Research

Keywords

Psycholinguistics, Comprehension, Production, Brain, Language Representation

L2 Processing & Learning, Bilingual Processing & Representation

Structural (Syntactic) Priming, Self-paced reading, Eye-tracking, Event-related brain potentials (ERPs)

Publications 

(PDFs are available at http://www.researchgate.net/profile/Jeong-Ah_Shin/)

[48]  Lee, J.-H. & Shin, J.-A. (2023). The cross-linguistic comparison of perceptual strength norms for Korean, English and L2 English. Frontiers in Psychology. 14:1188909. doi: 10.3389/fpsyg.2023.1188909. [SSCI, Corresponding Author]

[47] Chung, E. S. & Shin, J.-A. (2023).  Native and second language processing of quantifier scope ambiguity. Second Language Research, 39(3), 785–810. [SSCI, Corresponding Author]

[46]  Lee, J.-H. & Shin, J.-A. (2023).  Decoding BERT’s Internal Processing of Garden-Path Structures through Attention Maps. Korean Journal of English Language and Linguistics, 23(2), 461-481. [SCOPUS, Corresponding Author]

[45] Wei, R, Kim, S.-A. & Shin, J.-A. (2022). Structural priming and inverse preference effects in L2 grammaticality judgment and production of English relative clauses. Frontiers in Psychology, 13, 845691. doi: 10.3389/fpsyg.2022.845691. [SSCI, Corresponding Author]

[44] Yoshida, M, Yoon, S. & Shin, J.-A. (2022). Incremental parsing in conditionals and relative clauses in Korean. Studies in Generative Grammar, 32(4), 605-622.

[43] Lee, J.-H., Shin, J.-A. & Park, M.-K. (2022). (AL)BERT Down the Garden Path: Psycholinguistic Experiments for Pre-trained Language Models. Korean Journal of English Language and Linguistics, 22(4), 1033-1055. [SCOPUS, Corresponding Author]

[42]  Jung, P. Y. & Shin, J.-A. (2021). Comparing the difficulty of classroom English in primary English teacher-guidebooks by levels using CohMetrix. English Teaching, 76(4), 75-100. [SCOPUS, Corresponding Author]

[41]  Jung, P. Y. & Shin, J.-A. (2021). Primary teachers’ perception toward classroom English in teacher-guidebooks. Primary English Education, 27(1), 99-120.

[40]  Kim, S.-H. & Shin, J.-A. (2021). Elementary, middle, and high school English teachers' perceptions toward English education using AI. Studies in Foreign Language Education, 35(1), 131-146.

[39]  Seo, H.-J. & Shin, J.-A. (2020).  Exploring the relationship between the predictability and the behavioral reaction time in sentence processing using corpus and deep-learning language models. Korean Journal of English Language and Linguistics, 20(4), 851-873. [SCOPUS, Corresponding Author]

[38] Seo, H.-J. & Shin, J.-A. (2020).  Data preprocessing and transformation in the sentiment analysis using a deep learning technique. Korean Journal of English Language and Linguistics, 20(1), 42-63. [SCOPUS, Corresponding Author]

[37] Seo, H.-J., Lee, J.-H. & Shin, J.-A. (2019).  Sentiment analysis of Shakespeare’s plays using a deep learning technique. Korean Journal of English Language and Linguistics, 19(4), 817-836. [SCOPUS, Corresponding Author]

[36] Hwang, H. & Shin, J.-A. (2019). Cumulative effects of syntactic experience in a between- and a within-language context: Evidence for implicit learning, Journal of Memory and Language, 109, 104054. 

[35] Jung, Y. P. & Shin, J.-A. (2019). L2 processing of tense/aspect agreement violations. Journal of British and American Studies, 47.

[34] Kim, Y. &  Shin, J.-A. (2019). Reading methods and referential context effects in L2 ambiguity resolution. Linguistic Research, 36(Special Edition), 1-23. [SCOPUS, Corresponding Author]

[33] Hur, J. H. & Shin, J.-A. (2019). Processing and use of relative clauses in L2 comprehension and production. Secondary English Education, 12(3), 51-69. 

[32] Shin, J.-A. (2019). How to analyze experimental linguistic data using a mixed-effects model in R: Focusing on data from a self-paced reading experiment. Korean Journal of English Language and Linguistics, 19(1), 76-94. [Dataset]

[31] Moon, G.-S., Kim, S.-W., Shin, J.-A., Wee, H.-K., Park, J. U., Park, M.-K. & Chung, W. (2018). Voice mismatch meets neurolinguistics. Studies in Modern Grammar, 99, 85-115.

[30] Kim, S.-A. & Shin, J.-A. ​(2018). Character knowledge and reading stages of Chinese as a foreign language. Book chapter.

[29] Cheon, E. J. & ​Shin, J.-A. ​(2018). A study on the effects of form-focused activities on lessening Korean learners’ English overpassivisation errors. ​Modern English Education, 19(3)​, 57-67. 

[28] Park, H. & ​Shin, J.-A.​ (2018). Effects of syntactic priming on English phrasal-verb learning and generalization by Korean learners of English. ​Secondary English Education, 11(2)​, 79-97. 

[27] Hwang, H., ​Shin, J.-A.​ & Hartsuiker, R. (2018). Late bilinguals share syntax unsparingly between L1 and L2: Evidence from crosslinguistically similar and different constructions. ​Language Learning​, 68(1),​ 177-205. [SSCI, Corresponding Author]

[26] Kwon, J., Lee, H. J., Shin, J.-A., Chung, W., Park, M.-K. & Park, C.  (2017). Lexical planning in L2 sentence production: Evidence from ERPs. Journal of Cognitive Science, 18(4), 367-389. [SCOPUS, Corresponding Author]

[25] Lee, K. E. & Shin, J.-A. (2017). A corpus-based study on the use of relative pronouns by Korean learners of English. Korean Journal of English Language and Linguistics, 17(4), 817-837. 

[24] Koh, N. & Shin, J.-A.​ (2017). A comparison of the level of difficulty in the English reading part of the CSAT: Before and after the EBS-CSAT linkage policy. Secondary English Education, 10(4), 3-24. 

[23] Han, S. &​ Shin, J.-A.​ (2017). Teaching Google search techniques in an L2 academic writing context. Language Learning & Technology​, ​21(3),​ 172-194. [SSCI, Corresponding Author]

[22] Seo, H.-J. & Shin, J.-A. (2016). L2 processing of English pronouns and reflexives: An eye-tracking study. Korean Journal of English Language and Linguistics, 17, 879-901.

[21] Lee, J.-H. & Shin, J.-A. (2016). Syntactic reanalysis and lingering misinterpretations in L2 sentence processing. Linguistic Research, 33(S). 53-79. [SCOPUS, Corresponding Author]

[20] Moon, G.-S., Kim, S.-W. & Shin, J.-A. (2016). The availability of island evasion strategies in fragments. Studies in Generative Grammar, 26(3). 325-351. 

[19] Kim, S.-A., Packard, J., Chrisitanson, K., Anderson, R. C., & Shin, J.-A. (2016). Orthographic consistency and individual learner differences in second language literacy acquisition. Reading and Writing, 29(7). 1409-1434. [SSCI, Corresponding Author]

[18] Han, S.-M., & Shin, J.-A. (2016). Exploring the role of automatically-derived text complexity features in L2 reading test development. Modern English Education, 17(2), 1-19.

[17] Kim, S.-H., & Shin, J.-A. (2016). The Effect of Thematic Roles During Grammatical Encoding in Sentence Production. Korean Journal of English Language and Linguistics, 16, 77-97.

[16] Han, S.-M., & Shin, J.-A. (2015). Register variation in the lexico-grammatical and functional usages of MAKE and TAKE. Korean Journal of English Language and Linguistics, 15, 919-939.

[15] Chae, E.-Y., & Shin, J.-A. (2015). A study of a timed cloze test for evaluating L2 proficiency. English Teaching, 70, 117-135.

[14] Kim, S.-W., Moon, G.-S., & Shin, J.-A. (2015). On the reparability of island violations. Studies in Generative Grammar, 25, 531-548.

[13] Shin, J.-A. (2015). L2 Structural generalizations through structural priming. Modern English Education, 16(2), 25-43.

[12] Shin, J.-A., Cho, H. Y., & E. Kim. (2014). Investigating students' perception of the EBSe extracurricular English program. Secondary English Education, 7(4), 67-89.

[11] Cho, H. & Shin, J.-A. (2014). Cohesive devices in Korean learners' English writings and English writing textbooks. English Teaching,  69(1), 41-59.

[10] Chung, K., Lee, Y., & Shin, J.-A. (2014). Evaluation of Korean 5-year-olds’ overall English proficiency using WIDA. Early Childhood  Education and Care, 9, 309-324.

[9] Chen, B., Jia, Y., Wang, Z., Dunlap, S., & Shin, J.-A. (2013). Is word-order similarity necessary for cross-linguistic structural priming?  Second Language Research, 29(4), 373-387. [SSCI, Corresponding Author]

[8] Cho, H. & Shin, J.-A. (2013). L2 Learners’ production of the voicing contrast in English word-final stops. Korean Journal of English  Language and Linguistics, 13(3), 695-716.

[7] Shin, J.-A. (2012). Phonological short-term memory and second language proficiency. English Language and Linguistics, 18(2), 127-145.

[6] Shin, J.-A. & Christianson, K. (2012). Structural priming and second language learning.  Language Learning, 62(3), 931-964. [SSCI]

[5] Shin, J.-A. (2011). Overpassivization errors in Korean college students’ English Writings. Korean Journal of Applied Linguistics, 27(3),  255-273.

[4] Shin, J.-A. & Christianson, K. (2011). The status of dative constructions in Korean, English, and in the minds of Korean-English  bilinguals. In H. Yamashita, J. Packard, & Y. Hirose (Eds.), Processing and Producing Head-final Structures (pp. 153-169). New York:  Springer.

[3] Shin, J.-A. (2010). Structural priming and L2 proficiency effects on bilingual syntactic processing in production. Korean Journal of  English Language and Linguistics, 10(3), 499-518.

[2] Shin, J.-A. (2010). The effects of prior knowledge of the target form on the noticing function of output. English Teaching, 65(1), 241-  265.

[1] Shin, J.-A. & Christianson, K. (2009). Bilingual syntactic processing: Evidence from cross-linguistic structural priming. Cognition, 112,  175-180. [SSCI]