Dae-Min Kang’s research while affiliated with Guilin University of Electronic Technology and other places

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Publications (10)


An island in the stream: how and why seven relocated foreign experts in Chinese universities attempted/failed to learn L2 Chinese
  • Article

September 2024

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9 Reads

Dae-Min Kang

L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs

September 2024

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22 Reads

The present study examined the relationships between second language (L2) English learners’ mindfulness and their memorization/learning of figurative meaning senses of L2 phrasal verbs (PVs). One hundred and twenty Chinese university students participated in the study. The research instruments were the Five Facet Mindfulness Questionnaire (FFMQ), a receptive and productive PV tests, and focus group interviews. The results showed that there were strong and significant correlations between the FFMQ and the tests. In addition, mindfulness levels correlated almost equally to receptive and productive gains. Further, differences among three groups of the students formed according to scores on the PV tests were significant in terms of scores on the FFMQ. Among facets of the FFMQ, ‘Non-reactivity’ was revealed to be the strongest predictor for the students’ performance in the PV tests. Based on the findings of the study, research and pedagogical implications are discussed.




Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud

May 2023

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43 Reads

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1 Citation

IRAL - International Review of Applied Linguistics in Language Teaching

The current study looked at the influence of different L1s, different proficiency levels, and other factors on the think-alouds in connection with oppositional speech acts by eighty tertiary-level Korean and Chinese learners of L2 English at two proficiency levels. The research instruments consisted of think-aloud protocols elicited during the learners’ production of written oppositional speech acts in the form of responses to the other learners’ essays, questionnaires, and focus group interviews. In particular, in the think-aloud protocols the number and content of pragmatic-related episodes (PREs) were identified. The results indicated that proficiency level, but not L1, significantly impacted the learners’ think-alouds. Other factors were revealed to include intensification of claims, focus on face issues, pragmatic transfer, and insufficient syntactic/semantic knowledge. These factors related to the sub-categories of the PREs involving ‘lexical upgrading’ and ‘external downgrading’.


Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues

June 2022

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44 Reads

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3 Citations

Applied Linguistics Review

The present study investigated agentive one-on-one intercultural communication between L2 English-speaking international faculty and their L2 English-speaking host colleagues in relation to identity (re)construction. Two foreign professors and their Chinese faculty colleagues participated in the study. The research instruments consisted of reflective journal writing and in-depth, semi-structured interviews. The results indicated that the occasions of the faculty’s communication at Chinese universities were both influenced by and influenced a number of factors. These factors represented self- and other-positioning, agency, appropriation of native speakerism, face-threatening acts, and alterity. Based on the findings of the study, research implications are provided.


In the game of the name: Korean tertiary-level students’ English names in relation to native speakerism, identity, and emotions

January 2022

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35 Reads

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2 Citations

The current study longitudinally investigated the relationships between Korean tertiary-level students’ English names adopted and used at their teacher’s request, and native speakerism, identity, and emotions. Thirteen graduate students enrolled in an English-medium course and their Korean teacher participated in the study. The research instruments included classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that the English names bore, in complicated and changing ways, on the identities and emotions of the students and teacher. Native speakerism was found to be constantly supported by all the students, regardless of their attitudes and perceptions toward English names, and the teacher.


L2 English learners’ knowledge of figurative meaning senses of phrasal verbs

April 2021

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122 Reads

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1 Citation

Review of Cognitive Linguistics

While phrasal verbs (PVs) represent “a problematic feature of English vocabulary” ( Garnier & Schmitt, 2016 , p. 29) for a large number of learners, research into L2 English PVs remains insufficient. This study examines 150 tertiary-level L2 English learners’ knowledge of figurative meaning senses of PVs and the influence of congruence in the figurative meaning senses between L1 and L2 on their knowledge of the meaning senses. The research instruments consisted of a form-recall and a meaning-recall task, questionnaires, and focus group interviews. The results indicate that the learners’ PV knowledge differed significantly according to proficiency level and task type – production and reception. Further, L1 congruence influenced the learners’ knowledge of PVs differently depending on proficiency levels.


An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor

July 2020

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99 Reads

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25 Citations

The current study looked at an English as a foreign language (EFL) teacher’s emotional intelligence (EI) and emotional labor (EL). A Korean elementary fifth-grade classroom was observed eight times in a non-participant way. Further, the teacher and the students were interviewed in a semi-structured way, and the teacher was asked to write reflective journals about her classroom teaching. The results showed that a number of factors influenced the processes of her EI and EL. Principal among these factors was her teacher agency, which related to her focus on her pedagogical goal of enabling her students to learn EFL better. Based on the findings of the study, implications are suggested.


A native-like adult L2 Korean learner’s agentive acquisition of Korean relative clauses

May 2020

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33 Reads

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2 Citations

International Journal of Bilingualism

Aims and objectives Despite considerable interest in second language (L2) relative clauses (RCs)—one of the most difficult grammatical structures to learn—and in learner agency, few research efforts have been made to investigate how the latter informs the acquisition of the former. The current study looks at a native-like adult L2 Korean learner’s comprehension/production of Korean RCs and the trajectory of his acquisition of the RCs. Methodology The research instruments consisted of RC comprehension/production tasks and autobiographic interviews. Data and analysis The L2 learner’s responses in the comprehension task and those in the production task (audio-recorded) were reviewed for their accuracy. The processes of analyzing the interview data involved labeling themes/concepts forming from the data and interlinking categories to create larger, more general categories. Findings The results indicated that the L2 learner’s performance on the tasks was native-like, and that he had actively exercised his learner agency which had dynamically interacted with context to achieve such native-likeness. Originality This study distinguishes itself from the few previous studies on exceptional adult L2 learners by focusing on grammatical competence in relation to agency. Significance The current interpretive study—which used autobiographical interviews to examine the dynamic trajectory of L2 RC acquisition—indicates the importance of an L2 learner’s agency.

Citations (5)


... In a second research area that examined the relationship between ID factors and pragmatic competence, the most salient finding is that L2 proficiency exerts considerable influence on pragmatic competence (e.g., Al-Gahtani & Roever, 2012& Roever, , 2013& Roever, , 2014Kang, 2023). This is unsurprising in the case of pragmatic production as control over the use of grammatical structures and vocabulary is necessary to effectively apply pragmalinguistic knowledge in communication (Roever, et al., 2024;Taguchi & Roever, 2017). ...

Reference:

The role of individual differences in second language pragmatics: A systematic review
Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  • Citing Article
  • May 2023

IRAL - International Review of Applied Linguistics in Language Teaching

... With the development of science and technology and the progress of communication tools, the degree of integration and communication among countries is getting higher and higher, and cross-cultural communication has become a characteristic of today's globalization era [1]. Talents in modern society, especially students majoring in English who are inevitably exposed to foreign cultures, must have intercultural communication skills [2][3]. ...

Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues
  • Citing Article
  • June 2022

Applied Linguistics Review

... Studies examining native-speakerism in Korea have primarily centered around specific groups, including Korean-English bilinguals (Choi, 2016), transnational African-American female teachers (Seo & Kubota, 2022), and students (Kang, 2021). ...

In the game of the name: Korean tertiary-level students’ English names in relation to native speakerism, identity, and emotions
  • Citing Article
  • January 2022

... Unfortunately, learners commonly do not pay much attention to PVs and can find their meanings difficult to interpret and translate, particularly if there is no L1 equivalent (Garnier & Schmitt, 2015;Kang, 2021). One reason for their difficulty is that PVs are polysemous and can have a range of meanings from literal to opaque. ...

L2 English learners’ knowledge of figurative meaning senses of phrasal verbs
  • Citing Article
  • April 2021

Review of Cognitive Linguistics

... While the significance of emotional vocabulary in EFL education is increasingly acknowledged, prior research has several limitations that hinder its practical application. For instance, studies often focus on the presence of emotional vocabulary in textbooks without critically analyzing its pedagogical implications or its alignment with emotional intelligence development (Kang, 2022;Thuy, 2024). Additionally, there is a lack of exploration into how cultural contexts influence the selection and teaching of emotional vocabulary. ...

An Elementary School EFL Teacher’s Emotional Intelligence and Emotional Labor
  • Citing Article
  • July 2020