6th International Conference of Cognitive Science. Yonsei University, Seoul, Korea, August 2008.
8. Lee, K. (2006). Semantic modeling of Chinese characters. Poster presented at 5th International Conference on the Mental Lexicon, McGill University, Montreal, 10-13 October 2006.
9. Lee, K. (2005). Discourse connectives and organization in Korean L2 writing. World Englishes conference, July 2005, Purdue University.
10. Lee, K. (2005). L2 Perspectives on English discourse connectives. Pragmatics and Language Learning Conference, April 2005, Indiana University.
11. Lee, K. (2004). Teaching scientific paradigms in ESL/EAP. Presentation at Symposium on Second Language Writing, Purdue University, Sept. 2004.
12. Lee, K. (2001). Teaching discourse stress to Asian students. KOTESOL (Korea TESOL), October 2001, Sungkyunkwan University, Seoul, Korea.
13. Lee, K. (2001). Like, teaching discourse markers. TESOL Conference, St. Louis, Missouri, March 2001.
14. Lee, K. (2000). “Like” as a discourse information marker. Pragmatics and Language Learning Conference, University of Illinois (UIUC), April 2000.
15. Lee, K. (1999). Are TBLT and explicit grammar instruction compatible? Colloquium presentation. TESOL conference, New York NY, March 1999.

Korea University

IFLS

• IFSL 003/004 Academic English, IFLS 100 Advanced Academic English, IFLS 306 Academic Writing (2014-present)
• Practical English Program (i.e., Academic English, 2001-2002): FLS006, Practical English; FLS054, Elementary Writing; FLS056, Academic Writing; FLS083, Advanced Academic Writing

CTL & English Dept.

• CTL: EMI Graduate student series (English-medium instruction: professional development seminars), 2012-2014
• ENGL 434: English Writing for English Teachers; Fall 2011, Fall 2012
• ENGL 413: Theories and Strategies of Language Teaching; Spring 2012, Spring 2013

Hanyang University

TESOL Program

• Second Language Research, LIN544g (SLR)
• Second Language Acquisition, LIN450 (SLA)
• Applied Phonetics & Phonology, LIN540g (APP);
• Teaching Pronunciation, LIN 540 (TP)
• Teaching Reading & Writing, ENG275t (TRW)
• Teaching Methods & Assessment, LIN545/545g (TMA)
• Linguistic Principles of English Grammar, ENG 495g (LPEG)
• Teaching English Grammar, ENG 594 (TEG)

University of Illinois

ESL, Educational Psychology

• EPSY 201: Introduction to Educational Psychology, teaching assistant for discussion section, 2007-2008
• Graduate ESL academic writing courses
• Freshman composition (Rhetoric, English Dept.)
• Various non-credit ESL courses at the Intensive English Institute: reading, writing, pronunciation, grammar, listening/speaking

Faculty workshops

Korea University CTL & elsewhere

• EAP (English for academic purposes) series consisting of 2-4 sessions in various components: Writing, Pronunciation, English classroom expressions, Lecture Strategies / Skills, Vocabulary, Discussion
• Micro-teaching workshops
• Coaching: One-to-one pedagogical consultation sessions regarding professors’ teaching skills, classroom issues, EAP (English for academic purposes) issues, and professional development; I have coached over 100 regular and medical faculty members.
• Special lectures or workshops on the following topics: Presentation skills; Technology in teaching; Group work and using group activities; Course design, syllabus design, and assessment; Invention activities; Teaching research skills; Using academic writing in the classroom; Articulating one’s teaching philosophy; Formative assessment
• New faculty orientation sessions, including new foreign faculty orientations for Korea University CTL
• Adjunct instructors (강사) orientation, Korea University: Seminars for lecturers on teaching and presentation skills, 2012-2013
• Other teacher training workshops and presentations for English teachers at Korea University, Hanyang University, Shingu College (Seongnam), and a local private secondary school

Learning support services

Korea University CTL

• Graduate student program: Developed our EMI (English mediated instruction) seminar series for graduate students, 2012-2013; sessions on professional development and EAP issues; topics include lecture skills, pronunciation, academic English (10 seminars, plus micro-teaching workshops)
• General lectures for Korea University students on: Presentation skills; Motivation and learning habits; English listening skills; English learning strategies
• Tutor training program. Trained tutors in KUPT (Korea Univ. Peer Tutoring Program) for (1) writing tutors, and (2) presentation and discussion tutors

Materials development

Korea University CTL

• Various handouts on pedagogy; academic English and pronunciation; and academic writing
• Booklets on using group activities; English lecture expressions; course, syllabus and lecture design
• Manuals for tutor training program
• Developed website for these various materials, for use by professors and students: www.kentlee7.com

1. Member of Linguistic Socieity of Korea (LSK), Modern Linguistics Society of Korea (MLSK), Korean Association of English Teachers (KATE), and Pan-Korean English Teachers Association (PKETA)
2. Teaching Citation, Korea University, for Fall 2011 course [우수강의상(2011학년도 2학기)영어교과논리및논술] (ENGL 434: English Writing for English Teachers); conferred May 2012 (for top 20-30% of student course evaluations; overall score: 4.87/5.0)
3. Abstract reviewer for the Second Language Research Forum (L2 & acquisition conference), University of Illinois, 2007-2009
4. Beckman Institute Cognitive Science / AI Award (research stipend award), Univ. Illinois, May 2007
5. Graduate College Fellowship award (stipend award), Univ. Illinois, Fall 2006
6. Chancellor's List (national Who's Who for graduate students), 2005-2007
7. List of Excellent Teachers (TA, ESL 405), UIUC, Fall 2002
8. Kappa Delta Pi induction (education honors society), UIUC, May 1998
9. Phi Beta Kappa, Purdue University; Phi Theta Kappa, Amarillo College; 1990-1991

Computer skills

Windows; Linux; trouble-shooting; hardware; OpenOffice / Lotus Symphony; HTML, CSS, and web page design; research and statistics software (SAS, SPSS, etc.). Some basic Latex knowledge.