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Home > Faculty and Staff > Hae-Young Kim

Hae-Young Kim

Hae-Young Kim
Title: Associate Professor of the Practice and DUS
Office Location: 219 Trent Hall
Office Phone: 919 660 4364
Office Fax: 919 681 7871
Email Address: haeyoung@duke.edu
Web Page:
Office Hours:

Mon: 3:00-5:00
Thurs: 11:00-12:00

Education

  • PhD, University of Hawai'i at Manoa, 2000
  • MA, Victoria University of Wellington, New Zealand, 1991
  • MA, Seoul National University, Seoul, Korea, 1985
  • BA, Seoul National University, Seoul, Korea, 1983

Research Interests

Her research and teaching interests include L2 Korean morpho-syntactic development, bilingualism, heritage language development and maintenance, and content-based instruction of language with focus on history, literature and cultural studies. She has published on tense/aspect morphology and relative clause construction in L2 Korean, Korean heritage language students in the U.S. and classroom discourse in a content-based language class.
Typical Courses Taught: Recent Publications   (More Publications)
  1. Jin Sook Lee and Hae-Young Kim. "Heritage language learners’ attitudes, motivations and instructional needs: The case of post-secondary Korean language learners." Teaching Chinese, Japanese and Korean Heritage Students: Curriculum Needs, Materials and Assessment ESL & Applied Linguistics Professional Series (2008): 159-185.  [abs]
  2. EunHee Lee & H. Kim. "Reference to past and past perfect in L2 Korean." The Korean Language in America 12 (Accepted, To appear).  [abs]
  3. H. Kim. "Re-focusing of instruction on relative clauses [In Korean]." The proceedings of the 17th International Conference on Korean Language Education  (2007): 219-230. [pdf]  [abs]
  4. K. Seon Jeon and Hae-Young Kim. "Noun Phrase Accessibility Hiearchy in head-internal and head-external relativization in L2 Korean." Studies in Second Language Acquisition 29:2 (2007): 253-276.  [abs]
  5. EunHee Lee and Hae-Young Kim. "On cross-linguistic variations in imperfective aspect: the case of L2 Korean." Language Learning 57:4 (2007): 651-685.  [abs]