Younhee KIM

International Pragmatics Association
American Association of Applied Linguistics
The Sociolinguistic Society of Korea

Kim, Y-h. (In Press). Doing “being friends” in conversation-for-learning: From language learner-tutor to buddies. In C. Bushnell & S. Moody (Eds.), Navigating Friendships in Interaction: Discursive and Ethnographic Perspectives. Routledge.

Kim, Y-h. & Carlin, A. P. (Under review). You very böse: Emotion displays in moments of conflict in parent-child interaction.

Jin, Y., Kim, Y-h., & Chen, H. (2023). Alignment, affiliation, and engagement: Mothers’ wow in parent-child interactions. Research on Language and Social Interaction, 55(3), 279-298.

Kim, Y-h. & Carlin, A. P. (2022). Nextness and story organization: ‘My day’ sequences in parent-child interaction. Text & Talk.

Jin, Y., Kim, Y-h., & Carlin, A. P. (2022). Co-Topical Small Talk: Troubles-Telling in Traditional Chinese Medical Encounters. Applied Linguistics, 43(3), 493-516.

Kim, Y-h., & Carlin, A. P. (2022). “How was your day?”: Development of Interactional Competence located in today narrative sequences. Pragmatics, 32(2), 246-273. DOI:

Kim, Y-h. & Carlin, A. P. (2022). Story Appreciation in Conversations-For-Learning: Stories and Gestalt-Contextures. In A. Filipi, B. Ta & M. Theobald (Eds.), Storytelling practices in home and educational contexts: Perspectives from Conversation Analysis. Springer Nature.

Jin, Y. & Kim, Y-h. (2022). Dietary advice in chronic care: Comparing traditional Chinese and western medicine practiced in mainland China. Social Science & Medicine, 292.

Kim, Y-h., & Tse Crepaldi, Y. (2021). “What? Olaf is the taxi driver?”: Co-construction of spontaneous fantasy narrative in pre-schoolers’ pretend play interaction. Special Issue in Research on Children and Social Interaction. 5(1), 103-128.

Kim, Y-h., & Crepaldi, Y. T. (2021). Co-constructed storytelling as a site for socialization in parent-child interaction: A case from a Malay-English bilingual family in Singapore. Journal of Pragmatics.

Kim, Y-h., & Silver, R. E. (2021). “What do you think about this?”: Differing Role Enactment in Post-Observation Conversation. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based Conversation-Analytic Research. Educational Linguitics, vol. 46. Springer.

Carlin, P. A., & Kim, Y-h. (2019). Teaching Qualitative Research: Versions of Grounded Theory. Grounded Theory Review, 29-43.

Kim, Y-h. (2019). Teacher and Professional Conversation. In M. A. Peters & R. Heraud (Eds.), The Encyclopedia of Educational Innovation. Springer.

Kim, Y-h. (2019). “What is stoyr- steruh type?”: Knowledge asymmetry, Intersubjectivity, and Learning Opportunities in conversation-for-learning. Applied Linguistics, 40(2), 307-328.

Kim, Y-h. (2018). Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction. East Asian Pragmatics, 3(1), 59-90.

Kim, Y.-h. (2018). Private speech and mutual engagement in preschoolers’ playtime interaction: Talk and Embodiment. The Sociolinguistic Journal of Korea, 26(2), 119-165.

Kim, Y-h. (2017). Topic initiation in conversation-for-learning: Developmental and pedagogical perspectives. English Teaching, 72, 1. 73-103.

Kim, Y-h., & Silver, R. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67(3), 203-219.

Kim, Y-h. (2016). Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition, 23(1), 1-29.