Faculty – Lin, Lu-Chun

PhD

Name：Lin, Lu-Chun
Phone：52716
E-mail：reginelin@g2.nctu.edu.tw【個人網頁https://sites.google.com/a/g2.nctu.edu.tw/regine-lin/home】
Education：Ph.D. in Speech and Hearing Science & Second Language Acquisition and Teacher Education
Research Interests：Children Language and Literacy Development / Reading Instruction /Applied Phonology / TESOL
Professional Title：Associate Professor

 Journal Publications

  1. Lin, L.-C.* & Johnson C. J. (Accepted). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development? International Journal of Bilingualism. [NSC 96-2411-H-009 -024] (SSCI)
  2. Lin, L.-C. (2014). Learning word meanings from teachers’ repeated story read-aloud in EFL primary classrooms. English Language Teaching, 7(7), 68-81.DOI: 10.5539/elt.v7n7p68 [NSC 99-2410-H-009 -065]
  3. Lin, L.-C.*, & Yu, W.-Y. (Accepted). A think-aloud study of strategy use by EFL college readers reading Chinese and English texts. Journal of Research in Reading. [NSC 99-2410-H-009-065] (SSCI)
  4. Lin, L.-C.*, & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master”s theses from 2003-2007. Asian EFL Journal, 12(4), 126-139.
  5. Chiang, Y.-C., & Lin, L.-C.* (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers” oral narratives. Asian EFL Journal, 12(4), 80-96.
  6. Lin, L.-C.* & Johnson C. J. (2010). Phonological patterns in Mandarin-English bilingual children. Clinical Linguistics & Phonetics, 43. (SSCI)
  7. Johnson, C., Hengst, J., Calvert, L., Lin, L., Donahue, M., & Prior, P. (2003). Story writing on computers for two first-graders with language impairment. The ASHA Leader, 8 (15), p. 169.
  8. Lin, L.-C.* & Johnson C. J. (Accepted). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development? International Journal of Bilingualism. [NSC 96-2411-H-009 -024] (SSCI)

Conference Presentations

  1. Lin, L.-C. (2013). Teachers’ reading-aloud styles and students’ vocabulary learning in team-teaching elementary EFL classrooms. Paper presented at the Centre for English Language Communication International Symposium for English Teachers 2013, National University of Singapore, Singapore. (NSC 100-2410-H-009-043)
  2. Lin, L.-C. (2013). Story reading-aloud in team-teaching EFL classrooms. Paper presented at the 3rd International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand. (NSC 100-2410-H-009-043)
  3. Lin, L.-C. (2012). Effects of repeated listening to a story and word meaning explanations on new word learning by EFL children in Taiwan. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan. (NSC 99-2410-H-009-065-)
  4. Samsodiena, M., & Lin, L.-C. (2012). An integrated approach to reading in English: Peer tutoring and reactive-remedial learning in an EFL context. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conferenceand Asian Literacy Conference, Taiwan.
  5. Aucamp, J., & Lin, L.-C. (2012). The multi-dimensional reading method for young EFL students. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan.
  6. Lin, L.-C. (2012). Effects of repeated listening to a story on novel word learning by EFL learners in Taiwan. Proceedings of the 2012 International Symposium on Education and Psychology, Hong Kong. (NSC 99-2410-H-009-065-)
  7. Yu, W.-Y., & Lin, L.-C. (2012). Relationships between English proficiency, reading proficiency, and reading strategy use in Taiwanese EFL college students: A think-aloud study. Paper presented at the Sixth Conference on College English, Taiwan. (NSC 98-2410-H-009 -035 -)
  8. Lin, L.-C., & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master”s theses from 2003-2007. Proceedings of the 2010 Asian EFL Journal International Conference. Providence University, Taiwan.
  9. Chiang, Y.-C., & Lin, L.-C. (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers” oral narratives. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  10. Chen, H.-L., & Lin, L.-C. (2010). Learning to spell unfamiliar words: The relevance of literacy skills and phonological awareness to Taiwanese EFL children”s spelling. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  11. Chiang, Y. –C. & Lin, L. C. (2008). Morphological and Syntactic Development in Taiwanese EFL Children’s Storytelling. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  12. Chiang, Y. –C. & Lin, L. C. (2008). Morphosyntactic Development in EFL Kids’ Narration. Paper presented at the 2008 Japan Association for Language Teaching, Tokyo, Japan.
  13. Lin, L. C. (2008). Preschool English vocabulary development in relation to vocabulary input. Abstract accepted for an oral presentation at the 2008 Japan Association for Language Teaching, Tokyo, Japan. (NSC 96-2411-H-009 -024 -)
  14. Lin, C.-H. & Lin, L. C. (2008). Narrative Development of Taiwanese EFL children: A First Glance at Children’s Chinese and English Frog Stories. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  15. Lin, L. C. (2007). Phonological patterns in typically developing Mandarin-English bilingual children. Paper presented at the 9th International Conference and Workshop on TEFL and Applied Linguistics (Ming Chuan University), Taiwan.
  16. Lin, L. C., & Johnson, C. (2005). Cross-language transfer of phonological awareness in Mandarin-English bilingual preschoolers*. Abstract accepted for an oral presentation in a paper session at the 2005 American Speech-Language and Hearing Association Conference, San Diego. (This presentation received the 2005 ASHA Student Research Travel Award.)
  17. Lin, L. C. & Johnson, C. J. (2005). “The boy is “low””: Effects of early English education on semantic development of Taiwanese Mandarin-English bilingual children. Abstract accepted for an oral presentation in a paper session at the Tenth International Congress for the Study of Child Language in Berlin, July 25-29. (This presentation received a conference travel grant from the Cultural Division, Taipei Economic and Cultural Office in Chicago.)
  18. Johnson, C. J., Hengst, J. A., Prior, P. A., Frame, S. R., & Lin, L. C. (2005). Underlying processes in early writing disorders in children with language impairments. Abstract accepted for a poster presentation at the Tenth International Congress for the Study of Child Language in Berlin, July 25-29, 2005.
  19. Lin, L. C. & Johnson, C. J. (2005). Language dependence or independence? An initial investigation of phonological patterns in Taiwanese Mandarin-English bilingual and Mandarin monolingual children with phonological disorders. Abstract accepted for an oral presentation at the 2005 International Child Phonology Conference in Fort Worth, Texas, July 16-17, 2005. (This presentation received a Graduate College conference travel grant from the Univ. of Illinois.)
  20. Lin, L. C. & Johnson, C. J. (2005). “Light and lamp are synonyms!”: Distributed characteristic of Taiwanese Mandarin-English bilingual preschoolers’ semantic knowledge*. Abstract accepted for presentation at the 26th annual Symposium on Research in Child Language Disorders in Madison, Wisconsin June 9-11, 2005. (This presentation received the 2005 SRCLD Student Research Travel Award.)
  21. Lin, L. C. (2005). “I know English, but I don’t know Chinese”: The distributed characteristics in vocabulary development of Taiwanese Mandarin-English bilingual preschoolers. Abstract accepted for presentation at the SLATE Student Symposium at the University of Illinois at Urbana-Champaign.
  22. Johnson, C., Hengst, J., Donahue, M., Prior, P., Frame, S., Lin, L., & Calvert, L. (2004, Sept. 2). Narrative writing intervention with computers for early elementary-school children with expressive language difficulties. Paper presented at the 26th World Congress of the International Association of Logopedics and Phoniatrics, Brisbane, Australia.
  23. Lin, L. C. & Johnson, C. J. (2003). Performances of Taiwanese monolingual & bilingual preschoolers on the PPVT. Poster presented at the 2003 American Speech-Language and Hearing Association Conference, Chicago. (Thispresentation received a Graduate College conference travel grant from the Univ. of Illinois.)
  24. Johnson, C. J., Hengst, J. A., Calvert, L. K., Lin, L. C., Donahue, M., & Prior, P. (2003). Story writing on computers for 2 first graders with language impairment. Poster presented at the 2003 American Speech-Language and Hearing Association Conference, Chicago.
  25. Lin, L. C., & Johnson, C. (2003). Phonological awareness of Taiwanese bilingual and monolingual children. Poster presented at the 2003 Child Phonology Conference, Vancouver, British Columbia, Canada.
  26. Fung, H., Miller, P. J., & Lin, L. C. (2002). Listening is active: Lessons from the narrative practices of Taiwanese families. Paper presented at the biennial meeting of the International Society for the Study of Behavioral Development (ISSBD), Ottawa, Canada.