Hi! I am a doctoral student in General Linguistics at the Department of Linguistics and Literature at the University of Basel, under the primary supervision of Prof. Dr. Lorenza Mondada. I am a grantee of the 2020 Hermann Paul School of Linguistics (HPSL) Fellowship, which has provided three-year full funding for my PhD project (2020-2023). Most recently, I was awarded a mobility grant by the University of Basel (Doc.Mobility@unibas). With this funding, I am currently spending a year (2022-2023) as a visiting researcher at Gothenburg University, Sweden, working with my second supervisor Prof. Dr. Oskar Lindwall.

My research interest is mainly in how social order is established and maintained in classrooms from the perspective of ethnomethodology and conversation analysis. I am particularly interested in language classrooms because students’ limited linguistic competence brings forth contingencies. There is potentially more work to ascertain common understanding, such as simplifying language and checking confirmations of understanding. However, language classrooms are not saturated with these kinds of work. There, instead, seems to be a way by which members ensure intersubjective understanding while not compromising the progression of classroom activities. How is this so?

In my PhD project, (title: The instructiveness of a previous in the language classroom) I focus on moments in language classrooms where the teacher instructs students to engage in a particular activity (e.g., group presentations). Since there are always more students than the teacher, the teacher often takes turns engaging with each student/group. I argue that when the teacher interacts with the first student/group, this first sequence becomes instructive for the organization of talk for the next students/groups. In this way, the serial organization of sequences furnishes the context for the instructiveness of every previous sequence(s) for nexts. The instructiveness of a previous attained within a serial organization of sequences may be one way that understandings are constantly made visible and talked into being without incessantly talking about them.

Apart from my academic interests, I have always been a passionate English learner and teacher. I have pursued this interest more professionally from my Bachelor’s onwards, where I received extensive training in theories of education and TESOL (Teaching English to Speakers of Other Languages). During my MA program, for example, I took part in a semester-long practicum as part of a Community English Program (CEP). As a teacher trainee, I organized a beginner-level English curriculum tailored to senior citizens.

Google Scholar: https://scholar.google.com/citations?user=0xliQIcAAAAJ&hl=en

OrcID: 0000-0002-6582-150X

Research Interests

Classroom Interaction

Ethnomethodology and Conversation Analysis

Language Pedagogy

Second Language Acquisition

Education

MA in Linguistics (specialization in TESOL)                                    2018-2020

Department of English, Sogang University, South Korea

MA Advisor: Prof. Dr. Yo-An Lee

CGPA: 4.2/4.3

BA in English Literature and Linguistics                                     2014-2018

Department of English, Sogang University, South Korea

CGPA: 4.24/4.3 (summa cum laude)

Publications

Lee, Y., & Mlynář, J. (in press). “For example” formulations and the interactional work of exemplification. Human Studies.

Lee, Y. (2021). Patterns of users’ first turns with a service chatbot: A conversation analytic perspective. Korean Journal of Applied Linguistics, 37(3), 117-160.

Lee, Y. -A., & Lee, Y. (2021). Toward progressivity through repairs in multilingual storytelling. In J. Wong, & H. Z. Waring (Eds.), Storytelling in Multilingual Interaction (pp. 97-115). Routledge.

Lee, Y. (2019). Other-repairs as affiliative resource in multilingual storytelling [Master’s Thesis, Sogang University]. dCollection. http://www.dcollection.net/handler/sogang/000000065126

Conference Presentations

Lee, Y. (July, 2023). The practices of recycling in the classroom: The series of X as a gestalt-contexture. International Conference on Conversation Analysis (ICCA), Brisbane, Australia.

Lee, Y. (September, 2022). The demonstrative property of whole class teaching: A micro-longitudinal study on a series of group presentations. Interactional Competences and Practices in a Second Language Conference (ICOP-L2), Barcelona, Spain.

Mlynář, J., & Lee, Y. (February, 2022). Giving examples. Sources of knowledge in talk-in-interaction, Lugano, Switzerland.

Hänggi, P., Gauthier, G., & Lee, Y. (July, 2021). The local formulation of norms in situated activities during the pandemic. 17th International Pragmatics Association Conference, Winterthur, Switzerland.

Lee, Y. (July, 2021). ‘You bring up a good point’: Teacher formulations for transforming participation. 17th International Pragmatics Association Conference, Winterthur, Switzerland.

Lee, Y., & Hänggi, P. (June, 2021). Making sense of regulations in situated activities during the pandemic. iMean Conference, Basel, Switzerland.

Lee, Y. (February, 2019). Cross-cultural analysis of Twitter posts between US and South Korea: A focus on #MeToo movement in schools. The Society of Korean Semantics, Suwon, South Korea.

Lee, Y. (October, 2018). Interactional use of other-repair in multilingual storytelling: Cases for Korean speakers of English. Applied Linguistics Association of Korea Conference, Seoul, South Korea.

Lee, Y. (June, 2018). Building a story through repairs: Cases for Korean speakers of English. English Language and Literature Association of Korea (ELLAK), Seoul, South Korea.

Lee, Y., & Huh, J. (July, 2017). Storytelling through repairs in L2 conversational interactions. International Institute of Ethnomethodology and Conversation Analysis Conference, Ohio, USA.