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박은성(Park, Eun Sung) 

J Hall 811  eunsungp@sogang.ac.kr
705-8303
TESOL, Applied Linguistics (specializing in Second Language Acquisition)

Mount Holyoke College
Sogang University (B.S.)
Teachers College, Columbia University (M.A. in TESOL)
Teachers College, Columbia University (Ed.M. in TESOL)

Teachers College, Columbia University (Ed.D. in Applied Linguistics)

Mar. 2013 - Present:               Associate Professor
                                            Department of English Literature & Linguistics
                                            Sogang University, Seoul, Korea

Mar. 2009 - Feb. 2013:             Assistant Professor
                                            Department of English Literature & Linguistics
                                            Sogang University, Seoul, Korea                                        

Aug. 2007 - Dec. 2008:            Visiting Professor
                                            MATESOL/MATFL Program,
                                            Graduate School of Language and Linguistics,
                                            Monterey Institute of International Studies, CA, USA

Jul. 2003 - Jul. 2007:                Adjunct Instructor 
                                            TESOL/Appllied Linguistics Programs,
                                            Teachers College, Columbia University, NY, USA

Jul. 2003 - Jul. 2007:                Instructor of Korean
                                            The Korea Society, New York, NY, USA

Sep. 2001 - May 2003:             Teaching Associate,
                                            Korean Language Program,
                                            Department of East Asian Languages and Cultures,
                                            Columbia University, NY, USA

Mar. 1999 - Jul. 2000:              Visiting Professor of English
                                            The Catholic University of Korea

Aug. 1996 - Jul. 1997:              EBS 라디오 초급영어회화 진행 및 집필

Mar. 1996 - Jul. 1998:              Instructor,
                                            General Education English Program,
                                            Sogang University

Park, E.S. (in press). Language attrition. In J. I. Liontas (Ed.). The TESOL encyclopedia of English

        language teaching. Malden, MA: Wiley Blackwell.

Kim, O.Y., & Park, E.S.(2017). The utility of indirect written corrective feedback for learners with different 

        proficiency levels. Bilingual Research, 68, 1-26.

Park, E.S., & Spolsky, B. (Eds.). (2017). English education at the tertiary level in Asia: From 

        policy to practice. New York, NY:  Routledge.

Park, E.S., Song, S., & Shin, Y. (2016). To what extent do learners benefit from indirect written  

        corrective feedback? A study targeting learners of different proficiency and heritage language status.

        Language Teaching Research, 20, 678-699.

Kwon, E.Y., & Park, E.S. (2016). The influence of changing L1 on a child's developing L2-English: A

        longitudinal study. Korean Journal of Applied Linguistics, 32(2), 27-58.

Park, E.S., & Shin, Y. K. (2016). Goals and contents of English language teaching in North Korea:

        Insights from high school textbooks. Modern English Education, 17(2), 91-109.

Corks, D., & Park, E.S. (2016). Effects of direct feedback on grammatical accuracy and explicit and 

        implicit knowledge of target forms. English Language and Literature Teaching, 22(1), 1-22.

Kwon E.Y., & Park, E.S. (2015). Learners' awareness of comma usage and its effect on two types of

        writing tasks. Korean Journal of English Language and Linguistics, 15(4), 713-738.

Park, E.S., & Nassif, L. (2014). Textual enhancement of two L2 Arabic forms: A classroom-based study.
       Language Awareness, 23(4), 334-352.

Park, E.S. (2014). Learners' first exposure to written L2 input: Insights from learners' spontaneous  think-
       alouds. In Han, Z.-H. & Rast, R. (Eds.), First exposure to a second language: Learners' initial input
       processing
(pp. 40-63). Cambridge: Cambridge University Press.

Park, E.S., & Kim, O.Y. (2014). North Korean defectors' struggle with English in the South Korean  

       university system: A case study of a private university in Seoul]. Yeollin Journal of Education, 22(3),

       335-359.

Ahn, J., & Park, E.S. (2013). Analysis of cultural contents in elementary school English textbooks for 5th

       & 6th grades based on the Revised English Curriculum. Primary English Education, 19(2), 105-130.

Park, E.S. (2013). Learner-generated noticing behavior by novice learners: Tracing the effects of  
       learners' L1 on their emerging L2. Applied Linguistics, 34(1), 74-98.

Song, H., & Park, E.S. (2012). Error analysis of foreign language high school students' English

       writings. Korean Journal of English Language and Linguistics, 12(3), 425-449.

Song, S., & Park, E.S. (2011). Effects of recasts on different morphosyntactic features: A case study of
       a beginning ESL learner. Korean Journal of English Language and Linguistics, 11(2), 269-292.

Park, E.S. (2011). Learner-generated noticing of written L2 input: What do they notice and why? Language
       Learning, 61
(1), 146-186.

Park, E.S., & Song, S. (2010). Perceptions of recasts by ESL learners of different proficiency levels:
       A classroom-based study. English Language Teaching, 22(2), 205-226.

Waring, H.Z., & Park, E.S. (2010). "Got a quarter?": A descriptive study on street solicitation for money.
       Language and Information Society, 12, 19-35. 

Ekiert, M., & Park, E.S. (2010). Acquisition of the English article system by Spanish and Korean 
       speakers. Korean Journal of Applied Linguistics, 26(2), 153-184.
Nassif, L., & Park, E.S. (2009). Coping with mixed proficiency levels: Voices from L2 classrooms. English
       Language Teaching, 21
(4), 99-128.
Park, E.S. (2009). Learners’ perception of indirect written feedback and its impact on their classroom
       performance. Bilingual Research, 41(3), 179-207.
Park, E.S., & Park, T.J. (2009). Responding to rudeness: A comparative study of native speakers of
       English and native speakers of Korean. Korean Journal of Applied Linguistics, 25(2), 197-225.
Han, Z.H., Park, E.S., & Combs, C. (2008). Textual enhancement of input: Issues and possibilities. 
       Applied Linguistics, 29
(4), 597-618.
Park, E.S. (2008). Tapping into learners’ internal salience: Insights from an implicit focus on form study.
        English Teaching, 63
(2), 139-166.
Park, E.S., & Han, Z.H. (2007). Learner spontaneous attention in second language input processing: An
       exploratory study. In Z. H. Han (Ed.), Understanding second language process (pp. 106-132).
       Clevedon: Multilingual Matters.
Park, E.S. (2002). On three potential sources of comprehensible input for second language acquisition. 
       Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, V2/1,
2002.

Park, E. S., & Spolsky, B. (2017). English education at the tertiary level in Asia: From policy to practice.

       New York, NY: Routledge.

Han, Z-H. (Ed.) in collaboration with Park, E.S., Revesz, A., Combs, C., & Kim, J-H. (2007).     

       Understanding second language process. Clevedon: Multilingual Matters.

Park, E.S. (July, 2017). Refugee students' experience with English requirements at the tertiary level: The

       case of North Koreans in South Korea. Paper presented at the 15th Asia TEFL-64th        

       TEFLIN conference, Yogyakarta, Indonesia.

Park, E.S. (October, 2016). Catering to North Korean students' English-learning needs: Who, what, and

       how. Paper presented at the 24th Korean TESOL International Conference. Sookmyung Women's

       University, Seoul, Korea. 

Kim, O. Y., & Park, E.S. (September, 2016). Learner engagement with indirect written corrective   

       feedback:  Feedback efficacy and learner strategies. Paper presented at the 35th Second 

       Language Research Forum (SLRF). Teachers College, Columbia University, New York, NY, USA. 

Kim, J. J., & Park. E.S. (September, 2016). The efficacy of a model text as an alternative form of

       feedback. Paper presented at the 35th Second Language Research Forum (SLRF). Teachers 

       College, Columbia University, New York, NY, USA.

Kim, O.Y., & Park, E.S. (September, 2015). Indrect written feedback: A think-aloud protocol analysis.

       Paper presented at The Third AILA East Asia & 2016 ALAK-GETA Joint International Conference.

       Honam University, Gwangju, Korea.

Kim, O.Y., & Park, E.S. (June, 2016). Learner engagement with indirect written corrective feedback.

       Paper presented at the 14th Asia TEFL conference, Vladivostok, Russia.

Park, E.S. (November, 2015). To what extent do learners benefit from indirect written corrective 

       feedback? A study targeting learners of different proficiency and heritage language status. Paper 

       presented at the 12th Asia TEFL conference, Nanjing, China.

Park, E.S., & Kim, O.Y. (March, 2015). North Korean defectors' struggle with English in South Korea.   

       Paper presented at the 49th TESOL Convention, Toronto, Canada.

Park, E.S. (August, 2014). Goals and contents of English language teaching in North Korea: Analysis
       of secondary school English textbooks.
Paper presented at the 13th Asia TEFL conference,
        Kuching, Malaysia.
Park, E.S., & Kim, O.Y. (August, 2014). North Korean defectors' struggle with English: Learner profiles
       and needs analysis.
Paper presented at the 17th World Congress of Applied Linguistics (AILA),
        Brisbane, Australia.
Park, E.S., & Shin, Y.K (August, 2014). English education in North Korea: Insights from secondary school
        English textbooks.
Paper presented at the 17th World Congress of Applied Linguistics (AILA),
        Brisbane, Australia.
Park, E.S., & Kim, O.Y. (October, 2013). North Korean refugees' struggle with English in the South

        Korean university system. Paper presented at the 12th Asia TEFL conference, Ateneo de Manila
        University, the Philippines.
Kim, O.Y. & Park, E.S. (October, 2013). EFL program for North Korean refugees attending university in
       South Korea: A case study.
Paper presented at Applied Linguistics Association of Korea (ALAK),
        Busan University of Foreign Studies, Korea.
Park, E.S. (August, 2013). Comparison of two online measures to gauge learner-generated noticing: To
       what extent do the results from the two measures overlap?
Paper presented at the 23rd European
        Second Language Association (EUROSLA), University of Amsterdam, the Netherlands.
Park, E.S. (October, 2012). Effects of recasts on different morphosyntactic features: A case study of an
       adult ESL learner.
Paper presented at the 11th Asia TEFL Conference, Gurgaon (Delhi NCR),
        India.
Park, E.S. (January, 2012). Recent trends in SLA: Plonsky & Gass (2011) Quantitative research
       methods, study quality, and outcomes: The case of interaction research.
Korean Association of
       Teachers of English (KATE) SIG Conference, Jeju University, Jeju-do, Korea.
Park, E.S. (November, 2011). Analyzing learners' incorporation of feedback. Invited colloquium given at
       Hanyang University Department of English Language Eucation, Seoul, Korea.
Park, E.S. (August, 2011). Effects of textual enhancement on two Arabic structures: A classroom-based
       study.
Paper presented at the 16th World Congress of Applied Linguistics (AILA). Beijing Foreign
        Studies University, Beijing, China.
Park, E.S., & Song, S.H (June, 2011). Learners' perception of indirect written feedback: To what extent
       can learners self-correct their errors?
Paper presented at American Association of Teachers of
        Korean (AATK) 16th Annual Conference, Yale University, NJ, USA.
Park, E.S., & Nassif, L. (March, 2010). The effects of textual enhancement on two Arabic Structures.
       Paper presented at the American Association of Applied Linguistics (AAAL) 2010 Conference,
        Atlanta, GA, USA.
Park, E.S. (March, 2009). Invited panel: Learner-generated noticing of L2 written input: Noticed
       features and processing strategies.
Georgetown University Round Table on Languages and
       Linguistics (GURT) 2009, Georgetown University, DC, USA.
Park, E.S. (October, 2008). Learner-generated noticing of second language input: What do they notice
       on their own?
Paper presented at the 31st Second Language Research Forum (SLRF), University of
        Hawaii at Manoa, HI, USA.
Park, E.S. (August, 2008). Learner-generated noticing of second language input: An exploratory study.
       Paper presented at the 15th World Congress of Applied Linguistics (AILA), Essen, Germany.
Park, E.S. (October, 2005). Learners’ internally-generated noticing of second language input. Paper
       presented at the 28th Second Language Research Forum (SLRF), Columbia University, NY, USA.
Han, Z-H, Purdy, J. D., & Park, E. S. (October, 2004). What linguistic environment favors L2
       acquisition of English causative alternation?
Paper presented at the 27th Second Language
        Research Forum (SLRF), State College, PA, USA.
Park, E.S., & Murphy, S. (March, 2003). Facilitating learners’ noticing of second language input.
       Discussion at the 37th TESOL Convention, Baltimore, MD, USA.

 
 
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