Abstract Book

www.aila2014.com Contents

Invited Symposia ...... 3

Featured Symposia ...... 13

ReN Colloquium ...... 20

General Symposia ...... 35

Oral Papers ...... 83

Workshops ...... 232

Posters ...... 238

Author Index ...... 273

The AILA 2014 Congress management by:

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INVITED SYMPOSIA that draws on Systemic Functional appraisal theory as well as notions of academic discourse functions such as evaluating or justifying (Dalton- IS01 Puffer 2007). CONTENT AND INTEGRATED LEARNING (CLIL) AS A CATALYST FOR Teachers' and students' evaluative practices in RESEARCH COOPERATION IN EUROPE AND CLIL whole-class discussions: A study across European contexts BEYOND Ana Llinares*1, Tarja Nikula*2 1 Convenors: Christiane Dalton-Puffer , Tarja 1. Universidad Autónoma de Madrid, Madrid, 2. Nikula2, Ana Llinares3 University of Jyväskylä, Finland 1. University of Vienna, Austria 2. University of Jyväskylä, Finland 3. Autónoma University of Madrid, The present study combines the systemic Spain functional model of appraisal theory (Martin & White 2005) and pragmatics that seeks to account for social and interpersonal dimensions of talk to Symposium summary identify evaluative practices used and co- By bringing together two prominent themes of constructed by teachers and students in CLIL the first AILA congress in 1964 ( classroom discussions in different European learning and Research cooperation in Europe), contexts. this symposium will showcase recent research collaboration on Content and Language Integrated Knowledge as social interaction across CLIL Learning (CLIL), an increasingly common model for contexts second/foreign language teaching in Europe and Tom Morton*1, Teppo Jakonen*2 beyond. 1. Birkbeck, University of London, United Kingdom 2.University of Jyväskylä, Finland Symposium presentations This study examines how CLIL students manage The policy perspective: Transnational initiatives epistemic issues in peer interaction. It focuses on for the development of CLIL/bilingual education ‘epistemic search sequences’ which are launched in Europe when one member of a small group positions Do Coyle themselves as not knowing by requesting University of Aberdeen, United Kingdom information about some item of relevance (either content or language) to an ongoing content task. This presentation will outline the history of CLIL in Europe from the vantage point of high-level A dynamic conceptual framework for English policymaking as well as EU financed transnational medium education across diverse multilingual projects. The role of initiatives of the Council of university settings Europe’s language division and its Centre of Emma Dafouz*1, Ute Smit*2 Modern will also be discussed. 1. Universidad Complutense de Madrid, Spain 2. Universität Wien, Austria CLIL students' evaluative language in non- teacher-fronted activities The aim of this paper, resulting from transnational Christiane Dalton-Puffer*1, Ana Llinares*2 continued research cooperation, is to argue for a 1. University of Vienna, Austria 2. Universidad theoretically informed framework that will help Autónoma de Madrid, Spain researchers to overcome prior fragmented conceptualizations, and while acknowledging the This study focuses on the use of evaluative importance and constant interaction of global and language by learners working on a range of local contextual variables, will serve as reference naturalistic tasks during CLIL social science lessons when either analysing particular contexts or in several European contexts. The analysis is done contrasting and drawing conclusions across by applying an integrative analytical framework different EMEMUS (Smit & Dafouz 2013).

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feasibility of CLIL for non-typical CLIL learners who European CLIL teachers’ identities and beliefs are traditionally excluded through formal or about integration informal selection process. Kristiina Skinnari University of Jyväskylä, Finland A comparison of corrective feedback patterns in CLIL and immersion classrooms The aim of this paper is to introduce ongoing Roy Lyster*1, Ana Llinares*2 research on CLIL teachers’ beliefs and identities 1. McGill University, 2. Universidad Autónoma that has been conducted in different European de Madrid, Spain countries by interviewing CLIL teachers in lower secondary schools. The study seeks answer to This study compares the frequency and what beliefs CLIL teachers have concerning the distribution of different types of corrective roles of content and subject and whether there is feedback (recasts, prompts, and explicit a common core in what CLIL teachers do and an correction) and learner uptake across three overall “CLIL teacher identity” that connects the instructional settings: (a) Content and Language scattered stakeholders to each other under a Integrated Learning (CLIL) classrooms in Spain wider community of practice. with English as the target language, (b) French immersion (FI) classrooms in Quebec, and (c) Language for learning in CLIL: The development Japanese immersion (JI) classrooms in the US. of learning strategies for ‘successful learning’ across educational contexts Discussion 1 2 3 Yolanda Ruiz de Zarobe*1, Do Coyle*2 Angel Lin* , Simone Smala* , Diane Tedick* 1. University of the Basque Country, Spain 2. University 1. University of , Hong Kong 2. University of of Aberdeen, United Kingdom Queensland, 3. University of Minnesota, USA

The purpose of this presentation is to show how IS02 CLIL can provide an appropriate approach to help AUTOMATIC TRANSLATION learners understand and use the foreign language Convenor: Dorothy Kenny efficiently across a range of contexts. More Dublin City University, Ireland precisely, it will focus on the development of learning strategies which help students engage in Symposium summary meaningful classroom interactions to support the In this symposium, we attempt to give a nuanced learning of both content and language through picture of contemporary automatic translation language using. and complementary technologies, drawing on a variety of methods, including corpus , ‘PlayingCLIL’ – Merging CLIL principles and discourse analysis, ethnography and recipient drama pedagogy for a new cross-curricular evaluation. We adopt multiple standpoints, methodology including those of the research community, 1 2 Stephan Breidbach* , José Medina Suàrez* translation businesses, and translation users. 1. Humboldt-University Berlin, Germany 2. Universidad Symposium presentations de Las Palmas de Gran Canaria, Spain

Linguistics, translation studies and automatic This paper will report on intermediate and translation preliminary results from the project ‘playingCLIL’. Dorothy Kenny The project aims at developing the basic principles Dublin City University, Ireland and a practical framework of a non-subject and non-language specific CLIL methodology based on This paper surveys the ever-shifting role of drama techniques. The methodology will be linguistics in automatic translation and stresses developed and empirically tested to meet two the role main propositions: adaptability to primary and of corpus linguistics in assessing the potential of secondary mainstream education and vocational current approaches to automatic translation, the training, and the potential to increase the

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effects of contemporary translation technologies Automated scoring for performance-based on target languages and discourse patterns, and language tests: Promises, perils and validity on issues how we understand translation itself. Xiaoming Xi Educational Testing Service, USA Technologies in the translation workplace: An ethnographic study This talk will review historical perspectives on the Maeve Olohan validity of automated scoring, discuss current University of Manchester, United Kingdom trends and issues in both conceptual and empirical validity work, and chart future This paper presents ethnographic research which directions. A investigates how technologies are deployed in particular focus will be on the highly relevant two UK translation companies. Alongside validity issues and commonly accepted levels of methodological implications, the analysis focuses performance given the specific use. on the project manager role and their use of technologies, exploring the impact of this usage Construct representation and the structure of an on the management of translation projects and automated scoring engine: Issues and uses relations with translators and clients. Paul Dean Educational Testing Service, USA Machine translation and newcomer communities: Can machine translation improve Automated essay scoring (AES) engines have an access to public library services? implicit construct representation based upon the Lynne Bowker*, Jairo Buitrago Ciro* features measured. This paper will discuss the University of Ottawa, Canada kinds of features typically used in AES, locate them in Public libraries want to offer more services to terms of a general model of the writing construct, immigrants, but translation is expensive. Post- and evaluate the construct definition they imply. edited machine translation is cheaper, but do such texts meet newcomers’ needs? The Can you “game the system” by responding off- presenters describe a recipient evaluation where topic in the speaking section of the PTE newcomers assess whether the Ottawa Public Academic? Library can effectively use machine translation to Alistair Van Moere deliver services in more languages. Pearson Knowledge Technologies, USA

IS03 This paper investigates the accuracy with which TECHNOLOGY IN LANGUAGE TESTING: the automatic speech recognition (ASR) system in AUTOMATED SCORING AND BEYOND Pearson Test of English Academic can detect off- Convenor: Sara Weigle topic or nonsense speech. The extent to which Georgia State University, USA candidates might "game the system" in high- stakes tests is discussed, and how potentially off- Symposium summary topic responses can be routed to human raters. This symposium presents a state-of-the art overview of the use of automated scoring and The role of technology in learning oriented other technology in language testing. Presenters assessment (LOA) from three major test development organizations Nick Saville*, Neil Jones*, Miranda Hamilton* will discuss their current research on automated Cambridge Assessment, University of scoring and feedback as well as other uses of Cambridge, United Kingdom technology to enhance assessments. We present a systemic approach to learning

oriented assessment (LOA), highlighting the role Symposium presentations of innovative uses of information technology.

Examples are drawn from a project to develop a

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multilevel course of English based on LOA trauma. Using Arendt’s distinction between principles and several blended learning projects communicating vs. recording trauma and Hanks’ using learning management systems and web- theory based resources to support teachers. of “commensuration” (2010), we analyze various camp testimonies to explore how survivors found Automatic writing assessment and feedback: An monolingual language commensurate with the approach to improve construct and traumatic multilingual experience of the camps. consequential aspects of validity Haunted encounters: Holocaust and exile Ardeshir Gerenpayeh*, Gad Lim*, Helen tongues Yannakoudakis* Birgit Lang Cambridge English Language Assessment, University of The , Australia Cambridge, United Kingdom This paper investigates the relationship between In this paper we discuss the development of an Holocaust literature and émigré writing in German online automated writing assessment system that in the post-war era. While commonly viewed as can be used to provide diagnostic feedback within distinct bodies of work, the analysis of intertextual a learning-oriented, self-access, and/or teacher relations and conceptual borrowings reveals directed assessment context, and address issues productive tensions and interdependencies that of construct validity, as well as of assessment use lead to and impact. a more integrated understanding of the representation of trauma. Discussant April Ginther The Shibboleth’s Other: Silence as disguise Purdue University, USA Tim McNamara The University of Melbourne, Australia IS04 LANGUAGE AND TRAUMA This paper examines contexts of social violence in Convenor: Brigitta Busch which the suppression of any display of University of Vienna, Austria knowledge of a language or language practice is a key to Symposium summary avoiding identification and lethal targeting; a kind Taking a heteroglossic perspective which of considers the multiplicity of discourses, languages anti- or contra-shibboleth. Examples are drawn and voices, we address the interrelation between from the Holocaust and the Cambodian genocide trauma and language with reference to situations and their significance explored. such as the Holocaust, the legacy of apartheid in South Africa and current phenomena of Silence and Speaking Out: The difficulty of displacement due to war and socio-economic establishing ‘truth’ in witness testimonies crisis. Christine Anthonissen Stellenbosch University, South Africa Symposium presentations Recording vs. communicating trauma: The Contrasting potentially constructive effects of language dilemma of Holocaust survivors narratives of trauma to the (linguistically) David Gramling*1, Claire Kramsch*2 disruptive 1. University of Arizona, USA 2.University of California effects of extreme traumatic experience, this at Berkeley, USA paper refers to one of the signature hearings of the South African Truth and Reconciliation Concentration camp survivors after the war Commission (TRC), the “Guguletu Seven” hearing. struggled for recognition as legitimate narrators The cost of of their ignorance regarding cultural/linguistic diversity in narrating trauma is illustrated.

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Gaps and blanks in narratives of displacement: Symposium summary Migrants from African countries in South Africa As a consequence of and depict their journey developments in electronic communications, Marcelyn Oostendorp interactions now take place between people Stellenbosch University, South Africa speaking different languages across a wide range of discourse domains at various levels, from This paper focuses on narratives about inner individual exchanges to diplomatic negotiation African migration in which participants often and immigration control. Multilingual diversity has construct their home country in nostalgic terms, somehow to be reconciled with the demand for while their current living conditions in South mutual understanding. One way of doing this is Africa are described as threatening. Recollections by using a common language as means of of their journey into exile – often traumatizing communication. Another is to use translation to odysseys – are frequently missing from these mediate meaning across languages. But what does narratives. this mediation involve? How far are established concepts and practices of translation still Trauma narratives through English as a lingua appropriate to the increased and complex franca in immigration domains demands made upon them in the contemporary Maria Grazia Guido*, Julia Boyd* world? And what implications does a University of Salento, Italy consideration of this question have for the role of

translation in language education? It is the This paper explores the ways in which traumatic purpose of this session to open up a critical experiences are first represented in West African debate on such essentially applied linguistic refugees’ ELF narratives during cross-cultural issues. medical encounters, and then misinterpreted by

Italian The session is designed to reverse the priorities specialists with reference to their clinical-schema that are customarily followed in a conference categories, and encoded according to the genre symposium, whereby the main event is a conventions informing the cohesion and succession of presentations of prepared papers, coherence features which the specialists use. with brief interludes for audience questions and

comments in between, if and when time allows. The linguistic repertoire as a resource in coping What we want to do is to provide for the with man-made trauma: Learning from survivors maximum involvement of all participants in the Brigitta Busch symposium. Although there will be presentations University of Vienna, Austria from the four panel speakers these will be short,

their purpose being to raise issues about Unexpected linguistic resources can play a crucial translation that from their own perspective they role in coping with traumatic experience. Using see as particularly problematic or significant so as biographical interviews with war refugees from to get the open discussion going. Once discussion Bosnia-Hercegovina I discuss how trauma is underway, the panel members will, as and when survivors it seems appropriate, comment on points raised draw on their linguistic repertoire to strengthen by other contributors from the floor. resilience. Specific potential lies in what Kristeva

(2002) referred to as the semiotic/poetic dimension of language. Symposium presentations

IS05 Translation: a global cross-linguistic and cross- REASSESSING TRANSLATION cultural practice Juliane House 1 2 Convenors: Henry Widdowson* , Juliane House* Hellenic American University, Greece 1. University of Vienna, Austria 2. Hellenic American University, USA

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In the past, differences in communicative styles between source and target linguacultures needed This introduction will identify issues and themes a to be taken up the presenters that follow and will ‘cultural filter’ to adapt the translated text to the indicate how the symposium will encourage different norms of the target culture. With audience participation in its discussions. globalization, norms and conventions merge so assumed differences cease to be valid. Translation Enabling organisational change: A case study of needs to adjust to this new global reality infection control practice Rick Iedema*1, Sue Hor*2 Translation: the common practice of everyday University of Technology Sydney, Australia discourse Henry Widdowson The paper presentation will discuss the dynamics University of Vienna, Austria of our video reflexive feedback methodology used as part of an infection control National Health and Translation is conventionally considered to be the Medical Research Council (NHMRC) project. The expert and theoretically informed practice of paper will exemplify this process by drawing on mediating meaning across languages, interview data and video footage that homes in presupposed to be separate entities. But all on deploying 'sterile sheets', a practice that language use involves the pragmatic mediation of became the focus of one team's discussions. meaning, whatever language is used, so what, if anything, makes translation, in theory or in Because language matters: Doing media practice, essentially distinctive? linguistics in the newsroom Daniel Perrin IS06 University of Applied Sciences, Switzerland MAKING APPLIED LINGUISTICS MATTER: This paper elaborates on how experienced OPPORTUNITIES FOR ENGAGING WITH journalists’ tacit knowledge is made available to PROFESSIONAL PRACTICE the Convenors: Christopher Candlin1, Jonathan 2 Swiss public broadcasting company as explicit Crichton organizational knowledge through systemic 1. Macquarie University, Australia 2. University of knowledge transformation. South Australia, Australia

Courtroom trials and Alternative Dispute Symposium summary Resolution (ADR) in Malaysia: Methodological This symposium explores the interface between issues Applied Linguistics and the professions, Azirah Hashim*1, Rick Powell*2 specifically the opportunities and challenges this 1. , Malaysia 2. Nihon University, raises for applied linguists and their professional practices. Presentations from colleagues working at this interface will inform an open discussion Malaysia has an institutionalised dispute around issues of focus, sites of research, resolution process which is not only multicultural epistemologies, methodologies, relevance and and impact associated with inter-disciplinary and multilingual but also multijurisdictional. This inter-professional participation. paper compares language choice in courtroom trials, Symposium presentations both Syariah and Common Law, and arbitral tribunals and highlights the issues encountered in Introduction to the symposium: Themes and accessing, recording, conceptualising and issues 1 2 analysing data. Christopher Candlin * , Jonathan Crichton* 1, Macquarie University, Australia 2. University of Indigenous children and education: Language South Australia, Australia and learning in remote communities

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Gillian Wigglesworth Mauranen*5, Marie-Luise Pitzl*6, Elana University of Melbourne, Australia Shohamy*7 1.University of Vienna, Austria 2. University of Reporting on a collaborative project with a Rochester, USA 3. , Griffith University, Australia remote Northern Territory school where 4. The University of Melbourne, Australia 5. University Aboriginal of Helsinki, Finland 6. University of Salzburg, Austria 7. children are taught literacy in their first language Tel Aviv University, Israel for the first four years, this paper demonstrates the ways in which teaching professionals and English is prominently present, or at least applied linguists can work toward enhancing the implicated, in nearly all other invited symposia learning environment though multiple and plenaries at AILA 2014, and the overall methodological approaches. medium of communication of the Congress as a whole is English as a (ELF). In this Applied linguistics in the health sector: sense, then, the present symposium can be Intergroup communication and quality of care regarded as a meta-event – and this will be Cindy Gallois*, David Hewett* reflected in its topics and its format. University of Queensland, Australia ELF can be defined as any use of English among speakers of different first languages for whom Inadequate communication training for health English is the communicative medium of choice, professionals results in miscommunication, a and often the only option. A crucial question is, of major cause of adverse events. Applied linguists course, what the nature of the 'English' is that can contribute greatly to cultural change toward fulfils these translingual, intercultural functions. best patient care. We focus on our own research, The degree of globalisation that now pervades employing discourse analysis of health most areas of social life calls for a rethinking of communication, to explore problems and the traditional notions of 'community', potential solutions in this sector. 'competence', and 'legitimate speakers' of 'a language', and this necessarily involves a critical IS07 consideration of the lingua franca role of English. RETHINKING 'ENGLISH' IN HIGH-STAKES This would seem to be obvious, but such critical consideration is not always in evidence when it ENCOUNTERS: THE SIGNIFICANCE OF comes to high-stakes interactions in areas such as ENGLISH AS A LINGUA FRANCA asylum procedures, language policy and language Convenor: Barbara Seidlhofer planning, language and the law, international University of Vienna, Austria publishing, testing, and interpreting – with

potentially serious consequences for the people Symposium summary involved. This symposium will address the need for In this symposium, we will therefore explore reconceptualizing the medium of communication whether, and how, an explicit and agreed-upon in international high-stakes interactions (e.g. reconceptualization of the means of asylum procedures, language policy, publishing, communication in these areas – not as 'English' testing, interpreting) explicitly as ‘English as a riddled by nation-language ideology, but as lingua franca’ so as to critically engage the vital English as a lingua franca – may be appropriate issues of misunderstanding, alienation, inequity, and feasible, and what difference this could make and disenfranchisement that often beset such for the (sometimes literally) vital issues of encounters. misunderstanding, alienation, inequity, and

disenfranchisement that often beset such Symposium presentations intercultural encounters.

This meta-event will not have the conventional Rethinking 'English' in high-stakes encounters: format of a succession of individual papers The significance of English as a lingua franca followed by discussion (time permitting). Instead, Brigitta Busch*1, Mary Jane *2, Andy a number of experts in the above-mentioned Kirkpatrick*3, Joseph Lo Bianco*4, Anna high-stakes areas (also highlighted in other invited

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colloquia and plenaries) and ELF researchers will perspectives about language, language proficiency engage in open but structured debate, in which and what it means to be humane, politically and the audience will be invited to participate. The socially. Yet an emphasis on diversity conceals symposium will start by the convenor giving a power and social differences and does not brief introduction and then asking the panellists necessarily whose research focuses on the above-mentioned permit diverse ways of thinking. 'real world' areas to outline, in concise statements, crucial problems that have to do with How dark is dark? On a redistribution of the medium of communication in such high-stakes sensibilities in Applied Linguistics encounters. Lynn Mario T. Menezes de Souza Universidade de São Paulo, Brazil IS08 THE DARKER SIDE OF APPLIED LINGUISTICS While it is now widely accepted that all Convenor: Alastair Pennycook knowledge has a dark side – it is traversed by University of Technology, Sydney, Australia issues of inequality – we need to understand how bodies Symposium summary are bio-graphically and geo-historically located in This symposium critically examines the darker side the matrix of coloniality of power and can never of applied linguistic assumptions about diversity be separated from the issues under investigation. (complicit with neoliberal multiculturalism) and global relevance (erasing local difference), White skin, black ghosts: Language, race and showing how the intersections of coloniality, race same-sex desire in post-apartheid times and sexuality and the inevitable location of people Tommaso M. Milani and ideas within complex relations of power have University of the Witwatersrand, South Africa been constantly overlooked. Symposium presentations Exploring the nexus of race and same-sex desire formations manifested through language in South The multi/plural turn in applied linguistics, African contexts, this paper re-examines Fanon’s postcolonial theory, and neoliberal contention that power imbalances produced and multiculturalism: justified on racial grounds cannot be fully Problematizing complicities understood unless one also teases out the sexual Ryuko Kubota desires University of , Canada and fears generated by race.

While the trend in applied linguistics that supports IS09 , plurilingualism, translanguaging, A WORLD OF INDIGENOUS LANGUAGES: hybridity, etc. challenges monolingual and fixed RIGHTS, ACCESS, AND EDUCATION understandings of language and language use, it Convenors: Gillian Wigglesworth1, Teresa can create another privileged positioning and McCarty2 disregard social realities. Drawing on critiques of 1. University of Melbourne, Australia 2. University of postcolonial theory and neoliberalism, I suggest a California, Los Angeles, USA greater focus on disparities of power. Symposium summary The erasure of perspectives and romanticization Most Indigenous languages are highly endangered of diversity as a consequence of the marginalization of their Sinfree Makoni speakers. Focusing on Canada, the USA, Australia, Pennsylvania State University, USA South America, and New Zealand, this symposium showcases the efforts of Indigenous communities In its search for global relevance Applied to maintain and revitalize their languages through Linguistics has erased from view local and language planning and policymaking inside and multiple outside of schools.

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Symposium presentations This paper reports on some of the issues that have Configuring language(s) and speakers: The arisen in the process of developing a curriculum history and politics of Aboriginal language rights framework which can accommodate a wide range in the of Australian language ecologies. These include Yukon, Canada currently spoken languages and languages Barbra A. Meek undergoing revival, and discusses who should University of Michigan, USA learn them, where they might be taught, and by whom. Language politics often align with conventional conceptions of difference. This paper examines Indigenous language learning and teaching in a the remote Indigenous Australian context: The politics of difference in Canada, where indigenous rhetoric and the reality peoples and languages are pitted against Inge Kral*1, Elizabeth Marrkilyi Ellis*2 economically and politically dominant ones. I 1. Australian National University, Australia 2. focus especially on the changing socio-political Ngaatjatjarra Educator and Researcher, Australia landscape for aboriginal languages in the Yukon Territory since the 1800s. The authors reflect on Indigenous language learning and teaching in instructional settings in Can Indigenous languages be intellectualized? the Serafin M. Coronel-Molina Ngaanyatjarra Lands, Western Australia, Indiana University, USA contrasting this with an emerging reality in which youth This presentation addresses the feasibility of engaging with social media and digital intellectualization of Indigenous languages of the technologies seek written communicative Americas, and will focus particularly on why it is competence with important to attempt intellectualization, how it minimal language learning support. can be done, and by whom. Brief examples of some Mediating tradition and modernity: Hopi cultural current efforts underway will be included, as well and linguistic identity construction in as contemporary linguistic ecologies the results. Mary Hermes*, Kendall King* University of Minnesota, USA – For us, By Us, Our Way Ojibwe is endangered in the US and Canada. We Pem Bird*, Te Waimatao Murphy*1, Cath Rau* address two questions: (1) How might archived conversational recordings be utilized to develop pedagogical tools that promote interaction? (2) What developmental sequences can be identified Aotearoa, an organization of tribal (iwi) schools for Ojibwe verb sequences? This research committed to realising tribal aspirations in responds to grammar-driven methods used in education. The achievement of learners in tribal institutions, searching for more effective means to schools language acquisition. outstrips the achievement of all other learners in Aotearoa/New Zealand, a result attributed to the “How Hopi Are You?”: Hopi cultural and linguistic focus on culturalcy. identity construction in contemporary linguistic ecologies Delivering Australian Indigenous languages in Sheilah Nicholas schools: No achievements without a challenge University of Arizona, USA Jaky Troy*, Michael Walsh* Australian Institute for Aboriginal and Torres Strait In the context of sociocultural and sociolinguistic Islander Studies, Australia change, the case study findings of three

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contemporary Hopi youth focusing on the role of the Hopi language in their identity formation A recent two-year study of a desktop process illustrate how language learning and shift videoconferencing telecollaboration between are divergently shaped by the context in which American one learns and uses the language. learners of French and French tutors in shows that the use of modern computer IS10 technology INTERDISCIPLINARY APPROACHES TO to teach foreign languages does not bring about LANGUAGE TEACHING AND LEARNING IN the dialogic self-awareness and the mutual CONTEMPORARY AND TRANSNATIONAL engagement with difference required to deal with TIMES our transnational, postmodern world.

Convenor: Julie Byrd Clark Reconceptualising learning in language The University of Western Ontario, Canada education Symposium summary Angela Scarino*, Tony Liddicoat* The purpose of this symposium, comprised of University of South Australia, Australia international scholars, is to consider what This presentation problematizes constructs of interdisciplinary approaches can contribute to ‘language’ and ‘learning’ and argues that views of understandings of language teaching and learning language and learning derived solely from the in contemporary and transnational times. Drawing field of (applied) linguistics are not sufficient to upon sociolinguistic, social psychological, address the complex language learning needs of ecological, linguistic anthropological, and contemporary times and that a more postmodern approaches, the symposium offers interdisciplinary approach to language and suggestions and recommendations for all those learning is required. involved in language education as well as policy makers.

Symposium presentations

Introduction to interdisciplinary approaches to language teaching and learning in contemporary and transnational times Julie S. Byrd Clark University of Western Ontario, Canada

The purpose of this symposium, comprised of international scholars, is to consider what interdisciplinary approaches can contribute to understandings of language teaching and learning in contemporary and transnational times. Drawing upon sociolinguistic, social psychological, ecological, linguistic anthropological, and postmodern approaches, the symposium offers suggestions and recommendations for all those involved in language education as well as policy makers.

Learning French in transnational times: Modern technology, postmodern concerns David Malinowski*1, Claire Kramsch*2 1. Yale University, USA 2. University of California, Berkeley, USA

12 Featured Symposia

FEATURED SYMPOSIA Motivating reluctant readers Helene Demirci Abu Dhabi Men’s College, UAE FS01

CURRENT RESEARCH TRENDS IN LANGUAGE This presentation describes the impact of an EDUCATION IN THE GULF online extensive reading competition on students’ language acquisition at an all-male college in the Convenor: Melanie Gobert Middle East. The presenter will describe some of Higher Colleges of Technology, United Arab Emirates the challenges and successes of the program in

relation to reading motivation and test scores. Symposium summary

Until recently the widespread adoption of English Building a community of scholars: A project to as a Second Language for Gulf nationals seeking encourage research by educators in the UAE employment in government and private sectors Patrick Dougherty has met with little success. Globalization has Akita International University, Japan brought the need for a dynamic language environment to the forefront of curriculum The book series, Education and the United Arab reform. This symposium will highlight some of the Emirates: Perspectives from Experience, was challenges and successes. conceived to give Emirati-based educators

studying in a Master of Education program a Symposium presentations venue to share their research with the world-wide A meta-analysis of current educational and academic community. It is research that is first language research trends in the Gulf hand, Melanie Gobert thought provoking, and immediate. President, TESOL Arabia, United Arab Emirates

This presentation is a meta-analysis of the applied linguistics and language education trends in the FS02 Gulf Arab region for the last five years. The SECOND LANGUAGE VOCABULARY strands include L2 writing, reading, listening, LEARNING: CURRENT TRENDS AND ISSUES speaking, Convenor: Charles Browne motivation, assessment, online learning, teacher Meiji Gakuin University, Japan education, parental engagement, inclusive

education, higher education, curriculum importation, and STEM education. Symposium summary Four well-known speakers from a range of Changing things: Narrative enquiry and Emirati backgrounds and perspectives on second ESL language teacher identity language vocabulary learning, assessment and Kay Gallagher corpus-based list creation will discuss recent Zayed University, UAE research and developments in second language

Set against the backdrop of the recent radical vocabulary acquisition and corpus linguistics. Each reforms of the school system in the UAE, Amal’s presenter will talk for about 15 minutes on their story chosen topic after which the floor will be open for tells of the challenges faced in her efforts to ‘have a question and answer session. Dr Charles Browne a hand in changing things’. Amal’s story provides will moderate the session. unique insights into the pedagogical and sociolinguistic landscapes of education in the UAE Symposium presentations today.

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Two dimensions of vocabulary proficiency: Convenors: Peter Robinson1, Melissa Baralt2, Productive vocabulary knowledge and Roger Gilabert3 vocabulary use 1. Aoyama Gakuin University, Japan 2. Florida Batia Laufer International University, USA 3. University of University of Haifa, Israel Barcelona, Spain

Dr Laufer will discuss two dimensions of vocabulary proficiency: productive vocabulary Symposium summary knowledge and vocabulary use, and will present This symposium addresses the role of task data on different developmental routes that these complexity and other design characteristics of dimensions take over ten years of learning English tasks in psycholinguistically motivating decisions as a foreign language. about sequencing tasks for language learners.

Adopting corpus-based tools from English to Symposium presentations other languages

Tom Cobb Psycholinguistic rationales for second language Université de Québec, Canada task sequencing and instructional design: An

introduction Dr Cobb will discuss the topic of adopting English Peter Robinson*1, Melissa Baralt*2, Roger corpus-based tools to other languages and will Gilabert*3 outline a five-year process of adapting Laufer and 1.Aoyama Gakuin University, Japan 2.Florida Nation's Lexical Frequency Profiling concept to International University, USA 3. University of French. Barcelona, Spain

A new General Service List for 2nd language In this presentation the symposium organizers learners of English briefly review some psycholinguistic rationales for Charles Browne task sequencing that have been proposed, Meiji Gakuin University, Japan summarize issues in needed longitudinal research into them (in both experimental and classroom Dr Browne will introduce a New General Service settings), and then describe the issues addressed List (NGSL) of important vocabulary words in the six empirical studies that follow. developed for the needs of second language learners of English and derived from a 273 million Task complexity, task repetition and second word sample of the 2 billion word Cambridge language learning opportunities English Corpus (CEC) as well as a growing number Caroline Payant*1, YouJin Kim*2 of related NGSL online tools for analyzing texts 1. University of Idaho, USA 2. Georgia State University, and teaching and learning these important words. USA

Developing pedagogical wordlists in Welsh Two complexity conditions were devised by Tess Fitzpatrick University of Cardiff, United Kingdom variable following Robinson’s Cognition Hypothesis. Two task repetition conditions were Dr Fitzpatrick will discuss current research explored: repeating content and procedure and addressing the need for pedagogical vocabulary repeating procedure but not content, and their lists in a language, Welsh, for which effects on the number of language-related comprehensive corpus-based frequency lists have episodes are reported. yet to be created. How teachers interpret the Cognition Hypothesis FS03 for task design and task sequencing in their PSYCHOLINGUISTIC RATIONALES FOR TASK natural classrooms: A case study 1 SEQUENCING IN INSTRUCTIONAL DESIGN Simone Harmath-de Lemmos* , Sawsan Werfelli*2, Melissa Baralt*1

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1. Florida International University, USA 2. University of with different degrees of complexity and in two Tripoli, Libya different sequences: from simple to complex, randomized. This presentation reports on two teachers’ actions at an inservice training workshop on the Cognition The role of task sequencing and L2 proficiency in Hypothesis and SSARC model, during which they oral production designed a task complexity sequence and a lesson Aleksandra Malicka plan. The design criteria they referenced are University of Barcelona, Spain described and the importance of considering teacher cognition during task implementation is This presentation reports on a study in which discussed. three tasks were manipulated along ±elements and ±reasoning demands from the Triadic The effects of guided planning, task complexity Componential Framework. They were and task sequencing on L2 oral production administered in the simple-complex and Colin Thompson randomized sequence to learners of different Shimonoseki City University, Japan proficiency levels in L2 English. General and specific CAF measures were employed to analyze This study involved a pre-post test design in which production. 26 second year Japanese University learners of English performed a series of oral narratives FS04 under two different planning conditions which OBSERVATION AND FEEDBACK: PRACTICE, increased in complexity over a 3 week period TALK AND REFLECTION resulting in gains with fluency, accuracy and Convenor: Amanda Howard complexity. British University in Dubai, UAE

Learning to perform narrative tasks in the L2 Symposium summary classroom: A semester-long study of task Observation and feedback are fundamental parts sequencing effects. of the education process, so much so that it could Craig Lambert*1, Peter Robinson*2 be argued that their ongoing use is essential in 1. Kitakyushu University, Japan 2. Aoyama Gakuin providing an optimum learning environment. University, Japan However, considering the strategic significance of these practices, there is relatively little research This semester-long study of two groups of data available to inform and guide practitioners. university-age Japanese learners completing a This Symposium will provide insight into course on how to summarize short stories in classroom observation and feedback practices at English examines the effects of carefully both pre-service and in-service levels by means of sequenced task-based four presentations, after which the floor will be instruction which progressively introduces open to questions. demands for causal and intention reasoning with mental state verbs in comparison to a more Symposium presentations traditional content-based approach. Dialogic talk in the post-observation feedback conference Task sequencing and L2 email writing: A Fiona Copland longitudinal study Aston University, United Kingdom Mayya Levkina*, Roger Gilabert* University of Barcelona, Spain Drawing on interactional data from CELTA feedback conferences, this presentation will This study explores the effects of task sequencing explore the value of dialogic talk in the feedback on the acquisition of e-mail formulaic language. conference to support reflection. It will argue 60 undergraduate students of English as L2 are that dialogic talk offers a useful approach for involved in the study. Treatment sessions are teacher trainers, as it provides the opportunity to organized around three instruction-giving tasks

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bring together reflective talk and evaluative Convenors: Terrence G. Wiley1, James W. comment in a structured and supportive Tollefson2 environment. 1. Center for Applied Linguistics and Arizona State University, USA 2. University of Hong Kong, Hong Kong Confirmatory feedback as a catalyst for student teacher learning and change Symposium summary Nur Kurtoglu-Hooton Approaches to language policy analysis are Aston University, United Kingdom sometimes dichotomized as either focusing on

social structure (historical-structural approaches) Teacher educators may find themselves devoting or those emphasizing creative agency within the more time to corrective feedback than positive (or public sphere. This panel explores Tollefson’s confirmatory) feedback during post-observation contention that there is no inherent theoretical feedback sessions. The presenter will provide conflict between these approaches. Rather than empirical evidence for the significance of focusing on the differences between these confirmatory feedback and will draw on relevant approaches, his contention is that the crucial research in social psychology, good affect, good questions for LP research, are: “Under what mood, and appreciative pedagogy. conditions are the state and other powerful

institutions (e.g., corporations and non- Directive or collaborative: The discrepancy governmental organizations) able to impose their between EFL supervisors’ espoused feedback will on individuals and communities through style and their actual discourse language policies? Under what conditions can Helen Donaghue individuals and communities act as agents in their Sheffield Hallam University, United Kingdom own language learning and language use?”

Through research-based examples, the panel will This presentation will look at the divergence critically address the contention that “the between supervisors’ espoused styles and their difference between these two paradigms is not actual feedback discourse, considering constraints theoretical but a matter of emphasis or perhaps which deter supervisors from adopting their even the temperament of different researchers.” preferred style and the implications this has for

supervisor training and institutional observation Symposium presentations and feedback processes.

Symposium discussant Observation and feedback: The impact of non- Reynaldo Macías reflective practice University of California, Los Angeles, USA Amanda Howard

British University in Dubai, UAE Understanding sources of institutional power:

The key to social-structural and public sphere There are several potential dangers for those agency in language planning? involved in classroom observation and feedback, Richard B. Baldauf Jr.1, Robert B. Kaplan*2 as poor observer training, misconceptions about 1. University of Queensland, Australia 2. University of goals and non-involvement of participants can all Southern California, USA have significant implications for the educational environment. This presentation will use research This paper explores how in contemporary data to highlight some of the inherent flaws in the language policy research, two approaches – an process. emphasis on the relatively deterministic historical- structural paradigm, and the relatively creative FS05 public sphere paradigm (Tollefson, 2013) – are DIRECTIONS IN LANGUAGE POLICY both underpinned and defined by sources of RESEARCH: HOW COMPATIBLE ARE CURRENT institutional power. APPROACHES?

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Language leadership in language teacher impose subject positions that fail to recognize the education: The impact on language education polycentricity that characterizes their use of both policy in Serbia Standard English and (Alsagoff, 2010) and their shifting conceptions of identity. University of Belgrade, Serbia Transnational Sri Lankan Sinhalese family In this paper, a bottom-up approach to language language policy education policy and the concept of language Ronald Fuentes ) University of Memphis are examined, and their role in the formation of communities of practice and interest of foreign This research reveals the importance in language teachers is discussed. understanding transnational family language policies within the context of globalization Bridging the language policy theoretical gap: A processes that link and widen individuals social, scalar approach political, cultural, and educational networks Peter De Costa across multiple nations through ethnographic Michigan State University, USA research.

In adopting a scalar lens to examine how language The new fine-tuned MOI Policy in Hong Kong: A policy is adopted and subsequently case for theoretical and methodological recontextualized in a school context, this paper discussions on language policy research explores how future LP research and policy Angel Lin*1, Amy Wu*2 analysis can be enriched in a world that is University of Hong Kong, Hong Kong increasingly characterized by globalization and transcultural flows. In order for language policy research to move forward constructively, a different kind of agency Language sequestration and public education: A that transcends “the structure vs. agency” view from the ethnography of language policy opposition needs to be theorized. This paper Teresa L. McCarty discusses the potentials of a feminist University of California, Los Angeles, USA poststructuralist perspective and Bakhtinian dialogism as a starting point for future directions Drawing on comparative ethnographic data from for LP research. multilingual school-community sites in the southwestern US, this paper explores the ways in Language policies and community agency in the which non-dominant speech communities reclaim U.S. and Mexico rights and legitimize school space for teaching M. Beatriz Arias*, Terrence G. Wiley* minoritized languages through “practiced Center for Applied Linguistics and Arizona State policies” (Bonacina-Pugh, 2012) that normalize University, USA bi/multilingualism. This paper addresses Tollefson’s (2013) On the limits of language management: Bottom- contention that there is no inherent theoretical up discursive resistance to ’s language conflict between historical-structural and bottom policy up approaches to language policy analysis. It 1 2 Rani Rubdy* , Sandra Lee McKay* focuses on indigenous language minorities from 1. National Institute of Education, Nanyang Mexico, who have immigrated to the U.S. and Technological University, Singapore 2. San Francisco efforts to maintain language and culture in spite State University, USA of restrictive language policies.

While appreciating the importance of Standard English in contributing to the nation’s economic FS06 goals, young discursively resist the ADOPTING MOBILE LEARNING TECHNOLOGY government’s attempt to unproblematically FOR ENGLISH: BENEFITS AND CHALLENGES

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Convenor: Michael Carrier Expanding MALL outside the classroom: Real-life Cambridge Language Assessment, United Kingdom context-dependent and context-independent language activities Symposium summary Agnieszka Palalas The panel will discuss the theory and practice of University of New Mexico, USA Mobile Assisted Language Learning, and share experience of new pedagogical approaches for The presenter will look at approaches to out-of- English learners in multiple contexts. We will look class learning opportunities drawing on the at the impact on school and classroom strategies, learners' own context and personal experiences, the impact on teachers and teacher development and discuss examples of the range of different needs, and the impact on learners and on learner activity types, both individual and collaborative, outcomes. that take advantage of the affordances of mobile devices and the context affordances mediated by Symposium presentations the mobile tools.

Teacher attitudes towards the use of mobile Learning-Oriented Assessment (LOA): New technology for teaching English as a second technology for adaptive learning in ELT language Nick Saville Christina Gitsaki*1, Matthew A. Robby*2 Cambridge English Language Assessment, United Kingdom 1. The University of Queensland, Australia 2. Higher Colleges of Technology, UAE The integration of learning and assessment in a This presentation reports on a longitudinal study new adaptive learning approach requires new on the use of iPads for second language teaching applications of assessment models and and learning at a post-secondary education technology, which we at Cambridge English call institution in the United Arab Emirates. The UAE LOA - Learning Oriented Assessment. The iPad Initiative represents one of the largest presenter will look at how the technological adoptions of iPad tablets in higher education and affordances of mobile devices make LOA possible. the only large-scale project that involves ESL students. New pedagogical models for 1:1 learning in language education Benefits and challenges of Mobile Learning for Michael education Cambridge English Language Assessment, United Kingdom Jodi Crandall

University of Maryland, USA We can use mobile devices to provide wider

access to learning activities both in and out of the Developing student skills as mobile language classroom. But what new kinds of pedagogical learners models are needed to take advantage of the Philip L. Hubbard Linguistics Department and Language Center, Stanford technology in an educationally-appropriate way? University, USA And what new competences do teachers need to develop? Effective mobile language learning depends on skills and practices students may not possess simply by virtue of being users of mobile devices. The presenter offers support for this assertion and describes a mobile project where learners experienced training and positive results were achieved.

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ReN COLLOQUIUM to decode.

RN01 Orientations of journal referees to the article submissions of multilingual scholars CURRENT RESEARCH ON GLOBAL SCHOLARLY Mary Jane Curry*1, Theresa Lillis*2 PUBLISHING: PEER REVIEW, WRITING, AND 1. University of Rochester, USA 2. The Open University, PEDAGOGIES United Kingdom

Convenors: Mary Jane Curry1, Theresa Lillis2, David The question of whether journal referees are Hanauer3 biased against the English-medium texts written 1. University of Rochester, USA 2. The Open University, by multilingual scholars remains open. This paper United Kingdom 3. Indiana University of Pennsylvania, USA draws on nine years of ‘text-ethnographic’ data collected from 50 multilingual European scholars Symposium summary to analyze referees’ comments and scholars’ Against the backdrop of growing pressure for the perceptions of, and responses to, gatekeeper use of English in academic publishing, this feedback. colloquium presents three strands of research exploring aspects of the global publishing Language teachers beginning to write for landscape: explorations and critiques of the peer academic publication in Japan: An ethnographic review process; studies of writing practices; and inquiry classroom, computer-based, and textual Theron Muller pedagogies about writing for publication. University of Toyama, Japan

Symposium presentations This presentation describes the experiences of language teachers based in Japan, both Japanese Peer reviewers as a key to a national journal’s and non-Japanese, who are new to writing for development in academic publication. Issues explored include why Cheryl Sheridan they write for publication, where they try to National Chengchi University, Taiwan, and Indiana publish and why, and the intended audience of University of Pennsylvania, USA their work.

Five stakeholders of a local TESOL journal in Scientists on the periphery: Access and identity in Taiwan were interviewed regarding its academic publishing development since 1995. This presentation Hafdís Ingvarsdóttir*, Birna Arnbjörnsdóttir focuses on editors’ efforts to nurture quality University of Iceland, Iceland reviewers as a key to increased quality of the journal, one aspect of the journal’s development We report findings of a mixed method study on that all interviewees mentioned as key to Icelandic university lecturers’ perceptions of increased quality. having to write in English. The findings show that writing in English increases workload and that Referees’ comments on submissions to peer- lecturers call for formal writing support. The study reviewed journals: When is a suggestion not a also uncovered tension between language identity suggestion? and publishing in a foreign language. Brian Paltridge University of Sydney, Australia The pedagogic applications of a lexical database to support research writing 1 2 This presentation discusses the ways in which Suganthi John* , Natàlia Judith Laso reviewers ask for changes to be made to 1. University of Birmingham, United Kingdom 2. University of Barcelona, Spain submissions to peer-reviewed journals. Often,

these changes are requested indirectly. For This contribution aims to explore if SciE-Lex, a authors who are new to the peer-review process, powerful lexical database of bio-medical research indirect requests of this kind can be very difficult

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articles, can be exploited by NNS writers to a model has the potential of serving as a enhance their knowledge of collocations in bio- springboard for realizing the “content-and- medical English writing. language-integration” CLIL is aiming for because it speaks to the pedagogies of both content and Scoping pedagogical options to support language teachers. Indonesian doctoral science students facing a mandatory international publication policy Translanguaging in content and language Margaret Cargill integration University of Adelaide, Australia Tarja Nikula*1, Pat Moore*2 1. University of Jyväskylä, Finland 2. Universidad Pablo I report outcomes of a 2013 scoping study in two de Olavide, Spain universities that investigated 1) current responses to a newly instituted international publication In this presentation we will first explore the requirement, and 2) the potential applicability of concept of translanguaging and then discuss some a collaborative interdisciplinary training approach of the ways in which our data (from Finland, Spain shown to be appropriate in various contexts in and Austria) shows secondary CLIL students and , where a similar requirement is in place. teachers using translanguaging as a communicative tool.

RN02 Academic L1 and the influence of English CLIL RELATIONSHIPS OF CONTENT AND instruction LANGUAGE IN CLIL Maria Lim Falk Stockholm University, Sweden Convenors: Rick De Graaff*1, Ute Smit*2

1. Utrecht University, The Netherlands 2. University of A longitudinal study of subject related academic Vienna, Austria writing in L1 by Swedish students in three different CLIL instruction programmes is reported. Symposium summary Students’ mediation of advanced subject content This thematic symposium of the Research (science, civics) in their L1 Swedish is shown to be Network on Content and Language Integrated affected by the type of programme that took a Learning and Immersion Classrooms focuses on laissez-faire approach to CLIL. the co-occurrence, interaction and relationships between language development and cognitive The ‘teachable moment’ in CLIL: An overview of development in CLIL settings. Contributions take teacher perceptions of CLIL programs in four an interdisciplinary conceptual, developmental Australian states and pedagogical perspective. Simone Smala*1, Lesley Harbon*2, Ruth Fielding*2, Maria Gindidis*3 Symposium presentations 1. The University of Queensland, Australia 2. The University of Sydney, Australia 3. Monash University, Australia Introduction to the symposium

Ute Smit*1, Rick De Graaff*2 This paper presents an analysis of the ‘teachable 1. University of Vienna, Austria 2. Utrecht University, The Netherlands moment’ in CLIL, as seen through the eyes of CLIL teachers in four Australian states. The paper Integrating pedagogies via cognitive discourse proposes a sustainable model for educational functions practice in CLIL, based on cognitive synergies Christiane Dalton-Puffer emerging through the interplay of language and University of Vienna, Austria content.

I will present a model of cognitive discourse A study of the acquisition of English as a foreign functions (CDFs) which is conceptually anchored language: integrating content and language in in both education and linguistics. I argue that such mainstream education in Barcelona

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Helena Roquet*, Carmen Pérez-Vidal* Pompeu Fabra University Barcelona, Spain Symposium summary The goals aimed at in the colloquium are the This study investigates the effects of CLIL on 12 to following: (i) a critical approach to the definition 15 years old bilingual (Catalan / Spanish) students in Barcelona when compared to a FL approach. and Productive and comprehension skills and the operationalization of the construct of L2 impact of age and gender are analysed through complexity (ii) standardisation and validation of qualitative and quantitative measures. measures of L2 complexity (iii) investigation of the link Language proficiency and attitude in bilingual between L2 complexity and other constructs in education at junior vocational secondary level in the Netherlands SLA (iv) Jenny Denman*1, Rick De Graaff*2, Erik van cross-linguistic perspectives on L2 complexity. Schooten*3 1. Rotterdam University of Professional Education, The Symposium presentations Netherlands 2. University of Utrecht, The Netherlands 3. Rotterdam University of Professional Education/University of Amsterdam, The Netherlands Linguistic complexity and L2 learning: Operationalization and measurement How does the non-elite junior vocational Folkert Kuiken*, Ineke Vedder* secondary population benefit from partial University of Amsterdam, The Netherlands immersion bilingual education? This presentation summarizes the results of an in-progress quasi- There are several challenges in the experimental, semi-longitudinal study of language operationalization and measurement of L2 proficiency and motivational gains for a sample of this population in the Netherlands, and examines complexity (Norris & different CLIL approaches in several schools. Ortega, 2009). It is therefore important to distinguish between various dimensions of L2 Looking into a unique German CLIL classroom complexity, Goetz Schwab e.g. coordination, subordination and phrasal Karlsruhe University of Education, Germany complexity. Furthermore, L2 proficiency, language

This paper provides a thorough insight into a typology and linguistic properties of the target German CLIL classroom of low achieving students. language should be taken into account. Over a two-year period, classroom data was collected, various interviews were conducted, and Measure for measure: Measuring L2 complexity language tests were taken by student samples. and L2 proficiency development The study shows how CLIL can be a successful Bram Bulté*, Alex Housen* approach to this specific group of learners. University of Brussels (VUB), Belgium

Discussion and concluding remarks Ute Smit*1, Rick De Graaff*2 The paper proposes (i) a parsimonious list of 1. University of Vienna, Austria 2. Utrecht University, measures of L2 production complexity, based on a The Netherlands narrow definition of complexity, (ii) ways of combining such individual measures into RN04 composite L2 LINGUISTIC COMPLEXITY AND SECOND complexity measures and (iii) measures of global LANGUAGE LEARNING L2 proficiency and L2 development that include Convenors: Folkert Kuiken, Ineke Vedder complexity as well as other phenomena. University of Amsterdam, The Netherlands

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The development of linguistic complexity in ESL University of Barcelona, Spain speech: Subordinated clauses and frequency Mary Lou Vercellotti RN05 Ball State University, USA CLAT (CORPUS LINGUISTICS AND TECHNOLOGY) COLLOQUIUM This paper reviews the development of linguistic Convenor: Maocheng Liang complexity shown in the speech of English Beijing Foreign Studies University, China language learners. Both the type of subordination (which is Symposium summary the basis of complexity from a formal viewpoint), This ReN session consists of several presentations and the frequency of construction and matrix verb and software demonstrations by some corpus (which is vital from a functional viewpoint) will be linguists and language learning technologists, considered. focusing either on issues in Corpus Linguistics and language learning technology, or on issues in The development of linguistic complexity in integrating Corpus Linguistic methodologies and French and English as a foreign language Computer-Assisted Language Learning (CALL) Bastien De Clercq technologies into Applied Linguistics. University of Brussels (VUB), Belgium Symposium presentations The literature on linguistic complexity leaves a Exploring translation universals in bilingual number of issues unresolved. For instance, few corpora studies have accounted for the multidimensional Ying Qin*, Wenxin Xiong* nature of linguistic complexity, or examined how Beijing Foreign Studies University, China complexity develops cross-linguistically. The author will describe results of an empirical study While most previous studies rely on only relatively that small corpora and a few simple metrics to study compares the development of complexity in L2 translation universals, this study makes use of comprehensive statistics generated with natural French and English. language processing techniques from large-scale bilingual corpora to explore explicitation, one type Linguistic complexity in the CEFR and in SLA: On of translation universal. Some interesting results the role of target language typology are found. Jonas Granfeldt*, Petra Bernardini*, Henrik Gyllstad*, Marie Källkvist* Integrating systemic functional linguistic theory with learner corpus analysis of Singapore student Lund University, Sweden writing

Libo Guo*, Huaqing Hong* The aim of the paper is twofold. The first aim is to Nanyang Technological University, Singapore compare the notion of complexity as used in the Common European Framework of Reference and Drawing upon an integration of a learner corpus in SLA. The second aim is to investigate to what approach and systemic functional linguistic extent the measurement of complexity might be theory, this paper will report results obtained from analyses of a corpus of Singapore students’ influenced by linguistic properties of the target written English at Years 6, 10 and 12, in terms of languages. children’s language development in grammatical metaphor, thematic organization, and Discussant interpersonal resources mastery. Roger Gilabert

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BFSU PowerConc: A free corpus tool for both lay MIGRANT/INDIGENOUS LEARNERS’ FUNDS and expert users OF KNOWLEDGE Jiajin Xu*, Yunlong Jia* Convenor: Shelley Taylor Beijing Foreign Studies University, China Western University, Canada This paper describes the design and implementation of our innovative corpus tool Symposium summary PowerConc. PowerConc allows for more flexibility This colloquium provides theoretical support for in concordancing, listing of linguistic units, and adapting mainstream learning environments in key terms, instead of keywords, of varying length, Australian, Indian, African, European, Asian and and more likely than not, enables analyses of North American contexts to enhance the learning linguistic structures with uncertain words or potential of migrant and Indigenous students categories. from stigmatized cultural/linguistic backgrounds by drawing on their plurilingual, digital and Multimedia corpus annotation, concordancing, traditional indigenous “funds of knowledge” (Moll and its application in language learning & González, 1997). Wenzhong Li*, Maocheng Liang* Beijing Foreign Studies University, China Symposium presentations

A multimedia corpus of audio-video files together Reclaiming the funds of knowledge of with their subtitles aligned with the timeline of immigrant-background learners in French playing, with an embedded interface both for on- immersion: A longitudinal case study screen annotation and alignment, integrates the Shelley Taylor basic KWIC technique in parallel texts for real time Faculty of Education, Western University, Canada positioning and playing. Such multimedia concordancing tallies the language instances with Results of a four-year study involving plurilingual their real context of use. immigrant students are presented, including roles played by in- and out-of-school factors in the On the complementarity of I-language and E- evolution of their language histories before/after language in linguistic studies transitioning from secondary to post-secondary Manchun Dai*1, Yanhong Chen*2 education, and provisions (not) made in adapting 1. Beijing Foreign Studies University, China 2. Renmin mainstream programming and broader University of China, China educational/societal structures for their funds of knowledge. While I-language, a state of the mind, is the focus of linguistic inquiry and E-language is a highly Women and girls in Africa abstract object remote from mechanisms and Kathleen Heugh behavior (Chomsky, 1995), we argue that E- Research Centre for Languages and Cultures, University language products which provide corpus linguists of South Australia, Australia with data are complementary to intuitive knowledge in formulating and verifying linguistic This paper challenges conventional narratives theories. On the other hand, corpus linguists avail which position women of Africa without voice and themselves of intuition and concepts from agency. It offers an alternative perspective of theoretical linguistics when analyzing a corpus. women’s appropriation of literacy practices and Endeavors from both sides contribute to micro-economic enterprises. This perspective elimination of methodological limitations. critiques the hegemony of post-colonial and gendered instruments of silence, usually conveyed through international rather than local languages.

RN06 Redeeming Saora children’s funds of knowledge ADAPTING LEARNING ENVIRONMENTS IN in MLE schools in India ONE WORLD WITH MANY LANGUAGES: Sakshi Manocha

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Zakir Husain Centre for Educational Studies, Jawaharlal Increasing access to technology enables teachers Nehru University, India to connect learning with students’ funds of knowledge through multiple modes of This paper, using Cultural Historical Activity representation. Synthesizing findings from Theory as the theoretical framework, reveals how several school-university research partnerships in including children’s language and other cultural Ontario, Canada, this paper articulates tools in classroom practices changes the student- opportunities for students to use, represent, and teacher relationships and learning experiences of develop their plurilingual identities through Saora children studying in MLE schools in multiple modes in digital spaces. comparison with their counterparts studying in Odia-medium schools in Odisha, India. In their shoes: Funds of knowledge of plurilingual teachers Voices of border crossers: A look into the learning Elizabeth Ellis experiences of English language learners in the University of New England, Armidale, Australia Hong Kong context Vickie Wai Kei Li This presentation discusses how plurilingual The English Language Centre, The Hong Kong teachers can draw on their own second language Polytechnic University, Hong Kong learning experience to validate and support the learners’ developing plurilingualism. Drawing data The number of Chinese immigrants and returnees from several studies it will suggest that teachers’ entering the Hong Kong education system has own language biographies constitute powerful been increasing over the past decades. This funds of knowledge that can be a key resource in presentation reveals the challenges facing the the classroom. newcomers during their transition and suggests possible ways for language educators to create RN08 spaces for students’ L1 and funds of knowledge in classrooms. FOLK LINGUISTICS AND LANGUAGE POLICY 1 2 Convenors: Antje Wilton , Martin Stegu* Newly arrived students’ experiences of 1. University of Siegen, Germany 2.Vienna University of pedagogical and social provision in introductory Economics and Business, Austria and regular classes Monica Axelsson Symposium summary Department of Language Education, Stockholm As applied linguistics (AL) is mainly concerned University, Sweden with solving language-related problems of laypeople, folk views of language(s) and Reception of newly arrived students in Sweden is communication constitute an important field of commonly organised in introductory classes, research for applied linguists. In this workshop we providing a basis for transition to the mainstream. will highlight the relevance of Folk Linguistics (FL) The paper will discuss the time in and transition for Language Policy while leaving enough room between introductory and regular classes from a for discussing other aspects of the mutual social and pedagogical perspective and the relationship between FL and AL. allocation of responsibility for the students’ education. Symposium presentations

Connecting with students’ dynamic and evolving Folk linguistics and language policies funds of knowledge: Participation and identity Martin Stegu negotiation in multimodal digital spaces Vienna University of Economics and Business, Austria Jim Cummins*, Saskia Stille*, Burcu Yaman Ntelioglou* This introductory statement will demonstrate the Ontario Institute for Studies in Education at the relevance of folk linguistic beliefs for language University of Toronto, Canada policies and focus on two central points of interest: 1. “Lay people” as main target of

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language policies; 2. The “lay” or “expert” status prestige, language ownership, teaching models, of the language policy makers themselves. and correctness. Focusing on speakers' attitudes, the contribution explores the historical dimension Folk linguistics and secondary school language of this ideology using Latin as an example and – policy in the United States possibly – as a model. Michael Pasquale Cornerstone University, USA RN09

This paper considers the role that folk linguistics INSTRUCTOR/INTERLOCUTOR INDIVIDUAL plays in regards to setting secondary school DIFFERENCES IN COGNITION AND SLA language policy in the US. The ideologies, Convenor: Laura Gurzynski-Weiss assumptions, and beliefs of policy makers as well Indiana University, USA as folk linguistic data from local and regional administrators, teachers, parents, and students Symposium summary must be taken into account. The Interlocutor and Instructor Individual Differences in Cognition and SLA ReN will discuss Folk linguistics and language teaching education: theoretical role(s) of the interlocutor/instructor, From theory to practice and present novel studies investigating how Matteo Santipolo interlocutor/instructor individual differences University of Padua, Italy including L1, gender, training and research background relate to their provision of input, After outlining a theoretical framework of the instruction, feedback, gestures, and use of relation between Folk Linguistics and Language training in instructed settings. Teaching Education, this talk will illustrate the results of an ongoing investigation of primary Symposium presentations school teachers-to-be of Italian as a second language with respect to their beliefs about Introduction: Why consider language teaching to inform language policy interlocutor/instructor individual differences in issues in education. SLA research? Examining the role of the interlocutor from several theoretical perspectives The choice of English as de facto language policy Laura Gurzynski-Weiss in the linguistic landscape of Vienna Indiana University, USA Barbara Soukup University of Vienna, Austria The role of interlocutor training and orientation Research on manifestations of de facto language in interactive task performance policies regarding the choice of English in the Charlene Polio*1, Susan M. Gass linguistic landscape (LL) of Vienna is reported. Michigan State University, USA Sociolinguistic and psycholinguistic methodology is used to locate/ describe the use of English in We report on two intervention studies that the Viennese LL, but also to investigate how this attempt to shift interlocutors’ attention away choice of English communicates messages to sign- from task completion to language learning. The readers. first study involved preservice teachers, while the second study gave learners different task ELF and standard language ideology: What can objectives in order to change their orientation. we learn from Latin? Implications for teacher and learner training are Antje Wilton discussed. University of Siegen, Germany How individual differences mediate instructor This contribution addresses current issues cognition and their provision of learning concerning the relationship of English as a lingua opportunities in the classroom franca and standard (native) varieties, such as Laura Gurzynski-Weiss

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Indiana University, USA Beijing Foreign Studies University, China

This paper reports on three studies examining Symposium summary instructor cognition and behavior regarding their This colloquium presents findings from several provision of input, feedback and tasks during non- research projects on the prospects and challenges experimental Spanish FL lessons; learner that influence the professional development of interaction opportunities are also discussed. language teachers in both basic and tertiary Results demonstrate that both cognition and education in Asia. Issues concerning teacher behavior appear to be mediated by instructor identity, teacher engagement in classroom individual differences, including research and research, training models for teacher trainers, educational background. teacher-researcher collaboration, teachers’ working context and social relationships in the Interlocutors’ gender impact on L2 acquisition: learning communities will be addressed. The Analysis of L2 grammar acquisition via presentations will be followed by a discussion communicative tasks among the audience for a better understanding of Kimi Nakatsukasa the issues concerning the professional Texas Tech University, USA development of foreign language teachers.

This study examined gestures’ effectiveness Symposium presentations during recasts in relation to participant gender. 28 male and 20 female ESL learners were divided into Understanding Chinese EFL school teachers’ Control, Recasts, or Recasts+Gesture conditions. professional identity through narrative frames The results showed that the females Lian outperformed the males in the Control and Beijing Foreign Studies University, China Recasts. However, the difference diminished in the Recast+Gesture condition. This presentation reports a study of Chinese EFL school teachers’ professional identity based on a Investigating the role of instructor research construct of narrative inquiry. The purpose is to background in relation to phonological input, understand the teachers’ professional identity in instruction, and student attitudes relation to professional development. Such Avizia Yim Long understanding helps design and implement more Indiana University, USA targeted teacher education which in turn helps teachers to attach more positive meanings to The present study reports on an investigation of their TPI. the relationship between instructors’ research background (i.e., training in a particular field of Teachers’ research engagement as and for their study) and provision of pronunciation-related professional development: A multicase study of input, and how this relationship is believed to English teachers in Singapore impact acquisition of a second language (L2) Lawrence Jun Zhang phonological system by classroom learners. University of Auckland, New Zealand

Colloquium summary and discussion This presentation reports on how teachers’ Charlene Polio research engagement, which was intended for Michigan State University, USA their professional development (PD), affected the way they taught English in the classroom as they perceived changes after they had participated in a RN11 research project as team members. Implications PROSPECTS AND CHALLENGES IN LANGUAGE for research and practice in other contexts are discussed. TEACHER PROFESSIONAL DEVELOPMENT IN ASIA Convenor: Yan Zhou

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Towards inquiry-oriented language teacher findings from a key project funded by MOE. It trainers’ training: Reflections based on a case discusses the importance of positive social study relationship that could become the driving force Yi’an Wu for teachers’ efforts for professional Beijing Foreign Studies University, China development.

A short-term “training-the-trainers” course was closely studied with mixed research methods. While the course was found helpful in general, it RN12 was inadequate in integrating theory and practice LEARNER AUTONOMY: RESEARCH AGENDAS and producing a lasting effect. Reasons for the Convenor: Naoko Aoki paradoxical outcome are explored and an inquiry- University, Japan oriented approach to trainers’ training proposed. Symposium summary Co-development of EFL teachers and researchers Learner autonomy has become an increasingly through affective-cognitive interactions popular idea among language educators. The Qiufang Wen number Beijing Foreign Studies University, China of researchers studying learner autonomy has dramatically increased in the past decade, while The presentation introduces a collaborative effort their to enhance the professional competence of interests have diversified. This is a good sign that teachers and researchers through the mediation our field is alive and kicking, but the field as a of conceptual and physical tools such as critical whole may be running the risk of losing a sense of issues in teaching and classroom videos and direction. The Research Network therefore teachers’ journals. The new model emphasizes started a mailing list discussion in 2012 as to concurrent development through affective- which areas are particularly worth our attention cognitive interactions between teachers and and researchers. what research agenda each area might have. The five symposium papers are the result of this The context of university english teachers’ discussion among members. professional development in China Peiya Gu Symposium presentations Suzhou University, China Researching the spatial dimension of learner This presentation discusses contextual factors that autonomy promote or hinder teachers’ professional Terry Lamb*1, Garold Murray*2 development. Using narrative frames and 1. University of Sheffield, United Kingdom 2. interviews as means of investigation, the data University, Japan collected from 10 universities across China serve as empirical support for the examination and In this presentation we propose a research discussion of teachers’ perceptions and agenda exploring the spatial dimension of learner experiences from the interpersonal, institutional autonomy. What is the relationship between and socio-cultural perspectives. space, place and autonomy? Given that spaces are social constructions, how do the meanings that The social relationship and its impact on learners attach to a space transform it into a place teachers’ professional development and influence their autonomy? Yan Zhou*, Jie Zhang* Beijing Foreign Studies University, China Learner autonomy in the Web 2.0 Era Alice Chik This paper examines the social relationship in City University of Hong Kong, Hong Kong language teachers’ professional communities in the early days of new China based on research

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The rapid growth and globalization of digital Convenors: Geert Jacobs1, Daniel Perrin2 media offers opportunities for informal second 1. Ghent University, Belgium 2. Zurich University of and foreign language (SFL) learning and use. How Applied Sciences, Switzerland do learners appropriate digital tools and spaces for SFL learning? What does learner autonomy Symposium summary contribute to SFL learning? What are the impacts The panel of the AILA Research Network on Media on researching learner autonomy in digital Linguistics focuses on transmodal text production environments? in journalistic media as both a socially relevant field of language use and as a strategic field of Learner autonomy in the developing world applied linguistics. The presentations provide Harry Kuchah insights into scientific projects in the emerging University of Sheffield, United Kingdom field of media linguistics. From empirical micro and theoretical macro perspectives, strategies and Learner autonomy as a concept has its origins in practices of research development and knowledge Europe, and for a time there were even questions transformation are discussed. about whether it had relevance for other educational cultures. This presentation suggests Thus, the panel is addressed to researchers, that it may have special relevance now for teachers and coaches interested in media learners in developing countries, and specifically linguistics and the linguistics of professional in less well-resourced contexts. DISCOURSE in general and news DISCOURSE in particular. The presentations and discussions will Learner autonomy in groups also be useful to anybody who wants to become a David M. Palfreyman more "discerning consumer" (Perry, 2005) or a Zayed University, United Arab Emirates more reflective producer of language in the

media. Autonomy has historically been associated with

'independence' but what about interdependence? The AILA Research Network on Media Linguistics For example, how does learner autonomy fit with links applied linguists who address crucial aspects sociocultural approaches to understanding of text production (written, oral and online) in the language learning? Or with collaborative domain of public discourse in general and news approaches to language teaching? What kind of media in particular. The network aims at groups foster autonomy and how does autonomy investigating the highly complex and dynamic contribute to social learning? interplay of language use in public spheres,

newsrooms, and news source domains such as Language teacher autonomy and social censure business or politics. Appropriate inter- and Xuesong Gao transdisciplinary theories, methodologies, and The University of Hong Kong, Hong Kong solutions to practical problems are developed and

implemented. It is suggested that media Language teachers’ autonomy has been linguistics (in particular knowledge about news increasingly undermined by bureaucratic production processes) can significantly improve management and marketisation of education. Our our understanding of language dynamics in an practice and performance has been subject to increasingly mediatized and globally connected close social scrutiny. It has become critical for us world. to address the challenge of social censure in order to assert ourselves as autonomous language Symposium presentations teachers.

1 2 Marcel Burger* , Colleen Cotter* , Mats 3 4 RN13 Ekström* , Richard Fitzgerald* , Aleksandra Gnach*5, Gitte Gravengaard*6, Felicitas TRANSMODAL TEXT PRODUCTION IN THE Macgilchrist*7, Els Tobback*8, Tom Van Hout*9 NEWS

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1. University Of Lausanne, Switzerlan 2. Queen Mary postmodern methodology can reveal by capturing University of London, United Kingdom 3. University of the complexity of individuals and experiences. Oerbro , Sweden 4.University of Queensland, Australia 5. Zurich University of Applied Sciences, Switzerland 6. Complexity vs. reductionism… “and the winner University of Copenhagen, Denmark 7. Georg-Eckert- is…?” Institut, Germany 8. Ghent University, Belgium 9. Jean-Paul Narcy-Combes Leiden University, The Netherlands Université Sorbonne Nouvelle – Paris 3, France

RN14 Projects in language education in various settings SOCIOCULTURAL THEORY AND of the French-speaking world show that EMERGENTISM contextual parameters are very numerous and Convenor: Jean-Paul Narcy-Combes complex and that attempts at dealing with their complexity are rarely totally satisfactory. Université Sorbonne Nouvelle – Paris 3, France Propositions for revisiting interdisciplinary

relations will be suggested. Symposium summary

SLA research has frequently been carried out by Geometrical data analysis and a Complex researchers looking at either social, linguistic, or Dynamic Systems approach in a classroom cognitive aspects of language learning. Language language-learning study use and language learning are complex processes, Heather Hilton in which all of these factors come into play. This Université Lyon 2, France ReN is studying how apparently diverging theories can be integrated to investigate how multiple This talk will focus on methodological factors interact in SLA. considerations when adopting a Complex Systems approach to language learning research. Symposium presentations Geometrical Data Analysis will be used to investigate “hidden structure” in data collected Dynamic Systems Theory and Bildung: (Dis- from beginning learners of English in a primary )locating the normative dimension in foreign school context in France, focusing on individual language education? differences and emergent knowledge of English. Stephan Breidbach*, Lutz Küster* Humboldt University, Berlin Sociocultural theory and emergentism in

language teaching: Bridging the theory-to- This talk will address some normative implications practice divide Dynamic Systems Theory may have for a Marie-Françoise Narcy-Combes postmodern conceptualisation of personal growth Université de Nantes, France (fremdsprachliche Bildung) as induced by foreign language learning. In particular, we will use the This presentation questions the role of modelling, notion of “identity” as an exemplary case, looking its usefulness for the implementation of a learning at data from various language learning histories. system and its limitations when it comes to accounting for the complexity of the forces at The ethnographic interview of NS teachers as the work. The concept of simplexity will be shown to complex co-construction of global identity provide avenues for action, avoiding the trap of Claire Kramsch reductionism. University of California Berkeley, USA

Epistemological inputs of a transdisciplinary Through surveys and ethnographic interviews study in an emergentist perspective: from with 15 NS teachers of 15 different languages at neurosciences to phonetics and applied various University of California campuses, this linguistics paper attempts to show the enormously rich co- Gregory Miras construction of global identities that a University Sorbonne Nouvelle Paris 3, France

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The purpose of this paper is to show if it is We aim to clarify the potential effect of learners’ possible to confirm data from neurophysiological interaction outside of class on language studies in less controlled experimental design in proficiency. Since previous research has provided applied linguistics. Our fieldwork will focus on the mixed results on this topic, we newly address this links between music and speech in debate by examining quantitative as well as learning/teaching pronunciation to learners of qualitative data on the language experiences of French as a foreign language. Spanish L2 students while abroad.

Sojourn language learning and social networks: RN15 Agency and affordances Jane Jackson STUDY ABROAD AND LANGUAGE LEARNING: The Chinese University of Hong Kong, Hong Kong THE ROLE OF SOCIAL NETWORKS, INTEGRATION AND IDENTITY This presentation will center on the second Convenors: Carmen Pérez-Vidal1, Martin Howard2 language learning, intercultural sensitivity 1. Pompeu Fabra University, Spain 2. University College development, and social networks of Chinese (Hong Kong/PRC) students who participated in a Cork, Ireland semester-long sojourn in an English-speaking

country. Variations in their developmental Symposium summary trajectories raise awareness of the complex Reflecting recent developments in study abroad affective, agentive, and sociocultural dimensions research within the field of SLA, this symposium of international, second language experience. focuses on the relationship between input

exposure, interaction patterns, social networks, The affective benefits of a pre-sessional course at social integration and identity in L2 development the start of study abroad during study abroad. The symposium consists of Jean-Marc Dewaele*1, Ruxandra S. Comanaru*1, six presentations which explore such issues in Martine Faraco*2 various study abroad contexts. 1. Birkbeck College, University of London, United Kingdom 2.Aix-Marseille University (Aix-en-Provence), Symposium presentations France

Real and virtual social networking and language The present study focuses on the effect that a 2 to learning during residence abroad 4 week pre-sessional course at the Aix-Marseille Ros Mitchell*, Nicole Tracy-Ventura*, Kevin University (Aix-en-Provence) had on Foreign McManus*, Patricia Romero*, Laurence Richard* Language Anxiety (FLA) and Willingness to University of Southampton, United Kingdom Communicate (WTC) in the French as a foreign language of 93 learners of Western European, Language learners undertaking residence abroad Eastern European and Asian origin. They were hope to enter new social networks where L2 skills tested at the start and at the end of the course. will 'naturally' develop. However, online activity They ranged from beginners to intermediate now sustains home networks alongside new uses learners. Results showed a significant decrease in of L2. This study documents virtual L1 and L2 use levels of FLA and a significant increase in WTC. during residence abroad, and evaluates their Length of stay had no effect on FLA but was significance for social engagement and L2 positively linked to difference in WTC. Level of development. proficiency had no effect on difference in FLA but had a positive effect on difference in WTC, with Outside of class interaction, critical incidents and lower-intermediate learners showing the biggest language learning abroad increase in WTC. Students’ cultural background 1 2 Isabel Pereira* , Asunción Martínez-Arbelaiz* had a marginal effect on FLA but a significant 1. New York University (Madrid ), Spain 2. USAC (The effect emerged for WTC at time 1, with the Asian Basque Country) group displaying the lowest mean. This group

incidentally made the biggest gain in WTC.

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forward-thinking recommendations for improved Perceived comprehensibility in the oral practice. production of adolescent EFL learners: Study- abroad vs. at-home learning contexts Standards for research synthesis and meta- C. del Río-San Román*1, M. Juan-Garau*1 C. Pérez- analysis in applied linguistics: A tentative Vidal*2 proposal 1. Universitat Pompeu Fabra (UPF), Spain 2.Universitat Luke Plonsky de les Illes Balears (UIB), Spain Northern Arizona University, USA

We explore the dimension of comprehensibility by Despite the rapid expansion, visibility, and impact assessing the impact of a 3-month study abroad of meta-analysis in applied linguistics, familiarity programme on the oral production of a group of with synthetic techniques and reporting practices Spanish learners of English in secondary remains scarce. In the hopes of inciting more education, and comparing these results with the informative and transparent syntheses, I propose ones obtained by a control group receiving formal and pilot a tool for editors, reviewers, and authors instruction at home. to evaluate research syntheses in applied linguistics. The relationship between time and grammatical development in study abroad Committing to a synthetic ethic in applied Martin Howard linguistics research University College Cork, Ireland John Norris , USA This paper presents results of a 2-year longitudinal study which explores grammatical This presentation argues that all research in development at four stages during study abroad, applied linguistics should embark from a synthetic and post-study abroad. The quantitative findings perspective, in order to produce new knowledge on different components of the learners’ grammar by carefully building upon and (sometimes) in L2 French are correlated with changes in the transforming what evidence has accumulated learners’ input exposure and engagement as the over time. Accordingly, synthesists, primary study progressed. researchers, editors, and consumers must adopt improved practices in conducting, reporting, and interpreting research.

RN16 Cognitive task complexity: A research synthesis ADVANCING SYNTHETIC METHODS IN and meta-analysis APPLIED LINGUISTICS Shoko Sasayama*1, Aleksandra Malicka*2, John 1 Convenors: John Norris1, Lourdes Ortega1, Luke Norris* 1. Georgetown University, USA 2.University of Plonsky2 Barcelona, Spain 1. Georgetown University, USA 2. Northern Arizona University, USA This synthesis of 200+ studies revealed that task complexity (TC) has been investigated according Symposium summary to This symposium, funded by a Language Learning three main theories, through diverse task designs. Roundtable grant, encourages applied linguists to Meta-analysis of moderating variables indicated embrace principled, meaningful, and discipline- that TC operationalization, learner proficiency, appropriate research synthetic practices. The and choice of dependent variable measures presentations—including examples of synthesis systematically influence study findings. Gaps, like and meta-analysis, as well as conceptual minimal validation of cognitive complexity, are overviews—build upon the recent introduction of discussed. these methods to the field, and they offer

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Using corpora in language learning: A meta- analysis of effectiveness and efficiency Tom Cobb*1, Alex Boulton*2 1. Université du Québec à Montréal, Canada 2. ATILF – CNRS & Université de Lorraine, France

This paper reports on a meta-analysis of the effects of corpus use in language learning and teaching. Data collection and related procedures are described in detail, and results reported for the study as a whole and a number of individual variables. Difficulties are outlined, and avenues suggested for future work.

Discussant Lourdes Ortega Georgetown University, USA

Open Forum

This symposium is funded by a Language Learning

Roundtable Grant

34 General Symposia

GENERAL SYMPOSIA Zhisheng Wen Hong Kong Shue Yan University, Hong Kong

A2: Second Language Acquisition This study advances a conceptual framework that aligns distinctive working memory (WM) S363 components with various SLA domains and Language aptitude: Redefining the construct and activities. In particular, it argues that phonological reorienting the research WM underpins the acquisition and developmental 1 2 Convenors: Shaofeng Li , Natsuko Shintani aspects of vocabulary, formulae and grammar 1. The University of Auckland, New Zealand 2. Nanyang learning, while performance-based aspects of L2 Technological University, Singapore processing are mainly mediated by executive WM.

Symposium summary Language analytical ability: What role does it The symposium seeks to redefine the construct of play in L2 learners’ use of written feedback? language aptitude, validate new measures, and Natsuko Shintani*1, Rod Ellis*2, Wataru Suzuki*3 open up new avenues of research. The included 1. Nanyang Technological University, Singapore 2. papers demonstrate a need to include measures University of Auckland, New Zealand 3. Miyagi of implicit aptitude and working memory and to University of Education, Japan view aptitude as a dynamic construct that interfaces with instructional factors. The study investigated the mediating influence of L2 learners’ language analytical ability (LAA) on Symposium presentations the effect of different types of written feedback on the indefinite article and the hypothetical The construct and predictive validity of traditional conditional. LAA had an influence on the aptitude measures: A meta-analytic review acquisition of both structures but persistent Shaofeng Li effects were only evident for the hypothetical The University of Auckland, New Zealand conditional. This paper provides a critical evaluation of existing aptitude tests based on the results of a meta- analysis of empirical research. Aptitude was found S673 to be significantly more associated with explicit Facilitating fluency in L2 Processing: Evidence than implicit instructional treatments. It was also from behavioral and physiological research

found that the memory component of traditional Convenor: Shuhei Kadota aptitude tests was the least predictive of L2 Kwansei Gakuin University achievement. Symposium summary Cognitive aptitudes for explicit and implicit learning Achieving fluency with automatized language Gisela Granena*1, Yucel Yilmaz*2 processing while enhancing complexity and 1. Universitat Oberta de Catalunya, Spain 2. Indiana accuracy is vital to the success in L2 acquisition. University, USA The present symposium discusses several approaches to development and assessment of In this talk, we will make a distinction between fluency in L2 processing through tasks and tests, cognitive aptitudes for explicit and implicit e.g. extensive reading, shadowing, and language learning and we will apply them to measurements of lexical and syntactic processing. explain the relative effectiveness of different types of corrective feedback in an instructed Symposium presentations context, as well as variation in long-term second language achievement in a naturalistic context. The influence of extensive reading practices on word recognition and syntactic processing Re-conceptualizing language aptitude from a Tadashi Noro working memory perspective: The Aichi Gakuin University, Japan Phonological/Executive Hypothesis

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This study aims to investigate the development of Yoko Nakano word recognition and syntactic processing skills Kwansei Gakuin University, Japan through extensive exposure to the language in meaningful contexts, by showing the efficiency This presentation reports mildly facilitative scores of both skills before and after the extensive contextual effects on sentence processing in L1 reading program, and to examine the relationship and L2 English through behavioral and eye- between fluent reading and both skills. tracking experiments. The results suggest that the contextual information does not force native The effect of shadowing tasks on L2 subvocal speakers to alter their syntactic preferences but it rehearsal process facilitates sentence processing of both learners Shuhei Kadota*, Mariko Kawasaki * and native speakers. Kwansei Gakuin University, Japan

The effectiveness of listening and shadowing tasks S1035 on Japanese L2 learners' subvocal rehearsal Content and language integration in Swedish performance were compared. The comparative schools - the CLISS project and correlational analyses suggest that the Convenor: Liss Kerstin Sylven shadowing task may enable learners to improve University Of Gothenburg, Sweden their subvocal rehearsal process in the phonological working memory (PWM). Symposium summary This symposium presents results from a large- Measuring fluency of lexical processing by two scale, longitudinal investigation into written types of Computer-based English Lexical academic language proficiency and progress Processing (CELP) Test among CLIL and non-CLIL students in Sweden. Osato Shiki*, Naoya Hase*, Shuhei Kadota* Papers dealing with the major aspects of the Kwansei Gakuin University, Japan project are presented by junior and senior members of the research team, and are One aspect of L2 fluency enhanced through commented on by external discussants. extensive reading and shadowing is “fluency” of lexical processing. Two types of CELP-tests (using Symposium presentations semantic relatedness judgment task or lexical decision task) were developed to measure lexical Layers of Language Policy related to CLIL processing ability. Which will be the better test education in Sweden will be discussed with the empirical data. Maria Lim-Falk Stockholm University, Sweden Processing cognitive load and working memory: Reading span performance of Japanese EFL The research within the field of Language Policy learners (LP) has rarely dealt with the relation between Hiroshi Nakanishi policy and practice. Here, the Swedish CLIL Tohoku Gakuin University, Japan education practice will be situated in different layers of LP. This leads to an expanded view of LP, The studies show that RST which directs beyond explicit normative statements. participants’ attention to syntactic processing is significantly correlated with performances on CLISS students’ background factors English proficiency tests and readers with larger Britt-Marie Apelgren WM spans can comprehend differently structured University of Gothenburg, Sweden sentences better. The results suggest that their English proficiency largely depends on the degree This paper will present results based on a student of automatization of syntactic processing. survey, part of the CLISS project. It will focus on and discuss a variety of background factors, such Contextual effects on sentence processing in L1 as gender, socioeconomic factors, language and L2 English experiences and linguistic background, as well as

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attitudes to school and choice of CLIL and non- CLIL education. Multimodal metaphors in multimedia language learning histories Academic writing and vocabulary Vera Menezes Per Holmberg*, Eva Olsson* Federal University of Minas Gerais, Brazil University of Gothenburg, Sweden This paper demonstrates that multimodal How do CLIL and non-CLIL students develop as metaphors involve a series of simultaneous writers, in English as well as in Swedish, towards metonymic mappings. Visual, sound and verbal norms of academic texts? The data consists of integration of metonymy/metaphor will be four writing assignments. The main findings are discussed by presenting examples of multimedia related to the use of academic vocabulary. Some language learning histories, where Brazilian results are reported from investigations of text learners of English use images, sounds and text to structure and abstraction. talk about their leaning experiences.

Language choice and language use in CLIL Visual constructions of language as a practice content lessons: Teacher and student and as a system perspectives Anne Pitkänen-Huhta BethAnne Yoxsimer Paulsrud*, Ylva Sandberg* University of Jyväskylä, Finland Dalarna University, Sweden and Stockholm University, Sweden This paper focuses on young Finns’ visual perceptions of their uses of L1 (Finnish) and L2 This paper presents two aspects of language (English) in everyday and institutional spaces. The choice and language use in CLIL content lessons: paper shows how subjective accounts construct first, teacher views on their instructional language both as a practice and as a system, thus approach, and second, the functions of language indexing broader social structures and discourses alternation as described by stakeholders. The of language use and learning. results reveal varied strategies as well as both planned and serendipitous translanguaging Kawaii in pain: The mismatch between visuals practices. and texts Alice Chik Discussants City University of Hong Kong, Hong Kong Roy Lyster*1, Ana Llinares*2 1. McGill University, Canada 2. Universidad Autónoma This paper explores the mis/match between de Madrid, Spain cuteness (‘kawaii’) and pain of language learning experiences by analyzing the semiotic and textual S1186 components and composition of digital language Visual constructions of L2 learning and/or histories (N = 300) written by Hong Kong teaching and use undergraduates. The study draws on current Convenors: Paula Kalaja, Anne-Pitkänen-Huhta theory on cuteness in Cultural Studies to inform University of Jyväskylä, Finland multimodal composition.

Symposium summary Visual narratives and beliefs about language This symposium illustrates recent work (in the teaching form of four papers) in Applied Linguistics that Paula Kalaja makes use of different kinds of visual data University of Jyväskylä, Finland (including photographs and visual or multimodal narratives) to capture how individual L2 learners This paper reports on beliefs about aspects of make sense of their learning processes and teaching foreign languages based on visual conditions or L2 teachers of their teaching. narratives drawn by teacher trainees who were about to graduate from a joint language and Symposium presentations teacher education program (N = 65). The study

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views beliefs and teaching foreign languages from Both mean tokens and mean types significantly a sociocultural perspective. increased between the first and third trials of the task and this tendency was more salient in the case of the participants with higher proficiency. S1832 Overall results indicate that task repetition The effects of task repetition on L2 speech reduces the participants’ cognitive load related to production by Japanese EFL learners vocabulary access. Convenor: Miwa Morishita , Japan The effects of task repetition on fluency in Japanese EFL learners Symposium summary Kaori Sugiura*1, Tomoko Hori*2 In this symposium we examine how repetition of 1. , Japan 2.Tokyo National oral picture description tasks influences the College of Technology, Japan complexity and fluency of the speech production by Japanese EFL learners in order to explore the Task repetition promoted participant fluency in process of automatization in L2 speech terms of mean articulation rates and length of production. Pedagogical implications are also run. The repetition did not contribute to a discussed based on the results of the experiment. decrease in the numbers of silent and filled pauses; however, the distribution of longer Symposium presentations pauses decreased, while that of short pauses increased. Theoretical background of cognitive process in speech production Implications for the ESL / EFL classroom Miwa Morishita Shuhei Kadota Kobe Gakuin University, Japan Kwansei Gakuin University, Japan

Exploring the process of automatization in speech Direct repetition priming is supposed to be an production is central to current L2 research. In effective framework for reducing learners’ this symposium we examine how repeated oral cognitive load in L2 acquisition. The present picture description tasks influence complexity and findings suggest to us that repetition practice fluency of speech production by Japanese EFL enhances not only processing fluency but also learners. I will present an overview of some of the increases complexity and accuracy in the most relevant theoretical background. classroom activities concerning L2 speech production. The experimental procedures Ai Hirai*1, Hisaki Satoi*2 1. Kanto Gakuin University, Japan 2. Ryukoku S1944 University, Japan Navigating critical linguistics in African and In the experiment, the participants were given a African diaspora contexts: Synergies, six-frame cartoon and asked to orally describe it inequalities, challenges, and tensions three times in a row within three minutes for each Convenor: Denise Troutman trial after a three-minute planning time. All Michigan State University, USA utterances were recorded and transcribed for the analyses from the perspectives of complexity and Symposium summary fluency. All the presenters engage Critical Linguistics as a means of going beyond mainstream linguistics. The analysis of productive vocabulary Thus, language within social context, language Yuko, Ikuma*1, Emiko, Izumi*2 and power, as well as interrogations of social 1. , Japan 2. University of inequality are central analytical frames. We are Education, Japan advocates for social change and use our linguistic research to interject that change.

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Symposium presentations English has functioned as a tool for advancement for many professionals in Spain. Due to linguistic The quest for an elusive language policy in the privileging, some professionals may hold educational institutions of the North-West antipathy toward English foreign language province learning (FLL). Through the use of questionnaires Themba Ngwenya and semi-structured group interviews, I examine North-West University, South Africa professionals’ attitudes towards FLL in the The South African Constitution accords official workplace and make recommendations for FLL status and parity of esteem to eleven of the most programmes. dominant languages in the country. One problem is that there is little coherence in policy and Challenges of testing deep word knowledge of implementation. This paper examines effective vocabulary: Which path to follow language policies that could be designed to meet Deogratias Nizokiza diverse language needs of educational institutions Burundi National University, Burundi equitably. Should vocabulary knowledge be conceptualized Discursive strategies in gender discourses: A case as the number of words known or the extent to study of parliament speeches in South Africa which words are known in depth? This paper Liqhwa Siziba*1, Abigail Hlatshwayo* explores vocabulary knowledge at the tertiary North-West University, South Africa level of ESL/EFL learners in South Africa and Burundi, assessing benefits of teaching and In post-apartheid South Africa, women represent learning vocabulary through deep word 32.1% of parliament seats, inclusive of all races. knowledge. Women, then, hold minimal chances to speak out in parliamentary settings. Are they heard? Using critical discourse analysis, we identify discursive A3: Reading, Writing and Visual Literacy strategies used to perpetuate or resist power in

the language of both male and female S824 parliamentarians. Text talk as a means of enhancing learning in

secondary education You cannot not show respect: Sociolinguistic Convenor: Kristina Danielsson constructions of (im)politeness within the African Stockholm University, Sweden American speech community Denise Troutman Symposium summary Michigan State University, USA Drawing on the notion that learning a (school)

subject involves a gradual enculturation into the Much scholarship produced on (im)politeness literacy domains (including multiple modes) of the reflects a limited situatedness. The contributions specialized field in question, this symposium of Brown and Levinson, for example, elide presents analyses of text talk in various subject variation. What is (im)politeness based on the areas in secondary classrooms and presents a perspectives of African Americans? Is face new, student-active model for text talk. central? I argue that a socially real system of

linguistic (im)politeness exudes from broader Symposium presentations social rules. Thus, the sociolinguistics of

(im)politeness seems vital. Multimodal meaning making in the classroom

Kristina Danielsson Towards the establishment of harmonious co- Stockholm University, Sweden existence of marginalised and privileged Foreign Language Learning Drawing on social semiotics and systemic Mustapha Moubarik functional linguistics, this presentation discusses Universidad de Sevilla, Spain results from analyses of multimodal meaning

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making in Chemistry classrooms. Analyses reveal Accommodating Japanese English Learners complex patterns as to teachers’/textbook Convenor: Mitsuyo Sakamoto explanations, indicating a need for scaffolding Japan practices regarding the ways numerous semiotic resources combine to a coherent picture of the Symposium summary content. The first paper offers macro discussions based on Japanese learners' English proficiency test results Talking about texts in vocational education and argues for creating a plurilingual society. On a Pia Anderson micro level, the effects of a particular graduate Stockholm University, Sweden course, beliefs held among returnees and non- returnees, and the problems faced by Japanese Drawing on systemic functional linguistics and learners overseas are discussed. reception theory, this presentation discusses results from analyses of lexical and conjunctive Symposium presentations cohesion as well as text movability in teacher-led text talks in the subjects Swedish, Welding and TEFL in Japan: A change from native speaker Industrial Carpentry. Analyses reveal how standards to plurilingual standards cohesion and text movability vary depending on Kensaku Yoshida the teachers’ questions. Sophia University, Japan

Collaborative text talk in the subject of History The recent English proficiency test results as well Yvonne Hallesson as the anxiety felt by Japanese in using English will Stockholm University, Sweden be discussed. The European concept of plurilingualism is introduced, from which the Anchored within systemic functional linguistics recent MEXT initiatives of setting “Can-do” goals, and reception theory, this presentation discusses and the development of TEAP (Test of English for a student-led structured text talk in the subject of Academic Purposes) have evolved. History with regard to lexical and conjunctive cohesion as well as text movability. Analyses Teaching and evaluating a course in assessment reveal how the students scaffold each other, and literacy approach the text by moving between different Yoshinori Watanabe positions. Sophia University, Japan

Model for student-active text talk In this presentation, focus is placed on the Kristina Danielsson*, Yvonne Hallesson* teaching of the basic principles of language Stockholm University, Sweden assessment (assessment literacy) to Japanese university students with the expectation that the In this presentation we describe a newly practice may enhance their motivation to learn developed model aiming at scaffolding students’ from assessment processes. Instructional meaning making around texts (in an extended materials, procedures and the students’ reactions sense) in educational contexts. It is based on are summarized and reported. Hallesson’s student-active model for text talk (2011) in combination with a model by Danielsson Beliefs and confidence of EFL learners with and and Selander (2014) for working with multimodal without living-abroad experience texts. Shinichi Izumi Sophia University, Japan

B3: Second/Foreign Language Teaching This study investigates university EFL learners’ and Teacher Development beliefs about language learning, learning strategy use, and their self-efficacy and confidence. A S61 questionnaire-based study revealed modest positive relationships between learners’ beliefs

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and their uses of learning strategies. Analytic Symposium presentations strategy use related to less confidence, while experiential strategy use related to greater Enhancing students’ English reading competence confidence. through university-school collaborative action research in the Chinese context Accommodating Japanese learners during study Qiang abroad Beijing Normal University, PR China Lisa Fairbrother Sophia University, Japan This symposium reports three case studies on how teachers improved students’ reading competence Although study abroad is being actively promoted through the university-school collaborative action by the Japanese government, little effort is put research (CAR). It suggests that CAR could be one into preparing students for such an endeavor. stone to kill multi-birds in that students improve Based on in-depth interviews with students in learning, teachers develop better studying overseas, this study examines the understanding of teaching, and university interactional and academic problems that researchers experience working with teachers. Japanese students face and suggests ways to prepare students before departure. Fostering good reading habits in the primary English classroom through SSR in collaborative Challenging hegemonic discourse: Oral action research proficiency=English proficiency? Shaoqian Luo*1, Xiaofang Qian Mitsuyo Sakamoto Beijing Normal University, PR China Sophia University, Japan This case shows how two primary school English Japanese English learners' hegemonic perceptions teachers dealt with 3rd graders’ reading problems were explored first by administering a by doing SSR in their class. The preliminary questionnaire, identifying their strengths and analysis of the data suggests that SSR, embedded their definitions of a "good language learner". in collaborative action research, is inductive to Despite introducing them to research findings fostering young learners’ good reading habits and about language learning, the post-treatment enhancing their reading ability. questionnaire revealed how the students privileged oral fluency as the mark of language Developing students’ reading literacy through proficiency. reading English classic works in secondary schools in Beijing Xin Ma S408 Beijing Normal University, PR China Enhancing students' English reading competence through university-school collaborative action This presentation reports a case study on how research in the Chinese context reading English Classic Works could be used to Convenor: Qiang Wang improve secondary school students’ English Beijing Normal University, PR China literacy and reading proficiency through a university-school collaborative action research Symposium summary project. The findings suggest that the students of This symposium reports three case studies on how different levels could all benefit from reading teachers improved students' reading competence English Classic Works. through university-school collaborative action research (CAR). It suggests that CAR could be one Developing students critical thinking skills stone to kill multi-birds in that students improve through reading in high schools in learning, teachers develop better Zehang Chen understanding of teaching, and university Beijing Normal University, PR China researchers experience researching with teachers.

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This case study reports how a senior high school adapted from 195 EPOSTL ones, was elaborated in English teacher developed her students’ critical 2010. To complete the genuine adaptation, the thinking skills through action research. During her remaining EPOSTL descriptors have been under research she recorded her own lessons with which contextualization. she explored the way she questioned her students and helped her students develop their critical A 2012 national survey regarding the thinking skills. development of professional competence of Japanese teachers of English What have we learned from the collaborative Takane Yamaguchi action research? , Japan Shaoqian Luo Beijing Normal University, PR China A 2012 survey of 5,658 Japanese English teachers with diverse professional backgrounds showed (1) A cooperative culture is important in teachers’ an increasing level of confidence among professional development. In such a culture, responders in their teaching skills, (2) a need for a teachers express their needs and seek for support; minimum of six months overseas training of university educators play the role of mentoring teachers, and (3) a need to establish a model for and provide teachers with needed help. Such autonomous learning. practice is to integrate resources and encourage a collaborative mechanism to serve teacher Challenges in adapting the EPOSTL to the development. Japanese educational context Ken Hisamura S650 Den-en Chofu University, Japan Perspectives on improving teacher training: Meeting challenges and creating opportunities This presentation will briefly sketch the Convenors: Peter Broeder1, Ken Hisamura2 background of the project, outline the steps taken 1. Tilburg University, the Netherlands 2. Den-en Chofu so far to develop a workable prototype, and University, Japan explore the ways to overcome the challenges in order to make J-POSTL an effective and integral Symposium summary component of teacher training programs for The information gained from large-scale surveys future language educators in Japan. among secondary school teachers in Japan and Europe provides vital practical insights for Teaching literacy-diverse classes: Challenges and developing core competence modules for pre- competences and in-service teacher training, It includes possible Peter Broeder*, Carel van Wijk* barriers to and opportunities for coping with Tilburg University, the Netherlands language and literacy-diverse classrooms and thereby contributes significantly to teachers' This contribution goes into experiences of qualifications. teachers in literacy-diverse classrooms. We conduced semi-structured interviews with 230 Symposium presentations secondary school teachers in the Netherlands. How do they perceive, manage, and evaluate Overview of research projects on adaptation of differences in literacy levels (PIRLS) in the EPOSTL to Japanese context classroom? Findings to be added to the recent Hisatake Jimbo proposals for a European Core Curriculum. Waseda University, Japan Developing teacher capabilities for teaching The JACET SIG on English Language Education has languages in the context of linguistic and cultural tried to adapt the European Portfolio for Student diversity Teachers of Languages (EPOSTL) to a Japanese Angela Scarino context since 2009. The first adaptation, J-POSTL, University of South Australia, Australia which has 100 self-assessment descriptors

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Drawing on Australian national project data the course of several years. The presenters will designed to develop the professional learning of share qualitative and quantitative data collected language teachers, this paper provides an analysis from district administrators, principals, teachers, of the experience as reported by participating parents, and PLC reports to the community. teachers and the findings of external program evaluations. It concludes with a consideration of Individual learning and the development of PLC: conditions that promote the development of A case study of a Chinese middle school teacher learning. Xiao Cheng East China Normal University, PR China Implications of teacher surveys and evaluations in language teacher education This study involves teachers participating in one Kathleen Heugh secondary school PLC in , China, and University of South Australia, Australia investigates the teachers’ learning experiences, the trajectories of their professional The symposium concludes with a discussion of development, and the conditions for the implications for improving the quality and sustainability of the PLC. Results show that top- relevance of teacher education as these emerge down and bottom-up initiatives are both essential from country-wide interventions including surveys for individual and collective learning. and evaluations. The purpose is to offer insights from local (classroom), national, regional and A critical approach to teacher’s learning international perspectives in the context of communities: Top-down vs. bottom-up increasing linguistic and cultural diversity. Li-ying Wu Wenzao Ursuline University of Languages, Taiwan

S800 This paper reports on five learning communities of Language/literacy teacher professional learning Taiwan’s higher education teachers of what communities across cultural and educational motivated the formation of the TLCs and how contexts their practice could be affected by their respective Convenor: Xiao Cheng motivation. The results show two categories of East China Normal University, PR China TLCs formation: top-down and bottom-up, which are closely connected to individual motivation. Symposium summary This symposium reports on four studies of Developing teacher learning in community-based language/literacy teacher professional learning learning projects communities (PLCs) in different geographical, KeanWah, Lee cultural (including China, Malaysia, Taiwan, and Universiti Malaysia Sabah, Malaysia the USA), and educational (primary, secondary and tertiary) settings, through which the This study examines the learning experiences of a presenters attempt to reveal the impact of PLCs bottom-up TLC, composed of teacher education on language/literacy learning and teacher faculty members and pre-service student teachers development. who were involved in community-based learning projects in rural areas of Sabah, Malaysia. Findings Symposium presentations demonstrate that specific top-down and bottom- up initiatives are necessary for learning to take The development and impact of a small town place. professional learning community in the U.S Heather Campbell*, Elizabeth Leer* St. Olaf College, Northfield MN, USA S1259 A cross-national analysis of K12 ESOL/EALD This presentation will highlight the history of the instructional and teacher education policy development of a small school district’s Convenor: Linda Harklau Professional Learning Communities (PLCs) over University of Georgia, USA

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De Courcy describes a new national Australian Symposium summary Curriculum aiming to bridge the gap between high This symposium presents an international and low achieving students, many of the latter comparative policy perspective on K12 EALD/ESOL being low SES and/or EAL children. The curriculum instruction and teacher education models across includes a new EALD teacher resource to Australia, Canada, the UK, and the US. Papers maximise EALD educational opportunities, and the compare trends, strengths and weaknesses of paper considers how the new resource is being program models and teacher licensure taken up by teachers. requirements across nations, and provide recommendations for further cross-national Harklau examines the impact of new US national research and policy. ‘Common Core’ standards. A tension is portrayed between efforts to prepare all educators to work Symposium presentations with English learners and new teacher evaluation systems that could penalize educators working A cross-national analysis of K12 ESOL/EALD with special needs students. instructional and teacher education policy Linda Harklau*1, Michele de Courcy*2, Kelleen Together, the papers develop a shared Toohey*3, Yvonne Foley*4 terminology, compare strengths and weaknesses 1. University of Georgia, USA 2. University of South of program models and teacher licensure Australia, Australia 3. Simon Fraser University, Canada requirements across nations, and provide 4. University of Edinburgh, United Kingdom recommendations for further cross - national research and policy. Time will be left for questions Education initiatives in Anglophone countries are and discussion with the audience. changing perspectives on English learners and initial and inservice preparation of teachers to work with them. Yet ESOL/EALD policy at the K12 S1348 level tends to be parochial, rarely looking across Teacher training for CALL: Voices of CALL teacher state or provincial borders, much less educators internationally. We ignore at our peril lessons Convenor: Jeong-Bae Son learned by other countries about successes and University of Southern Queensland, Australia failures. This symposium presents an international comparative policy perspective on EALD Symposium summary instruction and teacher education models across This symposium addresses issues of language four Anglophone immigrant-receiving nations: teacher training for computer-assisted language Australia, Canada, the UK, and the US. learning (CALL). A group of experienced CALL teacher educators who actually teach CALL as a Foley describes the UK context, where a formal course at universities in Australia, UK and legislatively-driven mainstreaming agenda in USA discuss the current status of CALL teacher schools has met with markedly different education and challenges they face in their own responses. In addition, despite local contexts. interpretations and arrangements, Initial Teacher Education Programs do not require mandatory Symposium presentations ESOL/EALD training of mainstream subject teachers. CALL teacher education: An Australian context Jeong-Bae Son Toohey describes the Canadian context, tracing University of Southern Queensland, Australia the diversity in EAL/ESD K-12 teacher education resulting from provincial control and federal This presentation will focus on a CALL course the support for multilingualism. The range of current presenter teaches at an Australian university. The policy alternatives for preparing teachers for course introduces language teachers to the field multilingual classrooms is sketched and evaluated. of CALL by providing them with insights into key

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aspects of CALL and a basic knowledge of the use to adult Japanese students’ romantic – rather of computer technology in language instruction. than strictly linguistic – desires. It investigate the discursive construction of Western teachers’ A long-term view of CALL in teacher education desirability, and the strategies employed to Scott Windeatt manage students’ perceived desires in the course Newcastle University, United Kingdom of English language lessons.

The presenter has been educating teachers in the “We have nothing much in our age, but English”: use of CALL for over 30 years, and this Elderly ESL students’ learning English as a leisure presentation will focus on the evolution of CALL activity teacher training courses over time, with the Hakyoon Lee principal focus on a course at a UK university University of Hawaii at Manoa, USA which has evolved over more than 20 years. This study investigates elderly ESL learners’ Integrating the TESOL Technology Standards into experiences of language learning as a means of teacher education spending their free time and making friends. By Philip Hubbard emphasizing social functions of learning English, Stanford University, USA the analysis shows how the participants use English to create space to belong and construct The TESOL Technology Standards were released their social identities and relations. by TESOL International Association in a framework document (2008) and an expanded volume Language learning for leisure and life: Sherpa (2011). The presenter will briefly review the porters as English language learners in the standards, show how they were implemented in Himalayas his CALL mini-course, and discuss feedback from Bal Skrishna Sharma participants regarding their value. University of Hawaii at Manoa, USA

This presentation examines the English language S1454 learning trajectories of Nepali Sherpa porters Hobbyist dimensions and cultural consumption of through “authentic” encounters with tourists. language learning: Implications for teaching Findings blur the seemingly neat boundary Convenor: Ryuko Kubota between instrumental purposes of language University of British Columbia, Canada learning versus language learning as leisure. Findings also call into question the focus of Symposium summary English teaching on the acquisition of formal Language learning is often viewed as a vehicle for linguistic competence. socioeconomic mobility. However, learners may be drawn to socializing opportunities, enjoyment, Teaching Japanese to adult learners for serious fantasy, or romantic desire that learning offers. and casual leisure: Insights from a case in Hong This symposium will examine the dimension of Kong learning as leisure and consumption from Masaki Seo international perspectives and explore Hong Kong Polytechnic University, Hong Kong implications for theory and pedagogy. This study illustrates the mismatch between the Symposium presentations curriculum and interests of adult learners in Hong Kong who are learning Japanese as a hobby. It Romancing the English lesson revealed the necessity of reconsidering the Roslyn Appleby purposes of learning Japanese in a local University of Technology, Sydney, Australia community and developing a curriculum that is more appropriate for the local context. This paper discusses the way Western English language teachers in Japan perceive and respond

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Learning Japanese is ‘cool’: Consumption of Emotion in the construction of space, place and ‘learning’ in Australian autonomous learning opportunities universities Cynthia White Chihiro Kinoshita Thomson Massey University, New Zealand University of New South Wales, Australia This paper provides a critical analysis of enquiry Some students of Japanese language at Australian into emotion in autonomous language learning universities appear to be learning Japanese using different research tools (interviews, digital because it is fun to learn and ‘cool’ to be learning ethnography, journals). It is argued that attention Japanese. They are consumers of Japanese to affect significantly extends our understanding language and Japanese language ‘learning’. The of students’ thoughts, actions and decision- presentation describes this new type of learners making, and their construction of space, place and of Japanese and discusses pedagogical autonomous learning opportunities. implications. Social learning spaces and ‘the Invisible Fence’ Hobbyist dimensions and cultural consumption: Garold Murray*, Naomi Fujishima*, Mariko Toward an alternative understanding of Uzuka* language learning Okayama University, Japan Ryuko Kubota University Of British Columbia, Canada The communities of practice construct has been criticized on the grounds that it raises boundary Synthesizing the papers included in this and membership issues, problematizing the symposium, this presentation will explore question of access. This paper explores this implications for research and practice in second concern by reporting on an ecologically-oriented language education through a lens of language ethnographic inquiry into how learners learning as a hobby and cultural consumption. experience a social language learning space at a Desires for pursuing romance, socializing, large Japanese university. consuming coolness, etc. problematize ideologically neutral proficiency-oriented Spatio-learning experiences of Emirati female language learning and teaching. students in a single gender context Gergana Alzeer Zayed University, United Arab Emirates (PhD research S1598 in progress, University of East London, United Space, place and autonomy in language learning Kingdom) and teaching Convenors: Terry Lamb1, Garold Murray2 This presentation will provide research findings on 1. University of Sheffield, United Kingdom 2. Okayama the role of space in regards to women’s University, Japan educational experiences. It focuses on the relation between space, women and learning, and utilizes Symposium summary Lefebvre’s triad to explore how spaces shape and Research on learner autonomy in language construct the educational milieu while also being learning has begun to focus on the concepts of constructed and appropriated by their users. ‘space’ and ‘place’, and their relationships to learners' and teachers' practice. This symposium The evolution of a learning space: Interactions will explore such interrelationships in diverse with and within a new self-access centre settings, e.g. distance and self-access learning, Katherine Thornton telecollaboration, class blogs, study abroad, social , Japan learning and public spaces This presentation examines the evolution of a new Symposium presentations self-access centre (SAC) over 18 months. Through quantitative and qualitative data (observations, questionnaires and interviews) I identify ways in

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which students have interacted with the space, From policy to practice: A critical reading of and how its actual spatial dimensions may have (New) literacies in Brazil influenced the nature of their learning and Lynn Mario T. Menezes de Souza interaction with others. Universidade de São Paulo, Brazil

Creating spaces for autonomous learning in an This paper looks critically at the results of a EST course nation-wide project on new literacy practices in Lindsay Miller*, Christoph Hafner* public schools and in teacher education in public City University of Hong Kong universities in Brazil to trace a map of the state of the art of new literacies practices and pedagogies. This paper describes and evaluates the redesigning of an L2 university English for Science Curation, critical literacy and the Internet course. As a result of redesigning the course, Ilana Snyder learners were able to negotiate roles within their Monash University, Australia groups which would not normally exist in a classroom-based course, and our students In response to the information deluge online, invested heavily in preparing their scientific curation has emerged as a significant social documentaries. practice. At one level, curation is about helping people find what they need. At another, it is far Public pedagogy through mobile learning: more complex – often ideological, rhetorical and Autonomy and acquisition political. This presentation examines online Hayo Reinders*1, Min Young Cho*2 curation practices, including implications for 1. Anaheim University, USA 2. University of Hawaii, critical literacy. USA Changing the network: English as an additional We present the results of a study into the effect language students and videomaking of extensive listening on mobile devices on the Kelleen Toohey*1, Diane Dagenais* acquisition of the English passive by Korean Simon Fraser University, Canada learners out-of-class. Aural input enhancement did not lead to acquisition of the target structure Drawing from New Literacy Studies, but the mobile activities did have other benefits multimodality, and actor-network theory, we for L2 learning. conceptualize Canadian EAL students and teachers as designers/developers of cultural products. Examples of child-produced videos, as S1813 well as videos of the production process, are New literacies in global contexts: Problems and analyzed in relation to how new material artifacts prospects in language and literacy education and pedagogical practices affected children’s Convenor: Maureen Kendrick language/literacy learning. University of British Columbia, Canada New literacies in a rural Kenyan girls’ secondary Symposium summary school journalism club New literacies research impacts societies, Maureen Kendrick*1, Margaret Early1, Walter education systems and public policies in powerful Chemjor2 ways (Coiro et al, 2008), yet we know little about 1. University of British Columbia, Canada 2. Kabarak this new area of research in diverse contexts. This University, Kenya symposium addresses problems and prospects of new literacies for language and literacy learning in During a year-long case study in a rural Kenyan Canada, Australia, Kenya, and Brazil. secondary school, we documented how 32 adolescent girls used local cultural and digital Symposium presentations resources within the context of their after-school journalism club. We conclude that the club as a

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learning space fostered new degrees of freedom, Using a variety of writing correction techniques community, equality, and creativity. with Year One students at an English medium university in China: What works best in reducing grammatical errors? S1946 Tim Wallis*1, Debra Jones Second language learning and academic Xi’an Jiaotong-Liverpool University, PR China performance in Chinese and English at a Sino- British University, China Debate regarding the value of error correction in Convenor: Amanda Hilmarsson improving students’ writing has a long history but Xi’an Jiaotong-Liverpool University, PR China research to date is inconclusive. A year-long research project has therefore been conducted at Symposium summary Xi’an Jiaotong-Liverpool University in Suzhou, This symposium presents findings from 5 research China to investigate the effectiveness of error projects carried out in a Sino-British university in correction on error density in student writing. mainland China. These projects investigated ways of improving students' performance in language How to integrate mobile learning into English learning, thereby informing teachers' pedagogic language teaching and learning practices. Papers examine learning strategies, Bin Zou written errors, critical thinking, mobile learning Xi’an Jiaotong-Liverpool University, PR China tasks and perceptions of China English. This study investigated how mobile learning can Symposium presentations be integrated into English language teaching and learning at Xi’an Jiaotong-Liverpool University in “How do we know what our students think?” China. The results showed that the quality of tasks Aligning EFL instructors’ conceptions of critical is crucial to students’ English learning on mobile thinking to the Chinese context devices and that teachers need to focus on Seth Hartigan effective task design. Xi’an Jiaotong-Liverpool University, PR China Written Standard English or ‘China English’ This study problematizes the assumption that teaching in China: Perceptions of students and Chinese university students are deficient in critical teachers at Xi’an Jiaotong-Liverpool University thinking. This stereotype arguably stems from Amanda Hilmarsson*, Ellen E. Touchstone* different cultural modes of expression in the Xi’an Jiaotong-Liverpool University, PR China university classroom. Both tutors’ and students’ perceptions of critical thinking will be examined This study investigates whether there are and culturally appropriate expressive activities will differences in attitudes towards written China be suggested for the classroom. English versus written Standard English between students and teachers and whether intelligibility learning strategies and in written communication is perceived as more motivation important than accuracy of linguistic forms. Xuanying Shen Xi’an Jiaotong-Liverpool University, PR China S2075 The present study investigates what Chinese Addressing challenges in a large-scale ELT language learning strategies adult learners use program: Learner needs, teaching approaches, (students/staff) and whether the linguistic and learner assessment background and / or language proficiency of adult Convenor: Ralph Rose learners influences these strategies. It also looks Waseda University, Japan into what motivates learners to study Chinese at Xi’an Jiaotong-Liverpool University in China. Symposium summary This symposium will describe research pertaining to efforts at addressing challenges in

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implementing a large-scale English language skills presentation describes WQC and presents data on development program for science and its use. engineering students at a Japanese university. The talks and following discussion will focus on Ability grouping in large scale language addressing learner needs, determining effective programs: Is it really effective? teaching methods, and assessing learner progress. Chris Sheppard Waseda University, Japan Symposium presentations This paper reports large-scale research into the Communication disorders in universities and the potential of Inclusive Education in ESP of students into classes with other students of Fusa Katada Waseda University, Japan show a very small positive effect for low-level students, but an increasingly negative effect for Interdisciplinary insights in ESP may develop hand higher level students. in hand with the standardized global notion of Inclusive Education. This presentation spotlights science and engineering students with S2109 communication disorders, and demonstrates how Language education and intercultural mediation: ESP materials can be designed to meet the needs Perspectives from France and Australia for this particular student population and Convenor: Angela Scarino eventually science students in general. University of South Australia, Australia

Science students’ use of diagrams in Symposium summary communicating information: Challenges and This symposium will examine the nature and possible solutions processes of intercultural mediation in language Emmanuel Manalo teaching and learning. It will draw on work in Waseda University, Japan Australia and France to explore the different ways in which mediation and the intercultural are Research has shown that, when used conceptualised and carried out in different appropriately, diagrams can enhance linguistic and cultural contexts. communication efficacy. However, students generally lack spontaneity in using diagrams – Symposium presentations including university-level science students when Language and languaging in intercultural explaining what they have learned. This mediation presentation considers research-based Anthony Liddicoat explanations for this problem and some University of South Australia, Australia interventions that may promote greater spontaneity in students’ diagram use. This presentation examines how reflection on culturally contexted language use provides a WQC: A tool for quick automatic word quiz resource for learners in mediating cultural construction differences for themselves and others. It Ralph Rose examines students’ reflections on language use, Waseda University, Japan especially aspects of pragmatics, to describe how such reflections can become points of Word Quiz Constructor (hereafter, WQC) is a tool intercultural mediation. for generating vocabulary quizzes automatically from pre-defined vocabulary lists and corpora. Language teachers’ biographies in a French The application was created to provide secure, higher institution: Exploring a habitus? unique, but consistent quizzes for a large number Geneviève Zarate*1, Martine Derivry*2, George of course teachers and time slots. This Alao*1

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1.Institut national de Langues et Civilisations Orientales (INALCO), France 2. UPMC, Paris 6, France S2290 Language and culture: A journey of research on The fact that foreign language teachers are de EFL teaching at an Australian university facto mediators of language and culture makes it Convenor: Shen Chen important to do more research into their University of Newcastle, Australia biographies and trajectories as this helps to have a better understanding not only of the Symposium summary intercultural individual mobilised in their teaching Australian universities have attracted more and but also to appreciate their contribution to more research higher degree students from Asian language and culture pedagogy and their countries. However, conducting research on EFL trajectories. teaching in Australia is a daunting challenge to them. This symposium explores critical issues of Language teachers as mediators: The language and culture encountered by Chinese, inseparability of teachers’ lives from teaching Indonesian, Thailand and Vietnamese students in Michelle Kohler their journey towards Ph.D. University of South Australia, Australia Symposium presentations The paper explores the nature of mediation in language classrooms, particularly the relationship Cultural confusion often faced by Asian students between teacher’s own life-worlds and their in conducting PhD research in Australian teaching. Using transcriptions from three case universities studies, the paper highlights the role of teacher Shen Chen self-awareness in mediating an intercultural University of Newcastle, Australia orientation in language teaching and learning. When PhD students from Asian countries come to Are a culture’s representation by its multilingual Australian universities, the first thing they are learners a means of cultural mediation? facing is to know the new cultural context of Elli Suzuki research. To help them to have a good start, it is Université Montaigne, France recommended that a “3-I model” namely, instruction, inspiration and interaction should be When learners discover a cultural reality, used during supervision. especially a negative aspect of a culture, it turns out that plurilingual learners generally have a English language problems encountered by Asian capacity to put such an event in perspective. Does PhD students as they write a thesis one have to be plurilingual in order to be able to Jennifer Archer mediate culture? Is there a way of enabling University of Newcastle, Australia learners to achieve this objective? Most Australian universities want more Mediation in the assessment of intercultural international PhD students because of the language learning revenue they bring to universities. Also, because Angela Scarino of visa conditions, international students tend to University of South Australia, South Australia finish PhDs relatively quickly. However, ESL students from Asia often struggle because of Drawing on data from a three year study with insufficient proficiency in English, creating teachers of a range of languages that investigated problems for students and supervisors. Students how to assess language learning within an must demonstrate an understanding of complex, intercultural perspective, this paper addresses abstract ideas. To what extent is it the conceptual and methodological issues that pertain responsibility of the supervisor to rewrite to mediation in the assessment of intercultural students’ work to improve their English? language learning.

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Choosing the right research topic for your future was able to bridge differing expectations and career develop a useful theoretical framework. Oktavian Mantiri Asia-Pacific International University, Thailand S3483 Potential university employers expect new staff to Language learning strategies in the Greek setting have a relevant degree and strong research skills to compete in the highly competitive academic Convenor: Zoe Gavriilidou field. How do Asian PhD students in Australia Democritus University of Thrace, Greece select research topics and research methods that are likely to enhance their chances of Symposium summary employment when they complete their PhD? Language Learning Strategies (LLS), which may be defined as the conscious or semi-conscious mental Developing a new theoretical model through a processes employed for language learning and critical review of the literature language use (Cohen 2003: 280) are important in Thi Thuy Le facilitating second and foreign language learning The University of Newcastle, Australia and University of and use. Despite the numerous studies in this area, Languages and International Studies, Vietnam so far no consensus has been reached on the effect of various variables on LLS use. The present A critical review of the literature can be used to symposium will bring together studies on language develop a theoretical framework or model. In the learning strategies from research conducted in area of developing intercultural communicative Greece in the frame of the Thales project 379336 competence in English Language Teaching (ELT), entitled “Adaptation of the Strategy Inventory For the appraisal of existing communicative Language Learning (SILL) and Setting of the competence frameworks has led to the Learning Strategy Profile of Primary and Secondary development of a new model that is context School Learners of a Foreign Language and that of specific for ELT in Vietnam. Muslim Learners of Greek as a Second Language”.

Using a mixed method approach to conducting The papers in this symposium will deal with the field work following issues Nunung Suryati The construct validity and reliability of a State University of Malang, Indonesia translated and culturally adapted SILL (Oxford, 1990) and There are advantages in gathering both The effects of variables such as age, quantitative and qualitative date for a PhD thesis. gender, level of second/foreign language If the quantitative data set is relatively large, it is proficiency and motivation on the possible to draw generalisations. The qualitative reported use of language learning data (interviews, observations, etc) can give a strategies on primary and secondary human touch to the quantitative data and often school learners can help the researcher to make sense of the quantitative data. The data derive from the administration of the adapted SILL questionnaire to a large and Developing a framework for further research representative sample of 1310 learners from Yuzhe Zhang schools all over Greece. The findings will be University of Newcastle, Australia discussed also with respect to pedagogical

implications regarding the implementation of This presentation will discuss how PhD students explicit language learning strategy use in the from Asia can use their research to develop a foreign and second language classrooms. constructive framework that can guide future

research. Using the author’s own research Symposium presentations experience, the discussion will focus on some

cultural misunderstandings and illustrate how she

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Construct validity and reliability of the Greek schoolchildren making it necessary to identify version of the Strategy Inventory for Language strategies used in foreign language learning to Learning improve teaching/learning practices. The Zoe Gavriilidou presenters will describe a large-scale quantitative Democritus University of Thrace, Greece study on strategy use frequency by primary/secondary This paper provides data about the construct Greek learners of English. validity and reliability of the translated Strategy Inventory for Language Learning (SILL) into Greek. Investigating and measuring young learners’ Its construct validity was checked with principal foreign language aptitude and strategies: component analysis with Varimax rotation. Challenges Cronbach’s Alpha coefficient and correlation and perspectives between Thomai Alexiou individual items and total score were also Aristotle University, Greece computed. Limited studies focus on language aptitude and Factors affecting language learning strategy use strategy use in young learners although these by learners of English at Greek secondary schools variables affects rate and ease of learning. The Eleni Agathopoulou presenter will investigate language learning Aristotle University of Thessaloniki, Greece aptitude and strategies in 400 Greek young learners and This study reports on Language Learning their relation to learners’ EFL knowledge. Strategies (LLS) use by 604 learners of English in Greek Variables affecting choice of language learning secondary schools. Results indicate significant strategies by Greek learners of English attending effects of proficiency and motivation on LLS. The elementary school discussion includes implications for further Pinelopi Kambakis-Vougiouklis research and for the suggestion of classroom Democritus University, Greece activities promoting the use of LLS. Strategy use differs according to individual differences even at an early age. This is an Gender and age impact on language learning investigation strategy use: Research on Greek EFL learners of variables affecting strategy choice of 604 Greek Vassilia Kazamia learners of English through the adapted Greek Aristotle University of Thessaloniki, Greece SILL. Learners should be encouraged to explore different learning strategies and teaching The research investigates the language learning instruction should, in turn, be modified. strategy use of early adolescent EFL learners in Greece in relation to gender and age. It uncovers specific strategy preferences for age levels (12-14 years old) which are interesting and useful for classroom activity design and materials development.

Profiling language learning strategy use by learners of English attending Greek public schools Lydia Mitits Democritus University of Thrace, Greece

Language learning strategies play a significant role in the development of fluency and competency of

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B4: Language and Education in Data selection as an ethical issue: Dealing with Multilingual Settings outliers in telling the research story S859 Brian Paltridge Exploring ethical issues from the ground: University of Sydney, Australia The selection of data for a study is a serious Language researcher narratives ethical issue, especially when excluding particular Convener: Peter De Costa data may change the outcomes of the study. This Michigan State University, USA paper reports on such an instance, where the Symposium summary inclusion of outlier data significantly changed the Our symposium focuses on ethical issues which insights that were gained from the research. emerged during the research process as encountered by members of the panel themselves Ethics in research and activist scholarship: and/or fellow language researchers with whom Media/policy analyses of Seattle’s homeless they worked. By exploring the ethical quandaries encampment “Sweeps” that were negotiated, we hope to better Sandra Silberstein understand the complexities surrounding ethical University of Washington, USA language research. This paper explores the ethical issues posed by

advocacy scholarship around homelessness, Symposium presentations particularly the role of the researcher in policy

debates, the pitfalls of “gotcha journalism,” and Introduction avoiding reinscribing power relations with a Peter De Costa disenfranchised community. Michigan State University, USA

An overview of the session will be provided. Discussant Comments Jane Zuengler How ethical are we? Ethics and research in the University of Wisconsin-Madison, USA

SLA community Discussant comments will be provided after the Susan Gass*, Paula Winke*, Scott Sterling* four papers are presented. Michigan State University, USA

This paper focuses on research ethics among SLA S940 researchers. Results from a survey of SLA Newly arrived students: A cross-disciplinary study researchers concerning their beliefs about various on learning conditions in Swedish schools ethical practices and their experiences with Convenor: Monica Axelsson ethical issues are presented. We conclude with a Stockholm University, Sweden discussion of ways to include ethical issues in graduate student preparation. Symposium summary

This symposium presents and discusses a study on Negotiating ethical research engagements in organization, practical operations and effects of multilingual ethnographic studies in education: the reception and integration of newly arrived Narratives from the field students in Sweden from various perspectives Patricia Duff*, Klara Abdi* (e.g. students’, teachers’, municipalities’). University of British Columbia, Canada Theoretical frames of reference are the work of

Bourdieu and Halliday, focusing the connection In this presentation, we examine the dilemmas, between linguistic and sociological perspectives. negotiations, concessions, and decisions language researchers make in relation to ethical guidelines Symposium presentations and requirements, and the consequences of those for the field of applied linguistics and beyond.

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Two “opposite” models for receiving newly teachers are to teach newly arrived students in arrived students in Sweden: What do they cater mainstream education and the question of their for? views of how education should be arranged in Monica Axelsson order to be successful. Stockholm University, Sweden Inclusion or Othering? Reflections on the Reception of newly-arrived students in Sweden is withdrawal/mainstreaming debate and commonly organized within the mainstream or in implications for the successful bilingual learner introductory classes. Schools´ perceptions of Mano Candappa students´ needs paired with teacher resources are University of London, United Kingdom guiding the choice of model. In this presentation instruction models are problematized according Framed within inclusive education discourses this to their impact on students’ linguistic, academic paper responds to the four presentations on and social needs. learning conditions in Swedish schools for newly- arrived students, to consider these in relation to Newly arrived pupils’ experiences of pedagogical what is considered good pedagogical practice and social provision within the Swedish school drawing on research within the UK context. system Sociocultural and cognitive theories of language Jenny Nilsson acquisition underpin the paper. Stockholm University, Sweden

Drawing on fieldwork in three schools in Sweden, S1716 the presentation focuses on the experiences of An intervention to improve Qatari middle- newly arrived students in the final years of schoolers' strategies for reading EFL science secondary school. The presentation will address materials the question of how the students experience, Convenor: Dudley Reynolds both socially and pedagogically, the time in and Carnegie Mellon University Qatar, Qatar transition between introductory and regular classes. Symposium summary This symposium presents findings from a study to “They never asked me about anything”: The role improve the reading strategies of Qatari middle- of parents in educational processes for newly schoolers reading EFL science texts. The five arrived students in Sweden papers cover the study rationale and context, an Nihad Bunar analysis of the science textbooks, teacher beliefs Stockholm University, Sweden and practices re reading strategies, reasons for students' reported reading strategies, and The aim of this presentation, based on an strategy effectiveness. interview study, is to bring into analyses and discussions the voices of parents of newly arrived Symposium presentations students in Sweden. Focus is on their experiences and perceptions of organisational, pedagogical Studying reading strategies in the context of and relational aspects of education provided to multilingual instruction their children. Dudley Reynolds Carnegie Mellon University Qatar, Qatar Teacher voices on newly arrived pupils in mainstream education Improved reading leads to improved learning. Päivi Juvonen The premise is straightforward, but when learning Stockholm University, Sweden needs to occur across two languages, studying it is not. This paper situates the focus study for the Based on a survey conducted among teachers and symposium in the context of recent discussions on headmasters in two municipalities, the paper multilingual TESOL, effective learning strategy addresses both the question of how prepared instruction, and teacher development.

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1. Texas A&M University, USA 2. Carnegie Mellon Curricular texts as preparation for science University Qatar 3. University of Minnesota, USA reading Zohreh Eslami*1, Katherine Wright*1, JoAnn Verbal reports (n=45) from the and English Crandall*2 reading comprehension tests suggest that 1. Texas A&M University, USA 2. University of students viewed the exercise as a performance Maryland, Baltimore County, USA task more than a learning opportunity. Echoing conclusions from the analyses of curricular texts, This paper presents a qualitative analysis of how classroom observations, and strategy inventories, curricular texts support the development of this finding suggests intervention should begin by science reading ability in L2 English. Using findings defining reading. from verbal reports and reading comprehension assessments as a baseline, we examine ways in which English, science, and scientific English texts S1989 support the development of appropriate strategy One size does not fit all: Specificities of language use. and culture in the Australian Curriculum Convenor: Michael Walsh Dealing with discrepancies in reported versus Australian Institute Of Aboriginal And Torres Strait observed teacher beliefs and practices Islander Studies, Australia Nancy Allen*1, JoAnn Crandall*2 1. Qatar University, Qatar 2. University of Maryland, Symposium summary Baltimore County, USA This symposium explores challenges presented by the development of the Australian Curriculum for A vexing issues facing teacher trainers is the English and Languages. The four sections of the mismatch between teachers’ reported beliefs and symposium will consider interrelated curriculum practices and their observed practices. Drawing work focused on language and linguistics: world on teacher surveys, classroom observations, and languages like Chinese and Italian; English; researcher experience with Qatari teacher Australian Indigenous Languages; and curriculum development, this paper explores possible planning in a language policy context. reasons for discrepancies in the Qatari context and the implications for teacher training. Symposium presentations

Homogeneity of Qatari middle-schoolers’ Examining the specificity of languages in strategy use developing the Australian Curriculum: The case 1 2 Dudley Reynolds* , Andrew Cohen* of Chinese and Italian 1. Carnegie Mellon University Qatar, Qatar 2. Angela Scarino University of Minnesota, USA University of South Australia, Australia

Immediately following Arabic and English reading In this paper I discuss a range of issues at play in passages, 1,035 grade 7 and 8 students completed developing language-specific curricula, with 20-item, matching strategy inventories. This paper particular reference to the learning of Chinese and examines variation in the responses across Italian. This negotiation requires finding ways to passage language, passage topic, grade level, and capture commonalities across languages and at gender. Discussion focuses on the implications for the same time to respect inherent differences in instructional intervention and whether strategy their use and learning. use profiles exist.

Supporting linguistic equity and understanding of Examining strategy effectiveness when reading diversity in the English curriculum isn’t strategic 1 1 Jean Mulder Zohreh Eslami* , Katherine Wright* , Dudley University of Melbourne, Australia 2 3 Reynolds* , Andrew Cohen*

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This talk focuses on three aspects of the F-12 actual diversity encountered, demanding new English curriculum: first, a critical overview of the perspectives and new tools. National Curriculum’s support of students who use English as an additional language/dialect Symposium presentations (EAL/D); second, the significance of the term EAL/D; and third, a range of entry points within Changing statistics on migrant languages: the English curriculum is presented. Implications for languages in regional areas of Australia Grappling with granularity: The challenge of the Louisa Willoughby Australian Languages Framework within the Monash University, Australia Australian Curriculum: Languages Jaky Troy*1, Michael Walsh* This framing paper uses census data to give a Australian Institute of Aboriginal and Torres Strait snapshot of the changing presence of migrant Islander Studies (AIATSIS), Australia languages in regional Australia. Recent policy changes have seen the number of refugees The Framework seeks to satisfy potential needs of settling in regional areas sky-rocket, bringing all 250 Australian Languages. These range from challenges and opportunities for heritage those spoken ‘right through’ (around 20 of 250) to language teaching to many previously those with no known speakers and precious little monolingual communities. documentation. We also attempt to infuse learning areas other than Languages with Bilingualism in the bush: Reconceptualising Aboriginal and Torres Strait Islander cultures. ‘speech community’ in regional immigrant family language maintenance Curriculum planning and language policy: Do the Elizabeth Ellis twains meet? University of New England, Australia Joseph Lo Bianco University of Melbourne, Australia This paper discusses how immigrant families in NSW regional towns maintain their children’s The Australian Curriculum exercise has engaged home language in the absence of the critical mass language educators with a task that intersects of speakers, networks and resources found in with language planning. The paper draws on metropolitan areas. Early data from a 3 year ARC theories of practice and of policy implementation project demonstrates creative development of to question the shifting boundary between social networks both real and virtual. language planning and specification of syllabus/curriculum, extended into reflections on Teaching African community languages in teaching as a language planning practice. regional Australia: Prospects and opportunities Finex Ndhlovu S2024 University of New England, Australia Beyond the metropolis: Language learning, teaching, use and maintenance in rural and This paper discusses the linguistic repertoires and regional Australia language practices of small African migrant Convenor: Elizabeth Ellis communities in three regional areas of NSW. It University of New England, Australia introduces the new concept of language nesting and the promises it holds for the teaching and Symposium summary maintenance of ethnic languages among remote Four complementary presentations on language in and isolated migrant communities in regional rural and regional areas, followed by structured Australia. discussion. Studies of language in less-populated regions reveal that stereotypes of cultural and Self-directed study of L2 Mandarin in regional linguistic uniformity, and assumed patterns of Australia: Agency, creativity and co-adaptation language learning and language use, belie the Isabel Tasker University of New England, Australia

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A 5-year study of adults learning L2 Mandarin Two upper-secondary physics teachers were Chinese contributes a longitudinal perspective on guided to include talk-in-interaction as part of the exercise of agency by learners in rural and their content teaching. Materials and teaching regional settings in creating opportunities for L2 strategies were designed in intensive cooperation engagement, practice and socialisation. with the researcher. Analysis of planning meetings Moreover, individuals’ long-term Mandarin and classroom data show how teachers adopted learning endeavours, in turn, influence family, an active role in L2 learners and integrated local community and other wider networks. language development in physics.

Designing training in concept mapping S2253 techniques for language sensitive biology Implementing Subject Specific Language for teachers Learning: Four educational design studies in Maaike Hajer science and mathematics classrooms University of Applied Sciences Utrecht, The Convenor: Maaike Hajer Netherlands and Malmö University, Sweden University of Applied Sciences Utrecht, The Netherlands and Malmö University, Sweden A class of student teachers experienced how concept mapping can help learning complex Symposium summary biology concepts. Then they received training in Supporting learning processes in content areas for how to design such lessons themselves. Analyses multilingual students requires domain-specific of interviews, concept maps and lesson plans language and teaching strategies. These were show how teacher beliefs and skills about developed in four PhD classroom intervention language sensitive biology can develop within a studies that used educational design research teacher training curriculum. methodology. Results contribute to theory on innovative ways of learning and to educational Learning to teach the language of lab reports in materials, relevant for curriculum development science and technology: Design principles for and teacher training. teacher education Gerald van Dijk Symposium presentations University of Applied Sciences Utrecht, The Netherlands Scaffolding language in multilingual primary mathematics classrooms: Integrating language Secondary teacher training curriculum was and learning math redesigned to include science literacy, specifically Dolly van Eerde the writing of different types of lab reports. Three Feudenthal Institute, Utrecht University, The steps were taken: experiencing genre pedagogy, Netherlands learning about genre pedagogy and adapting this pedagogy in practice. Implementation of the first During three design experiments a repertoire of design cycle in chemistry, physics and technology strategies and materials for whole-class- is discussed. scaffolding of mathematical language was designed, enacted and evaluated in close cooperation with the teacher. She learned to use B5: Educational Technology and whole-class scaffolding strategies and promoted Language Learning students’ daily and subject specific language

required for reasoning and writing about graphs. S989

Beyond the language classroom: Exploring the Physics teachers’ planning of interactive tasks in social learning ecology multilingual groups Convenors: Hayo Reinders1, Philip Hubbard2 Maria Kouns 1. Anaheim University, USA 2. Stanford University, USA Malmö University, Sweden

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Symposium summary asynchronous discussion board for questions This symposium explores the social dimensions of about the class (optional), and a Facebook group learning beyond the classroom, focusing on that included learners studying Japanese in environments incorporating digital technology. Australia (optional) to determine their The presentations discuss technology's pedagogical and practical implications. affordances and limitations for developing autonomy, informal learning in new media Mobile learning: Noisy, personal and social environments, online learner interaction outside Mark Pegrum the classroom, three scenarios for mobile University of Western Australia, Australia learning, and social networking alongside formal language study. Mobile learning is a ‘noisy’ phenomenon which varies greatly across contexts, depending on the Symposium presentations mobility of the devices, the learners, and the learning experience. This presentation will review Technology and autonomy in language learning the social affordances of mobile learning in three beyond the classroom: An exploratory different contexts. framework Hayo Reinders*1, Philip Hubbard*2 Social networking alongside formal language 1. Anaheim University, USA 2. Stanford University, USA study: Do students do it? Do they learn from it? Marie-Noëlle Lamy This presentation builds on a general framework The Open University, United Kingdom for investigating the use of technology for developing learner autonomy, applying it to the Most studies confuse ‘interacting within set tasks specific dimension of social learning. The on social network sites’ and ‘networking’. We presenters identify a range of affordances for define the latter, investigating 5372 messages and promoting autonomy in social learning settings, linked multimodal material posted by language obstacles in realizing those affordances, and ways learners over 12 months, to see whether students of overcoming them. network and whether informal learning is happening. Findings highlight some determiners Informal learning in new media environments: of networking for language learning. Translanguaging, sociality and interaction on YouTube Phil Benson B6: Language Evaluation, Assessment and Institute of Education Hong Kong, Hong Kong Testing This contribution discusses translanguaging and evidence of informal language and intercultural S1274 learning in YouTube videos and their comments. It Post-entry academic English assessment and also explores the more general sense in which students’ engagement with independent global new media sites provide affordances for language enrichment: Rising to the challenge

the roles of sociality and interaction in such Convenor: Janet Von Randow learning. University of Auckland, New Zealand

Symposium summary Social interaction outside of the language The Diagnostic English Language Needs classroom: Do learners really want to interact? Assessment (DELNA) was introduced in 2002 at a Glenn Stockwell*1, Yasuhisa Watanabe*2 1. Waseda University, Japan 2. University of New Zealand university to identify incoming Melbourne, Australia students with significant academic language needs. The challenge to gain maximum The study examines how Japanese learners of participation has largely been achieved. This English engage in asynchronous forums based on colloquium focuses on embedding DELNA, the topics related to the class content (required), an

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language advisory session and subsequent Doctoral candidates whose DELNA Diagnosis language enrichment uptake. reveals language needs meet a language adviser and construct a compulsory language enrichment Symposium presentations programme for the duration of their provisional year. Twenty candidates’ response to this DELNA at the University of Auckland: An procedure, gained from an online questionnaire, a overview one-on-one interview and an exit report, will be John Read discussed. University of Auckland, New Zealand The role of Student Learning Services This paper discusses the rationale for introducing Jennifer Jones the Diagnostic English Language Needs University of Auckland, New Zealand Assessment (DELNA) at Auckland for all incoming students. It outlines the structure of the This session outlines the vital role of Student assessment, some details of its implementation, Learning Services (SLS) in supporting the language and the process by which the results are development of students following DELNA. SLS communicated to the students and other gives students the opportunity to receive interested parties. language advice, access print, audio and on-line language resources, attend language-focussed The role of the DELNA Academic English workshops, participate in speaking groups, and Language Adviser converse with L1 speakers. Siew Hean Read University of Auckland, New Zealand S2264 The major aim of DELNA advising is to support the Enhancing teacher assessment literacy: Building development of academic literacy in general, and assessment for learning communities in English to help students understand their language as an additional language learning needs in particular. It is a process of Convenor: Chris Davison shared knowledge construction, in which both University of New South Wales, Australia adviser and student negotiate a suitable and sustainable language learning pathway. Symposium summary This symposium explores various aspects of a Barriers and bridges to student uptake of English project designed to build a stronger and more language enrichment confident teacher assessment community through Jenni Bedford an innovative e-based ‘toolkit' of assessment tools University of Auckland, New Zealand and advice to assist teachers in developing pedagogically sound and trustworthy approaches Faculty of Education students diagnosed by to assessing the English language development of DELNA as needing to develop their academic EAL students in Australian schools English language skills are required to access a range of language enrichment options. Follow up Symposium presentations interviews with students focused on factors that make a difference in their level of motivation, What do teachers want? The tools to enhance engagement and self-regulation in accessing such the assessment literacy of Teachers of English as enrichment. an Additional Language (TEAL) project Chris Davison Doctoral candidates experience DELNA and University of New South Wales, Australia language development Janet Von Randow This paper presents the aims, rationale and University of Auckland, New Zealand various components of the web-based Tools to Enhance Assessment Literacy of Teachers of English as an Additional Language (TEAL) project

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and its theoretical underpinnings in both assessment for learning and Vygotskian notions of Symposium summary dynamic and scaffolded student and teacher The relationship between autonomy and learning. assessment, while of interest to many theoreticians and practitioners in the field, has Designing an EAL teacher assessment literacy suffered from striking neglect. In this symposium, framework: Linking results to professional five researchers in Higher Education (HE) will development examine both the use of assessment to promote Dennis Alonzo*, Chris Davison* autonomy in language education and the use of University of New South Wales, Australia assessment to identify autonomy.

Drawing upon the principles of assessment for Symposium presentation learning and curriculum innovation and change, this paper reports on the development of a Measuring learner autonomy for research and standards-based framework for describing and practice evaluating ESL teachers’ assessment literacy, to be Fumiko Murase used as the basis for developing a more effective Tokyo University of Agriculture and Technology, Japan assessment literacy program. This presentation explores the rather Theorising the construct of ESL teacher “problematic” issue of measuring learner classroom-based assessment literacy autonomy and reports on an attempt at Michael Michell developing an instrument for quantitatively University of New South Wales, Australia measuring language learner autonomy from its multidimensional perspectives. Such an approach This paper explores theoretical understandings of to measurement can serve as a useful tool in the the tool-mediated nature of assessment literacy research and practice of learner autonomy. essential to enhancing ESL teachers’ language- based assessment knowledge practice arising Assessing learner autonomy: A dynamic model from a three year project aimed at developing the Maria Giovanna Tassinari classroom-based, assessment-for-learning tools Freie Universitaet Berlin, Germany and practices of primary and secondary ESL teachers. The learner’s disposition to and skills for learner autonomy play a central role in managing self- The development and application of a reading directed learning processes. This presentation and vocabulary computer adaptive test illustrates how a qualitative, discursive approach Sofia Kesidou*, Nick Connolly*, Janelle Ho* to self-assessment of/for learner autonomy with a University of New South Wales, Australia dynamic model of learners’ competences, attitudes and knowledge can enhance the This paper will report on the result of small-scale learners’ reflection, awareness and goal-setting. pilots involving exploratory cognitive interview of a reading and vocabulary computer adaptive test Using peer- and self-assessment as a means of for students of English as an additional language. promoting autonomy in language learning The results will guide refinement of test items and Carol Joy Everhard-Theophilidou specifications and ensure the trustworthiness of (formerly) Aristotle University of Thessaloniki, Greece the test. Quantitative and qualitative data from a five-year research project involving neophyte majors in S2586 English Philology who participated in peer- Assessment for autonomy assessment of assessment, followed by self-assessment, of autonomy writing and oral assignments using given criteria, Convenor: Maria Giovanna Tassinari revealed evidence of increased critical thinking, Freie Universitaet Berlin, Germany

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responsibility and objectivity. While uptake of This paper will consider how a framework autonomy may vary, initial signs are encouraging. designed as a tool for researching classroom- based assessment might be used as a tool for Teacher expectations, learner interpretations raising teachers’ consciousness about their own Diane Malcolm practices and beliefs and how these might impact Arabian Gulf University, Bahrain on learning. This, it is argued, is a pre-condition for developing teacher assessment literacy. Self-directed projects are a required element of first-year English courses at our medical Developing the assessment literacy of teachers of university. This presentation discusses how languages: Conceptual and interpretive different teacher expectations and learner challenges interpretations of what makes a “good” self- Angela Scarino directed project affect their assessment, and may University of South Australia, Australia act to enable or counteract the autonomy promoting intention of this initiative. Drawing upon data from a three year study of assessment practices in the context of an Assessing progress in research writing intercultural orientation to the learning of diverse Sara Cotterall languages in Australian primary and secondary American University of Sharjah, UAE schools, this paper presents a consideration of the conceptual and interpretive challenges to Becoming a more autonomous writer depends on developing teacher assessment literacy in the one’s ability to manage the writing process. This context of change. presentation reports on the reflective self- assessments of a group of Arab students at the Assessment literacy: Changing cultures, end of a research writing course. Their reflections enculturing change in Brunei and Hong Kong provide evidence of modest gains in knowledge, Chris Davison*1, Liz Hamp-Lyons*2 skill and autonomy. 1. University of New South Wales, Australia 2. University of Bedfordshire, United Kingdom

S3304 This paper will draw on quantitative and Teacher assessment literacy in second and qualitative data from pre- and post-evaluations of foreign language education: International professional learning programs to explore changes perspectives in English language teachers’ assessment Convenor: Kathryn Hill attitudes, processes and practices following the La Trobe University, Australia introduction of school-based assessment for learning as part of high stakes secondary school Symposium summary assessment reform in Brunei and Hong Kong The successful implementation of educational reforms emphasising 'assessment for learning' Evolving assessment literacy in an English crucially depends on teachers' assessment academic writing classroom in Iran: The role of literacy. The symposium will consider research on emotion and power this issue in second and foreign language Leila Iranmanesh education in a range of contexts in Australia and University of New South Wales, Australia Asia. The findings have implications for policy, teacher training and professional development. Drawing on critical language testing, democratic assessment and emotion theories, this paper Symposium presentations explores the impacts of integrating formative A framework for developing teacher awareness assessment practices into an English language of their assessment practices and beliefs academic writing classroom in Iran and the shifts Kathryn Hill in and challenges to all participants’ La Trobe University, Australia understandings of assessment literacy as the class evolves.

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criteria were proposed for use on the OET speaking sub-test. C4: Language and the Workplace Authenticity and patient-centred communication S2128 in an English language screening test for health How authentic can we get? Reconstructing a professionals: A comparative discourse study. specific-purpose language test to reflect health Robyn Woodward-Kron*, Catherine Elder* professionals' values University of Melbourne, Australia

Convenor: Catherine Elder The study investigates the question of test task University of Melbourne, Australia authenticity from a discourse analytic perspective Symposium summary by comparing the OET speaking subtest role- We report on an interdisciplinary project designed plays with practice role-play performances of to identify what health professionals value in International Medical Graduates preparing for the workplace communication and to improve test Australian Medical Council clinical examination. authenticity by training language experts to apply these ‘indigenous criteria’ in assessing speaking performance on an occupation-specific English How much is enough? Involving occupational test. The commensurability of health professional experts in setting standards on a specific-purpose and language expert perspectives is considered. English language test for health professionals Tim McNamara*, John Pill* Symposium presentations University of Melbourne, Australia

The hunt for ‘indigenous criteria’ in workplace Health professionals from medicine, nursing and communication assessment: The case of health physiotherapy were involved in a standard-setting professionals exercise to determine passing standards on the Catherine Elder*, Tim McNamara* Occupational English Test. Their judgements were University of Melbourne, Australia then compared with ratings by language-focused OET assessors, allowing consideration of how far Accessing indigenous criteria in naturally domain-expert perspectives are commensurable occurring feedback situations posed challenges with language-oriented assessment. for this study, prompting consideration of simulation as an alternative. The limits of Whither LSP testing? authenticity are explored by comparing findings Discussant - TBC from simulated and naturally occurring settings in physiotherapy. Implications are drawn for future The discussant considers the four symposium study of indigenous assessment criteria in papers in terms of their contributions to workplace settings. occupational English testing and highlights the areas still left unresolved in designing and rating Deriving assessment criteria from aspects of tests for specific purposes. performance valued by health professionals in their interaction with patients John Pill*, Sally O’Hagan University of Melbourne, Australia D1: Sociolinguistics

Thematic analysis of educators’ feedback on the S657 interaction of trainee health professionals with Communicative competence: Are L2 teachers patients revealed what they value in this context – giving students everything they should be their “indigenous criteria” (Jacoby & McNamara, entitled to?

1999). From these data, a conceptual model was Convenor: Virgilio Almeida developed and new professionally-relevant University of Brasília, Brazil

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Symposium summary Spanish with Guarani influence in Paraguay for The symposium participants will discuss the the aims of improving Spanish learning as L2. importance of including in L2 teaching/learning other competences besides the linguistic, which is Communicative Competence in the EFL classroom generally the one most emphasized in L2 syllabi. Isabela Villas-Boas The presenters will show the relevance of the Casa Thomas Jefferson, Brazil competences presented in Celce-Murcia's model of 2007 in different contexts and with different The presenter will show the results of an languages. investigation which analysed how EFL teachers perceive the presence of competences other than Symposium presentations the linguistic in the teaching syllabus. The study involved over 230 teachers from four institutions Marianne Celce-Murcia’s 2007 Model of in Brasília, who were asked to compare eleven Communicative Competence pairs of different competence-based activities. Virgilio Almeida University of Brasília, Brazil S1455 The presenter will describe Marianne Celce- Researching literacy practices in transition Murcia’s construct of Communicative Convenor: Lars Holm1, Anne Pitkänen-Huhta2 Competence (2007) with the six sub-competences 1. Aarhus University, Denmark 2. University Of (linguistic, formulaic, sociocultural, discursive, Jyväskylä, Finland interactional, and strategic) and their own subdivisions. This is the model which has served Symposium summary as the theoretical grounds for the four studies Based on detailed empirical studies in the Nordic which follow. countries, the aim of this symposium is to discuss how to explore and research intersections Communicative competences in Chinua Achebe’s between transnational processes of mobility and narratives the local situated character of literacy in and Fernanda Pereira around education in order to understand the University of Brasília, Brazil effects of mobility on individuals and communities. Achebe’s novels, written in English, reveal the underlying presence of the Igbo language in Symposium presentations different occurrences. Pidgin and Broken English Conceptualizations of language learning also contribute to the weaving of Achebe’s literary Anne Golden*, Elizabeth Lanza* language. Different and complementary University of Oslo, Norway communicative competences are then necessary for understanding the narratives and conveying Metaphors characterizing language learning and the specificities of their multicultural context. literacy at different periods are an index to how these processes are conceptualized and in Communicative competence in speech transition. In this study adult migrants’ narratives communities with diglossia: The Indigenous are analyzed to study language learners’ views of influence in Paraguayan Spanish the learning process, with a focus on metaphorical Susana Martínez expressions used in focus group conversations. University of Brasília, Brazil (Re)searching literacies and identity-positions in The presentation stresses the knowledge of the GLO-CAL North and South: Challenges in the indigenous languages in diglossic and bilingual 21st century speech communities in order to acquire Sangeeta Bagga-Gupta communicative competence in Spanish as L2. The Örebro University, Sweden presenter will describe research on the use of

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Issues related to time and space explicitly or Convenor: Alastair Pennycook implicitly frame ways in which identity and University of Technology Sydney, Australia language broadly and literacy specifically gets researched. This study explicates challenges Symposium summary related to space –here, there and the virtual – and A renewed focus on repertoires of semiotic identity-positions through empirical examples resources rather than multiple languages presents from on-going ethnographically framed research a dilemma: if within a new sociolinguistic order in the Global North and South. such repertoires are not well accounted for in either individual nor speech community terms, Figured worlds as a lens to explore literacies in how best to understand the spatial organization, transition social distribution and local stratification of Helle Pia Laursen sociolinguistic repertoires? Aarhus University, Denmark Symposium presentations For children, beginning school is also a specific Chronotopic repertoires transition time which involves transformations of Brigitta Busch the understanding of what literacy is and Universität Wien, Austria negotiations of how they perceive themselves as readers and writers. My presentation will address Looking at repertoires in terms of multimodal, literacies in transition by studying how children, in biographical language portraits, this paper focuses their investments, draw on figured worlds. on Bakhtin's notion of chronotopos (the co- presence of time and space in linguistic Discourses of Literacy on an International repertoires) as a way of understanding the bodily, Master’s Programme in Finland emotional, and historico-political dimensions of Laura McCambridge language experience along life trajectories. University of Jyväskylä, Finland as translanguaging space One way to understand the processes of Li Wei*, Zhu Hua* transition in a community's practices is through University of London, United Kingdom analysing patterns and conflicts in how people in that community talk about those practices. This Looking at the bewildering world of smells, presentation looks at discourses about writing on colours, and sounds of Chinatown as a an international Master's programme, an translanguaging space, this paper explores the increasingly common context where local and ways in which different participants in everyday global norms converge. activities of Chinatown – workers, diners, shoppers, tourists, members of community Localizing supranational concepts of literacy organisations, passers-by, ethnographers – Lars Holm negotiate multimodality repertoires and construct Aarhus University, Denmark social/sociolinguistic order.

Through the growing influence of supranational Repertoires and homeopathic language agencies’ conceptualizations of literacy in Jan Blommaert education it becomes important to read specific Tilburg University, the Netherlands conceptualizations of literacy locally as well as translocally. In this presentation the Repertoires often include 'homeopathic interpretation and adaption of supranational language', minimal bits of language such as concepts about literacy in education in different greetings, thanks and farewells. By using such national contexts are compared and analysed. small linguistic tokens homeopathically, we neutralize our ignorance of the language through such minimal display while also showing a level of S1847 linguistic respect. Repertoires, spaces, mobilities

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Spatial repertoires Alastair Pennycook*, Emi Otsuji* Hashimoto will present how the notion of “native University Technology Sydney, Australia speaker” and “non-native speaker” of Japanese has been assumed in the practices of teaching If repertoires of semiotic resources (rather than Japanese as a foreign/second language in Japan. competence in multiple languages) are not She will argue that the construct of the Japanese satisfactorily accounted for either in terms of native-speaker in fact mirrors that of the Japanese individual competence nor speech communities, version of English native-speaker. where do they operate? Drawing on research in metrolingual kitchens and restaurants, this paper English as a multilingual language: Implications makes an argument for understanding repertoires for ELT in spatial terms. Andy Kirkpatrick Griffith University, Australia

D2: Language Policy and Planning Kirkpatrick will present principles which could S188 underpin the teaching of English, especially in Native-speakerism and beyond: Constructing the contexts where English is used as a lingua franca vision of the post-native-speakerist language by multilinguals for whom English is an additional teacher language. He will argue that, in such contexts, the Convenor: Stephanie Houghton non-native speaker provides the appropriate role, Saga University, Japan linguistic and cultural model.

Symposium summary Replacing the ‘native-speaker’: Views from the Native-speakerism, a language-based form of fields of intercultural communicative prejudice affecting language teachers, can create competence, World Englishes and English as a perceptions of employment discrimination against Lingua Franca non-native and native language teachers alike. Stephanie Houghton This symposium will explore the specific nature of Saga University, Japan native-speakerism in the Japanese context, and the possible grounds upon which the language Houghton will present a set of newly-emerging teachers of the future should be employed. standards from the differing standpoints of intercultural communicative competence, World Symposium presentation Englishes and English as a Lingua Franca, all of which seem to reject the native-speaker as model, Narrative explorations of the burden of native drawing upon over forty interviews conducted speakerhood with ‘experts’ in each field. Damian Rivers Future University Hakodate, Japan S1017 Rivers draws upon narratives from a population of Language planning, medium of instruction and ‘teachers in training’ to outline some of the most student agency: Case studies from Vietnam and significant consequences of pedagogical practices Malaysia

and policies which continue to situate individuals Convenor: M. Obaidul Hamid on the basis of their supposed linguistic nativity. The University Of Queensland, Australia Questions of professional responsibility are raised and extracts from personal experience shared. Symposium summary Medium of instruction (MOI) and the agency that Native-speakerism in Japanese language students and teachers bring to this issue are teaching in Japan major topics for discussion in language policy and Kayoko Hashimoto planning. This symposium brings together five The University of Queensland, Australia papers that illustrate the exercise of individual

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agency in the implementation of ELT and MOI The University of Queensland, Australia policies in Malaysia and Vietnam. Recent years have witnessed a growing trend of Symposium presentations introducing English early in primary schools in many parts of the world. This presentation Medium of instruction and teacher agency in focuses on the complexity of pupils’ classroom higher education in Malaysia experiences and their agency as revealed by an Nor Liza Ali ethnographic case study which was conducted in University Technology Malaysia, Kuala Lumpur a primary school in Vietnam.

Policy makers have positioned tertiary English- Medium of instruction and identity of ethnic medium instruction programs as a language minority students planning tool to promote students’ mastery of Trang Thi Thuy Nguyen English. This presentation examines the agency of The University of Queensland, Australia content-area lecturers in a Malaysian university. Findings suggest that the meso-level leadership is This presentation focuses on the impact of critical in promoting the agency of content-area medium of instruction on the identity of minority lecturers as policy actors. students whose L1 is not chosen as the school language. Findings reveal that the school language Exploring student agency in English-medium could bring both challenges and supports for the programs in Vietnamese higher education students in their identity development regarding Huong Nguyen language, culture and social relations. The University of Queensland, Australia

English is used as instructional medium for S1027 internationalisation of higher education in many Policy and practice: Learning English early in non-native English contexts. This presentation Europe explores student experiences in English-medium Convenor: Janet Enever programs in Vietnam to understand their agency Umeå University, Sweden in meeting educational goals. The findings shed light on the decisive role of individual agency in Symposium summary the implementation of EMI. This symposium reviews current contexts for learning English in European primary schools, The paradox of policy enactment and individual drawing on new evidence from transnational, agency in implementing the Common European national and local studies. Findings are discussed Framework of Reference for languages in in the light of the European priority for Vietnam overcoming weaknesses in the key competency of Huy Van Nguyen foreign languages at primary school level The University of Queensland, Australia identified in previous evaluations.

This presentation explores language planning and Symposium presentations policy from the perspective of individual agency and its embodiments in the enactment of an Governance beyond government in European English language education policy at a university primary foreign languages policy in Vietnam. It argues that the paradox of policy Janet Enever enactment process lies in the conflicting policy Umeå University, Sweden positions each actor is to take. In a European context where countries have English in the primary classroom: Pupils’ increasingly lowered the start age for foreign experiences and their agency from a language languages this paper reviews the influence of policy and planning perspective European soft policy recommendations and Lan Chi Nguyen indices on national education policies. Empirical

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evidence from the ELLiE study will be used to case study results show that ‘recultured’ parents’ illustrate the extent of the OMC influence. attitudes to lowering the starting age can differ greatly from those of ‘non-recultured’ parents if Against all odds: Investigating reasons for young the educational change has been properly learners’ success in foreign language (FL) prepared. development Lucilla Lopriore Roma Tre University, Italy S1499 Developing language and literacy policy in a Research usually informs language policies and global age: The case of Timor-Leste innovations in the FL curriculum and in teacher Convenors: Marilyn Martin-Jones1, Estêvão education programs, but it may also unveil Cabral2 incidental learning factors that sustain FL 1. University Of Birmingham, United Kingdom 2. Tilburg development. The way young learners’ aural University, The Netherlands comprehension and capacity for self-assessment develop in time will be illustrated drawing from Symposium summary different research studies. In this symposium, we draw on ethnographic and discourse analytic research in the multilingual Research on the implementation of early foreign nation of Timor-Leste to make the case for language instruction in Poland language-in-education policy research of a multi- Magdalena Szpotowicz layered nature that links globalised policy-making Educational Research Institute, Poland processes and ideologies of language and pedagogy to everyday practices on the ground, in This paper presents the results of a national different research sites. research study which was carried out in Poland to assess the implementation of a curricular change Symposium presentations – an early start in compulsory foreign language education. It will discuss the test design and Constructing a common language: Some remarks highlight selected external factors which seem to about the reintroduction of Portuguese in Timor- influence young learners’ receptive skills. Leste Alan Silvio Ribeiro Carneiro Primary English learning in two French schools University of Campinas (UNICAMP), Brazil Heather Hilton Université Lyon 2, France This presentation highlights emergent tensions around the construction of language policies in One group of first- and one group of third-graders Timor-Leste. The focus is on the positioning of were followed during their first year learning different actors involved in a project related to English in two French primary schools: lessons the reintroduction of Portuguese. The study I were filmed, individual variables and emerging present reveals the complexity involved in English knowledge were measured. Complex accommodating different views in the building of interactions between methodology, individual language policies. characteristics and emerging L2 skill will be discussed. From language-in-education policy to language- in-classroom practice: An ethnographic study in The need for ‘reculturing’ parents in lowering the Timor-Leste starting age of foreign language learning Ildegrada da Costa Cabral Karmen Pizorn University of Birmingham, United Kingdom Ljubljana University, Slovenia This research focuses on the ways in which Parents as important out-of-school factors in language-in-education policy is being translated lowering FL learning have unfortunately not into classroom practice in primary schools in received much attention from policy-makers. The Timor-Leste. Combining ethnography with

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analysis of bilingual classroom discourse, I show how one teacher in my study uses Tetun and Bourdieu and Language Policy: Key principles Portuguese to connect the curriculum to pupils’ Stephen May life world knowledge. University of Auckland, New Zealand

Adult literacy education in multilingual Timor- The paper examines three key aspects of Leste: Ideas on literacy and languages guiding Bourdieu's work that provide the basis for a classroom interaction critical analysis of language policy: 1) the need for Danielle Boon a diachronic study of languages 2) understanding Tilburg University, The Netherlands the role of the state, and particularly education 3) exploring the impacts of both 1) and 2) on the This presentation draws on ethnographic research linguistic habitus of individuals and the linguistic on adult literacy education carried out in Timor- markets in which they engage. Leste in 2010-2011, including class observations and interviews. It shows how teachers and Language Policy as forgetting: English and the learners are clearly identifying local, pragmatic Philippine-American War solutions for the challenges they face in this Ruanni Tupas multilingual country with its relatively new National Institute of Education, Singapore language-in-education policy. This paper examines the relationship between Finding space for non-dominant languages in language policy and historiography via the education: Language policy and medium of example of 20th language policy-making in the instruction in Timor-Leste Philippines. This process, shaped by the Kerry Taylor-Leech Philippine-American War of 1899-1902, includes a Griffith University, Australia policy of forgetting which, following Bourdieu, contributes directly to ongoing inequalities This presentation examines the tensions between shaping language policy in the Philippines. global and local discourses in medium-of- instruction policy development for primary Bilingual policy in Singapore: Contradictory education in Timor-Leste since independence. approaches to English and Chinese Controversy over recent policy initiatives and a Xiao-Lan Curdt-Christiansen pilot project for mother tongue-based multilingual National Institute of Education, Singapore education highlight the ideological nature of the relationship between language planning and the This paper explores different prestige and image medium of instruction. language planning approaches to the promotion of English and Chinese in Singapore from a Bourdieusian perspective. In particular, it S2028 examines how Chinese language has lost ground Bourdieu and Language Policy to English in terms of linguistic and cultural capital Convenor: Stephen May through prestige planning in the field of education University Of Auckland, New Zealand and the subsequent impacts on individual linguistic habitus. Symposium summary This symposium explores how a Bourdieusian Language policy in post-apartheid South Africa: perspective can be usefully applied to the field of A critical evaluation language policy and planning. The symposium Nkonko Kamwangamalu provides an overview of his analytical framework Howard University, USA as it pertains to language policy and explores language policy in Singapore, the Philippines and Drawing on Bourdieu, this paper examines why South Africa from a Bourdieusian perspective. South Africa’s multilingual language policy has not yet managed to achieve a key objective – notably, Symposium presentations the promotion of African languages as medium of

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instruction in schools. It highlights the ongoing resistance, especially from parents, who do not A syntax-pragmatics interface has been perceive African languages as having economic considered to be the common locus of any value in the linguistic market place and suggests a interlingual influence in BFLA, but counter- range of alternatives. evidence suggests that this may depend on the typological distance between the two languages Discussant being acquired. The presenter further supports Robert Lingard this claim through the analysis of argument University of Queensland, Australia representation patterns in young Japanese/English bilinguals.

D3: Bilingualism and Multilingualism Bilingual language processing in the brain Yukio Ikari S574 , Japan

Bilingualism as a first language in the Japanese Neuroimaging techniques such as ERPs and fMRI context have made it possible to explore the function of Convenor: Hideyuki Taura particular areas of the brain in the scientific study Ritsumeikan University, Japan of language acquisition. As yet many of the Symposium summary methods have only been applied to monolingual Bilingualism as a first language in the Japanese language processing. The presenter shows a context is discussed from four perspectives: (1) possible use of ERPs and fMRI in bilingual longitudinal narrative development in a non- language processing. dominant language, (2) the locus of cross- linguistic influences in simultaneous Balanced bilinguals’ code-switching using Japanese/English language development, (3) Systemic Functional Grammar bilingual language processing in the brain, and (4) Kazuhiko Namba balanced bilinguals’ code-switching using Systemic , Japan

Functional Grammar. Japanese-English code switching (CS) frequently

entails items with pragmatic functions, e.g. Symposium presentations discourse markers or interpersonal particles. To

account for the structure of CS, an approach is Longitudinal narrative development in a non- needed which integrates both pragmatic and dominant language morpho-syntactic perspectives. The presenter Hideyuki Taura achieves this by analyzing balanced bilinguals’ Ritsumeikan University, Japan alternational and insertional CS data using Two Japanese-English early bilinguals' non- Systemic Functional Grammar. dominant language (English) narrative development was tracked for 16 years. Storytelling data were also analyzed in terms of S1193 linguistic development. The presenter discusses Maximising language resources: Exploring and the results in comparison to those taken from developing languages across sectors, schools and English monolinguals and bilinguals whose two communities languages are alphabetical. Convenor: Liam Morgan University of Technology Sydney, Australia

The locus of cross-linguistic influences in Symposium summary simultaneous Japanese/English language This study explores the gap between policy and development practice, between local resources and Satomi Mishina-Mori government programs. The four stages of the , Japan research are designed to provide macro- and

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micro- perspectives on issues relating to the This paper provides a description of the uptake of languages as well as the untapped conceptual and methodological framework resources that exist in systems and schools. developed for the major study into the provision and uptake of languages across systems and Symposium presentations sectors in NSW. This presentation outlines the theoretical and methodological perspectives that Mapping the gaps between provision and provided researchers with tools for uptake: A site-based approach conceptualising, analysing and interpreting data. Ken Cruickshank University of Sydney, Australia S1326 How can gaps between government languages Researching multilingualism: Unilingual or policy and the reality of local provision be so multilingual approaches? great? This paper presents findings from a major Convenors: Anthony Liddicoat1, Geneviève Zarate2 study of cross-sectoral program provisions at local 1. University of South Australia, Australia 2. Institut areas in Sydney and Wollongong, NSW. The National des Langues et Civilisations Orientales, France implications for language users, program and policy development are explored. Symposium summary This symposium focuses on the nature of Local languages resources: Attitudes, experiences intercultural communication in the academic and skills of school staff world taking as its starting point the study of Linda Tsung multilingualism. It examines the ways in which the University of Sydney, Australia flow of ideas is enacted between various traditions and how languages as components of How do local resources in language attitudes and the research process construct this flow. skills impact on school programs? This paper presents findings from large-scale online surveys Symposium presentations in Sydney and Wollongong, Australia (n=1942). Findings indicate segmentation of resources with Multilingualism in publishing practices in the main contribution towards positive attitudes multilingualism research in Anglophone contexts being experience of languages through home Anthony Liddicoat background, study or work. University of South Australia, Australia

Languages and school cultures: Case studies of This presentation investigates multilingualism as what make for effective languages programs an academic practice in research in Honglin Chen multilingualism by examining the citation , Australia practices of research published in key English- language journals. It argues that, although What makes for effective languages programs for research traditions other than those of the young people? This paper presents findings from English-speaking world may be present, collaborative ethnography case studies in 16 multilingualism as a visible research practice is primary, secondary and community languages largely absent. schools. The findings indicate the role of factors such as local community, school executive The international flow of ideas through an attitudes and individual teacher skills and international project edited in three languages approaches. Geneviève Zarate Institut National des Langues et Civilisations Orientales, Researching the gap between policy and practice France between provision and uptake Liam Morgan This presentation proposes a typology of University of Technology Sydney, Australia plurilingual and pluricultural processes that take place in an international research project. It

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shows how discussing concepts sheds light on the complexity of meaning when cultural assumptions S2388 are made explicit. These processes show it is Theorising multilingualism and diversity in, of illusory to believe that “intellectual life is and from the South spontaneously international” (in French) Convenors: Kathleen Heugh1, Christopher Stroud2 1. University of South Australia, Australia 2. University Researching the training of women engineers in of the Western Cape, South Africa Cameroon: New identities, new modes of inquiry Claire Kramsch*, Patience Fielding* Symposium summary UC Berkeley, USA Contributors to this symposium will, from a critical perspective, attempt to explore contemporary The multilingual engineering school in Yaoundé, deliberations on multilingualism and diversity Cameroon offers women opportunities to across academia and society at large. This will be redefine themselves outside the traditional role from the vantage point of the global South rather models provided by society but also outside the than more conventional perspectives which have entrepreneurial models provided by the World enjoyed greater currency in recent literature. Bank. The presenters will explore which research approaches are best suited to study these Symposium presentations heteroglossic engineers of the future. Why do mainstream Occidental theoretical Storying research on multilingualism in concepts fail when the focus is on minorities, indigenous contexts: Many-eyed seeing as a diversities and multilingualism? pluricultural approach to academia Marilda Cavalcanti*, Terezinha Maher* Vicki Kelly*, Danièle Moore* Universidade Estadual de Campinas, Brazil Simon Fraser University, Canada Having spent more than a decade doing research At a time when Indigenous scholars are reclaiming from without/supervising research from within in their voice in academia, the contribution discusses an indigenous teacher education course in Brazil, how the concepts of Métissage and Two-Eyed the researchers, voluntary tutors in this Seeing (involving the articulation of Indigenous multilingual/multiethnic setting, question and contemporary science as complementary mainstream theoretical concepts which have forms of knowledge) involve different ways of proved inadequate to account for the diversity storying collaborative research on multilingualism and complexity of the scenario. in a context of First Nations’ language revitalization in Canada. Multilingualism and diversity in Ethiopia Elizabeth Woldemariam*1, Hirut Woldemariam*2 Managing multilingualism in the academy: 1. University of Oslo, Denmark 2. Addis Ababa Linking rhetoric and practice University, Ethiopia Anne Pauwels School of Oriental and African Studies, University of Ethiopia, with a population of about 80 million, is London, United Kingdom multilingual and culturally pluralistic with a policy of ethnic federalism recognizing the country’s Universities are developing various ethnolinguistic groups. We discuss the internationalisation/globalisation strategies and country’s language policy in light of ethnic policies in which language/multilingualism (may) federalism – the roles of regional languages, the play a role. These operate with concepts of national working language Amharic, and English. language and language learning that are restricted in scope and do not take account of multilingual East Timor: Tensions between linguistic diversity realities. This contribution explores facets of the and modernist visions of language-in-education relationship between policy and practice through Estêvão Cabral*1, Marilyn Martin-Jones*2 case studies. 1. Tilburg University, The Netherlands 2. University of Birmingham, United Kingdom

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repositioning or reconceptualising of the diversity- This presentation focuses on the specific rich resources of the south and the east. challenges for research on multilingualism in East- Timor. These include: unpacking the modernist views of language-in-education imposed by D4: Intercultural Communication Portuguese and Indonesian colonizers; understanding the dynamics of linguistic diversity S977 in the context of wider social and political Symbolic power and conversational inequality in developments and the forging of fine-tuned intercultural communication critical, ethnographic approaches. Convenors: Hua Zhu1, Claire Kramsch2 1. University of London, United Kingdom 2. UC English Plus: Multilingual resourcing in Berkeley, USA development intervention Tope Omoniyi Symposium summary Roehampton University, United Kingdom This symposium aims to stimulate discussions on the following issues: How is symbolic power This paper presents the English Plus project which defined and constituted in intercultural deploys multilingualism as a resource in communication? How does power inequality development intervention in sub-Saharan Africa. impact the way language is used and vice versa? It will argue that Western literacy models imposed And what is the most appropriate research on the region may be partly responsible for a approach to studying the workings of power in disconnection between the top and base of the intercultural communication? development pyramid which hinders the process. Symposium presentations Towards epistemic justice in multilingual contexts Authorization and delegitimation among Caroline Kerfoot biomedical and traditional doctors in Tanzania Stockholm University, Sweden Christina Higgins University of Hawaii, USA Dynamic multilingual South(ern) African educational contexts, in which historicised This paper analyzes the construction of ideologies of language, race, ethnicity, and gender professional identities among biomedical and remain starkly visible, can illuminate questions of traditional doctors in northern Tanzania. Using epistemic injustice, less visible in the North. They Bucholtz and Hall’s (2005) framework, I explore can also suggest ways of creating more egalitarian how both sets of doctors are first legitimated conditions for recognising learners as bearers of through narratives of equality, and then I analyze linguistic and other knowledge. how the traditional doctors are subsequently delegitimated in interaction. To what extent are southern and eastern considerations of diversity mutually enriching of The interactional accomplishment of native northern and western considerations? speakers’ power 1 2 Christopher Stroud* , Kathleen Heugh* Anthony Liddicoat 1. University of the Western Cape, South Africa 2. University of South Australia, Australia University of South Australia, Australia Intercultural interactions involving both native The presenters will offer critical commentary on speakers and non-native speakers are key themes emerging from different geographical characterised by inequality not simply because of regions during the symposium. They will also differential command over the language, but attempt to identify issues for strengthening because these identities are inherently unequal. collaborative research across southern-northern This inequality relates to the symbolic power that and eastern-western contexts in ways that require inheres in the command of a particular language.

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1. University of Frankfurt, Germany 2. University of “Serving with passion:” Naturalizing inequality Roehampton, United Kingdom as cultural difference in service work Ingrid Piller Symposium summary Macquarie University, Australia The spread of religions and languages around the world calls for new perspectives. This panel This presentation explores discourses of cultural presents case studies focussing on language and difference in the tourism industry. Working multifaithism. Highlighting aspects of conditions of global service workers are multilingualism and multi-religious practices, it naturalized as cultural. Furthermore, their contributes to the of language, thus embodied identities are used as a unique selling extending the emerging field of the sociology of proposition. The paper contributes to critical language and religion (SLR). Intercultural Communication Studies by exploring the socio-economic functions of national-cultural Symposium presentations identity constructions. Faith, diversity and the English Language Express Institutional power, professional inequality and in Nigeria the native/non-native teacher Tope Omoniyi Martine Derivry-Plard University of Roehampton, United Kingdom UPMC, University of Paris 6, France This paper explores Allan Bell’s (1984) ‘Audience Native and non-native FL teachers have to Design’ in discussing language choice in soul- struggle differently with the institutional power of winning outreaches of evangelical churches in their educational system and that of the media. Nigeria. Drawing illustration from internet and Drawing on Bourdieu’s theory of social action, the music ministries of Loveworld Inc., I argue that the presenter will describe the difference between primary target of outreach activities comprise the the two kinds of teachers and their unequal young and educated which privileges English over relationships within the FL educational field. indigenous languages.

‘Where are you really from’: Nationality and Linguistic and religious pluralism amongst Ismaili ethnicity talk in everyday interactions Muslims Zhu Hua Brook Bolander University of London, United Kingdom University of Zurich, Switzerland

This talk will examine how conversation This paper explores the relationship between local participants do nationality and ethnicity talk and global formations of identity amongst Ismaili (NET), i.e. discourse that either explicitly or Muslims, by focusing on the construction of a inexplicitly evokes one’s nationality or ethnicity, in discourse of multilingualism at a local level everyday life. It will argue that more often than (Pakistan, Tajikistan) and a global level (online not NET reifies differences and create ‘othering’, discourse). The role played by English at both exclusion and marginalisation. levels is paid particular attention.

Discussant Language and identity in Latino churches in New Claire Kramsch York City UC Berkeley, USA Christian Muench University of Frankfurt, Germany

D5: Language and Ideology Latino identity has been discussed from a variety of perspectives. Under the pressure of new waves S2270 of immigration, Latino ethnic churches have Language, multifaithism and one-world identity allowed immigrants to convert Spanish into a Convenors: Christian Muench1, Tope Omoniyi2 common identity marker, building a community

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that transcends the categories of the kind of This project examines how Chinese language ethno-linguistic nationalism still dominant in learning is represented in major English-language Latino neighborhoods. news media from 2004-2012. Our analysis reveals how international/national politics, economics, Aboriginal language revival based on Lutheran and other factors influence the public’s view of ’ material the status and power of Chinese – and China – Ghil’ad Zuckermann and thus the perceived benefits (and risks) of University of Adelaide, Australia Chinese language education.

D6: Language, Culture and Socialisation A long engagement: Affective and personal meanings of long-term Chinese learning for adult S1358 learners Sociocultural and discursive approaches to Isabel Tasker research on Chinese language learning University of New England, Australia Convenor: Patricia Duff University of British Columbia, Canada This paper draws upon a 5-year longitudinal qualitative case study of adult long-term learners Symposium summary of Chinese as an additional language in Australia, Five presentations and two discussants illustrate as they traverse episodes of formal study and self- new directions and issues in sociocultural and directed language activity. It examines the discursive research on Chinese language learning evolving personal and emotional significance of internationally. A common focus is the co- their long-term Chinese language learning construction and contestation of learners' ventures. identities, trajectories, and experiences through various in-class, extracurricular, and textual The construction of Chinese identities and practices. Implications for education, policy, ideologies in textbooks for Chinese heritage- materials/media, and research are discussed. language learners Duanduan Li*1, Patricia Duff*1, Hong Jiang*2, Symposium presentations Lorita Chiu*3 1. University of British Columbia, Canada 2. University “Too sexy la:” Socializing American sojourners of Calgary, Canada into Chinese youth linguistic practices through sentence-final particles This presentation examines the positioning of Wenhao Diao Chinese heritage-language (HL) learners in terms University of Arizona, USA of aspirational or idealized identities in widely used textbook series. We argue that the images, This study reports the peer socialization processes linguistic (and orthographic) choices and among three American students and their Chinese practices, and textbook content have roommates in a college dorm in Shanghai. consequences for learners’ investment in and Through examining their learning of Mandarin retention of their HLs and community sentence-final particles over the course of one engagements. semester, the findings illustrate how they were socialized into emerging linguistic practices Authenticity revisited: The teaching and learning among China’s urban youth. of Chinese in the era of globalization Zhu Hua*1, Li Wei* Representations of Chinese language learning in University of London, United Kingdom contemporary media Patricia Duff*, Tim Anderson*, Liam Doherty*, This paper examines the issue of authenticity, Rachel Wang* especially linguistic and cultural authenticity, in University of British Columbia, Canada the teaching and learning of Chinese as a global language, using examples of discursive practices from ethnographic studies of Confucius Institutes

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and classrooms in the UK. Particular attention will appropriate, and remix stories, songs, and riddles be paid to the different language ideologies of the in situated ways in response to the changing teachers and learners. context of their social worlds.

Discussant Linguistic diversity in education: A case of a Angel Lin racially de(re)segregated South African primary University of Hong Kong, Hong Kong school Pinky Makoe The discussant will comment on salient themes University of South Africa, South Africa across the presentations, noting points of similarity, difference, and importance for further This paper investigates the mismatch between research and consideration. institutional monolingual ethos, systematically inculcated through a de(re)segregated primary Discussant school’s language policy and practices, and Linda Tsung students’ multilingual resources and identities. University of Sydney, Australia The marginalisation of diverse linguistic profiles imposes a fallacy that homogeneity is the norm, The discussant will comment on salient themes and that multiple meaning-making resources are across the presentations, noting points of undesirable and disadvantageous. similarity, difference, and importance for further research and consideration. Anglonormativity and what counts as language in South African suburban schools Carolyn McKinney S1786 University of Cape Town, South Africa The (in)visibility of children's linguistic and cultural resources in schooling in African contexts Drawing on Butler’s theory of heteronormativity, I Convenor: Carolyn McKinney present the notion of ‘Anglonormativity’ as a University of Cape Town, South Africa resource for understanding the consistent neglect of children’s linguistic resources in schooling. The Symposium summary paper aims to illuminate what counts as language This symposium examines the ‘question of in South African schooling, highlighting language’ and what counts as cultural resources in intersections of ideologies of language and race, multilingual educational contexts, drawing on and their subversion. ethnographic data from Uganda and South Africa. Papers demonstrate how essentialist Discussant response to symposium conceptualisations of language and cultural Jan Blommaert resources in /curriculum policies Tilburg University, the Netherlands continue to construct social inequality in the global periphery. This presentation will provide a response to the three papers presented in the symposium ‘The Symposium presentations (in)visibility of children’s linguistic and cultural resources in schooling in African contexts’ Multilingual cultural resources in child-headed families in Uganda Maureen Kendrick*, Elizabeth Namazzi* D8: Language and Technology University of British Columbia, Canada S1045 We report on the use of multilingual cultural Utilizing emerging technologies and social media resources in child-headed households (CHHs) in to enhance EFL learning Uganda. Using funds of knowledge and Convenor: Hiroyuki Obari sociocultural perspectives, we documented how Aoyama Gakuin University, Japan children in four households co-construct, re-

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iBooks Author or a promotional video as a small- Symposium summary group project using iMovie. This symposium examines the potential of emerging technologies – including social media Ubiquitous language learning from mobile (e.g., Facebook, Twitter), hand-held devices internet to iPod to iPad (smart phones, iPods, iPads), and iBooks – to Steve McCarty approach ubiquitous language learning. Case Osaka Jogakuin University, Japan studies focusing on higher education in Japan show how these communication technologies Ubiquitous language learning has progressed from could improve language acquisition in EFL and ESL mobile phone Websites in 2000. From 2004, first contexts. in the world, all incoming Osaka Jogakuin University students received an iPod stocked with Symposium presentations faculty-created listening materials. Podcasting student-generated performances was an Analyzing successful Mobile learning for EFL "effective practice." Since 2012, students use an Takeshi Sato iPad with Wi-fi and faculty-made interactive e- Tokyo University of Agriculture and Technology, Japan books.

Factors for successful mobile-based EFL learning A blended environment with M-Learning: Impact are examined from three perspectives: how on EFL skills mobile learning is implemented in educational Hiroyuki Obari institutions; how teachers scaffold learners to Aoyama Gakuin University help them develop agency as individuals using this technology; and what makes learners willingly use A year-long study sought to ascertain whether or mobile devices and become involved in contexts not a blended learning environment incorporating they themselves generate. m-learning could help Japanese undergraduates improve their English skills. Various emerging Using social media to enhance second language technologies and materials will be demonstrated, learning along with several empirical studies indicating Stephen Lambacher their effect in improving students’ CASEC and Aoyama Gakuin University, Japan TOEIC scores.

Social media is gaining popularity among educators as a tool to boost learning in and out of S3191 the classroom. After reviewing how social media is Virtual sites for sustainable lifelong language being used in educational settings around the learning world, the presenter reports on how he’s using Convenors: Giulia Messina Dahlberg1, Ylva Facebook to improve the English skills of his Lindberg2 Japanese undergraduates. 1. Dalarna University, Sweden 2. Jönköping University, Sweden Project-based EFL learning through e-Book and video creation Symposium summary Kazunori Nozawa Virtual spaces where participants engage in Ritsumeikan University, Japan learning activities are focused in this symposium. Digital technology shapes human interaction and Technology-Enhanced Language Learning allows for specific identity positions: participation implemented since 1998 is augmented by Project- means to engage in interaction at different levels Based Learning since 2012, with the theoretical or with different experiential trajectories, with the background and one case reported in this language, the social codes and the technology in presentation. EFL students chose to create either use. an interactive eBook as an individual project using Symposium presentations

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Digital environments transform our interaction Learning on the go while staying at home: with each other and our view on personal Languaging in virtual learning spaces relationships. This study focuses on the virtual Giulia Messina Dahlberg*1, Sangeeta Bagga- world Second Life and the communicative and Gupta*2 linguistic crafting of love between avatars. 1. Dalarna University, Sweden 2. Örebro University, Knowledge about how emotional bonds are Sweden created through technology is important when designing virtual learning sites. Virtual spaces where participants engage in institutional learning activities are focused in this presentation whose aim is to deepen the E1: Language and Social Interaction theoretical-methodological understanding of social interaction for language learning. In such S1163 spaces languages are negotiated in transitions Personal moments of classroom language across time and space in the situated activity learning in the history of persons inside the virtual classroom. Convenor: Richard Young1, Paul Toth2

1. University of Wisconsin-Madison, USA 2 . Temple Divergence in student linguistic repertoires University, USA online: Performing language in social media and in education Symposium summary Sylvi Vigmo Papers in this symposium challenge the distinction University of Gothenburg, Sweden between moments of classroom language learning

described by discourse analysts and social This study reports on the divergence found in histories of learners described by sociologists. We students’ linguistic repertoires when propose instead a dialectic in which the horizon of communicating in English in social media during classroom interaction expands to include international collaboration, and potential dispositions emanating from and integrating past implications for language education. Spaces for experiences of language learners. language use in social media can be regarded as challenging, but also as new spaces contributing Symposium presentations to recognizing students’ digital vernacular.

Introduction Young people’s languaging and multimodal Richard Young1, Paul Toth2 practices: “Bilingualism” in a Swedish school and 1. University of Wisconsin-Madison, USA 2 . Temple in virtual spaces University, USA 1 2 Annaliina Gynne* , Sangeeta Bagga-Gupta* 1. Mälardalen University, Sweden 2. Örebro University, In this symposium, three presenters consider how Sweden the micro context of the classroom can be seen in

the details of interaction. Three others Taking sociocultural perspectives on learning and demonstrate the relation between exogenous communication and using ethnographic, including context and classroom talk. Juxtaposing netnographic data, this paper explores the nature presentations from the two groups will begin a of languaging young people engage in, in Swedish dialog between the micro and the macro. school and virtual spaces. The study illustrates the

doing of multilingualism and focuses the D'you know Jet Lee? Referential practices and interconnectedness of different linguistic and estimating each other's knowledge in multimodal varieties in meaning-making. conversation-for-learning

Younhee Kim Languages of Amor and Eros in a virtual world Nanyang Technological University, Singapore Ylva Lindberg Jönköping University, Sweden Coming from a Conversation Analysis perspective,

the current study contributes to the proposed

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dialogue between conversation analysts and more macro-minded sociologists by demonstrating that This paper documents how small groups of close sequential analysis reveals participants' adolescent, third-year L2 Spanish learners assumption of each other's knowledge status, collaborated in formulating metalinguistic rules which is based on the perceived for the pronoun se. Transcripts reveal how they membership/identity and shared interactional overcame the challenges of divergent prior history of each other. knowledge by building on the contributions of individuals deemed experts, and stretching Talking the learning experience into relevance informal terminology to reach a mutual Silvia Kunitz understanding. Stockholm University, Sweden Trapped by the transcript! Within Conversation Analysis the extent to which Richard Young the exogenous context can be invoked in data University of Wisconsin-Madison, USA analysis is an ongoing issue. This paper shows how ethnographic information is useful in providing an A transcript of classroom interaction is an emic account of those interactional moments entextualization of a lived social process in which when students talk their learning experience and talk is ripped from its physical and socio-historical their learner identities into relevance. environment. Yet there is a social semiotic of historical and political processes extending Foreign language classroom discursive practices beyond the time and place of interaction that as history-in-person processes cannot be found in a transcript. Richard Donato*1, Kristin Davin*2 1. University of Pittsburgh, USA 2. Loyola University- Discussion Chicago, USA Patricia Duff University of British Columbia, Canada In this study, we investigate novice foreign language teachers’ discursive practices and trace The concluding paper of the symposium will them to their own histories as language learners, identify the main areas of agreement and concepts about language and learning, and disagreement between proponents of a macro identities as novice teachers. Interview and and a micro approach to classroom interaction. questionnaire data from six foreign teachers in Members of the audience will be encouraged to training are used to explain observations of their join the discussion. classroom discourse.

Life outside the classroom as a resource for E2: Pragmatics language learning

Hansun Zhang Waring*, Di Yu* S1021 Teachers College, Columbia University, USA Chinese university students' email discourse in

academia: An ELF pragmatic perspective This conversation analytic study details how life Convenor: Yihong Gao outside the adult ESL classroom is leveraged to , PR China reconfigure the interactional asymmetry typified

by the IRF exchange and how such reconfiguration Symposium summary engenders greater access to a wider variety of This symposium aims to examine Chinese interactional resources crucial for the university students' email discourse in academia development of interactional competence. from an ELF pragmatic perspective. It consists of

nine studies, examining the nature of Chinese The relevance of prior knowledge to students' email discourse to faculty and peers, collaborative consciousness-raising Chinese faculty's perceptions of an appropriate Paul Toth Temple University, USA

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email, and instructional effectiveness of email S741 pragmatics to Chinese learners of English. Investigating learning and identity: A multimodal mediated research lens Symposium presentations Convenor: Sigrid Norris Auckland University of Technology , New Zealand Pre-emptive and remedial strategies for problems of understanding in Chinese university Symposium summary students’ ELF emails This symposium takes a multimodal mediated Wei Ren approach to investigate the interconnection University of Foreign Studies, PR China and between learning new actions and mastering new University of Chinese Academy of Sciences, PR China identity elements in settings such as painting lessons, kitesurfing sessions, vegan food This study investigates 30 Chinese university preparation times, high school tutoring sessions, students’ emails to faculty, to staff, and to friends and family interactions through Skype. Our in institutional settings in intercultural emphasis will be on mediation. communication. It analyzes the pre-emptive and remedial pragmatic strategies employed by the Symposium presentations students to achieve understanding and to avoid problems of understanding when writing their ELF Learning how to paint: From action to practice emails. Sigrid Norris Auckland University of Technology, New Zealand Language choice and discourse organization of email writing by ELF students in Taiwan I illustrate how a student learns to paint and how Daphne Li-Jung Huang similar actions (painting) conducted repeatedly Providence University, Taiwan form practices (practice of painting). As actions are taken, and practices are shaped, the individual This study investigates how Taiwanese EFL learns by developing and adjusting the systems of learners use their linguistic repertoire to mediated action (how to paint) on the inter- communicate with their teachers in emails. The intramental plane. data were analysed according to language choice, function, discourse patterns and spoken and Enactment of spiritual mother identity through written features. This paper presents the analyses vegetarian food preparation time of language choice and discourse patterns of the Bonnyalakha, Makboon emails. Auckland University of Technology, New Zealand

How to do student with English email of "Taoci": I illustrate the co-production of the identity of the Rapport building by Chinese student applicants participant as a mother with her 8-year old to potential supervisors daughter during the higher-level action of Yihong Gao*1, Lin Xiao teaching a daughter how to cook vegetarian food, Peking University, PR China incorporating religious values into it. Through learning new actions in cooking vegetarian food, a The present research examined Taoci email in this spiritual mother identity element is produced. intercultural context, i.e., what Chinese student applicants performed discursively in their email Learning to show (and sometimes tell) during written to potential supervisors of graduate video-conferencing sessions programs overseas. Their strategies of rapport Sigrid Norris building and related identities were analyzed. Auckland University of Technology, New Zealand

In this paper, we present representative samples E3: Multimodality of data collected during a project entitled ‘Video- conferencing: How is family interaction changing?’ which exemplifies the ways in which young

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children are introduced to and encouraged to show various objects and animals which are “Crossing” into the L2 and back: Agency and considered ‘situationally relevant’. ultimate attainment in the post-critical period Adnan Ajsic Learning to tutor with objects Northern Arizona University, USA Jesse Pirini Auckland University of Technology, New Zealand This paper presents an autoethnography of language “crossing” as a form of language Through repeated concrete action the practice of learner/user agency. Discussion will focus on tutoring with objects develops. Excerpts from a issues of acculturation, linguocultural study focused on objects used in high school appropriation, agency, and ultimate attainment in tutoring show tutors incorporate objects, such as the post-critical period. Implications of a models of the brain, more slowly than expected. theoretical and pedagogical focus on individual Mediation, the internalisation, externalization of agency and social identity will be discussed. knowledge and the development of practices are examined. Theorizing agency among young language learners through the lens of multilingual Changing discourses and practices through repertoires: Socio-cultural perspective participatory research ‘nexus analysis’ Chatwara Suwannamai Duran Elina Tapio University of Houston, USA University of Jyväskylä, Finland This paper argues how language socialization in This paper (1) presents the previous study on multilingual settings, particularly outside school, multimodal and multilingual practices that Finnish can be utilized as a field to investigate agency. It signers take with regard to English, examines how recently-arrived migrant children and (2) discusses the way the actions of the strategically used their linguistic repertoires for researcher may transform discourse and actions practicing agency. It discusses how the findings into new discourses and practices when using can help teachers encourage learners’ nexus analysis as the research framework. participation in language learning.

Revisiting agency in community-based No Theme Allocated indigenous language education Man-Chiu Lin S507 University of Arizona State University, USA

Exploring the role of agency in language This paper focuses on one Indigenous village in education Taiwan, and incorporates engaged ethnography Convenor: Xuesong Gao with Critical Indigenous Pedagogy to undertake a University of Hong Kong, Hong Kong community-based language revitalization plan. It Symposium summary contends that agency is best understood as an The learner’s agency is increasingly regarded as a emergent process of relationship rebuilding and fundamental construct in language learning the restoration of humanity from the market- processes. Drawing from sociocultural and critical driven ideology. theories, this symposium explores the role of agency in language learners in a variety of Verbalizing in the L2 classroom: The role of contexts including indigenous language education, agency in the internalization of grammatical migrant education, college-level language classes, categories English-as-a-foreign-language instructed settings Próspero N. García and out-of-school settings. Rutgers University, Camden, USA

The last paper explores the role of agency in the Symposium presentations internalization of the grammatical concept of

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aspect in the L2 classroom. Through the analysis of learners’ performance in three types of L2 conceptual data, this study provides critical insights to understand the role of learners’ agency in L2 conceptual development

Discussant Patricia Duff University of British Columbia, Canada

82 Oral Presentations

OR3363 ORAL PAPERS The influence of television on American vocabulary acquisition with North Queensland A1: First Language Acquisition Children Danica Kelly*1, Gary Williams1, Susan Morrison2 OR1465 1.James Cook University, Australia 2. Central The acquisition of embedded verb placement in Queensland University, Australia Scandinavian: On transfer, verb type and input Christian Waldmann Children's language acquisition, particularly Umeå University, Sweden vocabulary variation across dialects is important to speech-language pathology practice. The It is unclear why children acquiring the Mainland acquisition of vocabulary variations may have Scandinavian verb placement in embedded significant relation to speech and language testing clauses systematically misplace verbs. In this and educational outcomes regarding literacy. The presentation, new experimental data from presenter will describe and discuss the project Swedish children are presented, and the influence outcomes and the application to current practice. of various factors (transfer, verb type, input) on the acquisition of embedded verb placement is OR807 investigated. Mind the gender gap: Boy-girl differences in L2 proficiency across countries, languages and skills OR2155 Katrijn Denies*, Liesbet Heyvaert, Rianne Janssen The acquisition of double object constructions in KU Leuven (University of Leuven), Leuven, Belgium Creole languages Dany Adone Female second language learners often perform University of Cologne, Germany better than males at school. Using data from the European Survey on Language Competences, it is This cross sectional study investigates the shown that this gender gap varies across acquisition of double object constructions and languages, skills and countries. The presenters will prepositional ditransitive constructions in three also attempt to explain these differences, Creole languages as L1 (two French-based Creoles identifying focal points for practitioners and policy and one English-based Creole). Spontaneous data makers. was collected from 20 Mauritian Creole, 20 Seychelles Creole and 18 Roper River Creole OR892 speaking children showing double object Bilingualism as first language in non-Identical constructions as the preferred option. twins acquiring Italian and English from birth Margaret Gearon*, Erika Frezzato-Inggall* OR2932 Monash University, Melbourne, Australia Vowel harmony patterns in Greek child speech: A process not meant to be This ethnographic study investigated the Marina Tzakosta acquisition of bilingualism as first language (Italian University of Crete, Greece and English) of non-identical female twins. The paper will examine their reactions to the input Our paper draws on Greek L1 developmental data from family members during the second and third and challenges the idea of the universality of years of life to illustrate the development of both Vowel harmony as a process facilitating languages according to interlocutor and context. phonological development (cf. Cohen 2012). The data demonstrate that vowel harmony is morphophonologically conditioned, affects the order of vowel acquisition and suggests inter- and intra-child developmental paths.

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A2: Second Language Acquisition OR1139 The acquisition of Spanish copulae by first and OR1019 second language learners: An experimental Preferred argument structure and the English approach 1 2 relative constructions by Japanese learners in Carolina Hotlheuer , Elisabeth Mayer* , Susana 3 spoken language Eisenchlas Megumi Okugiri 1.Centro de Investigación Avanzada en Educación, Universidad de Chile, Chile 2. School of Language Tokyo Healthcare University, Japan Studies, Australian National University, Canberra,

Australia 3. School of Languages and Linguistics, Griffith This study investigates the state of Preferred University, Brisbane, Australia Argument Structure in English relative constructions in spoken language produced by Despite the difficulties adult learners of Spanish Japanese learners. The results of this study find a experience with the copular system, children strong association between the learners' master the basic syntactic-semantic distribution of production and Preferred Argument Structure, the copular verbs early on. The methodologies which reflects learners' cognitive processing of used to study child and adult acquisition differ second language. greatly. Thus this project uses the same experimental tools to compare acquisition across OR1033 the two populations. Vocabulary proficiency and progress among CLIL and non-CLIL students - A longitudinal study OR1142 Liss Kerstin Sylvén Learner corpus-based research of the dynamic University Of Gothenburg, Sweden lexical richness development in EFL learners' writing In a longitudinal study carried out in Sweden, CLIL Yurong Zheng and non-CLIL high school students' proficiency and Foreign Languages Department, Harbin Engineering progress in academic written English are University, P.R. China investigated. Several tests have been used to measure students' vocabulary proficiency in From a Dynamic Systems Theory (DST) English, and the results of three of these tests are perspective, this learner corpus-based study presented and analyzed in this paper. tracks the lexical richness development in EFL learners' writing, with a 6-semester longitudinal OR1131 span. The findings indicate the existence of The impact of first language variety and attractor and repellor states, which proves the experience with Japanese on cross-language dynamic features in their lexical development, perception entailing challenge to the generally-held 'plateau Kimiko Tsukada*1, Yukari Hirata2 phenomenon'. 1.Macquarie University, Sydney, Australia 2. Colgate University, Hamilton, United States OR1159 A new horizon for early english education in The "footprint" or linguistic experience on cross- Japan language speech perception was examined by Naomi Ono*1, Tsuneo Takanashi*2, Kagari having English (American and Australian) speakers Tsuchiya*3 with and without knowledge of Japanese listen to 1.Seikei University, Japan 2. Hirosaki University, Japan vowel length contrasts in Japanese and Arabic. A 3. Tokyo Woman's Christian University, Japan larger influence of foreign language learning than the difference in the variety of English was found. The presenters will propose a new method to teach English to Japanese elementary students, which can develop their oral English language and written English language. The method is developed based on the theory and practice in

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Reading Recovery which works effectively in many OR1254 countries where English is a major language. The role of input properties on lexical development in foreign language acquisition: OR1172 Transparency and frequency Phonological Development of ESL Learners in a Ada Valentini*, Roberta Grassi Multilingual Context: L1 Transfer or L3 Influence University of Bergamo, Italy Ngee-Thai Yap Universiti Putra Malaysia, Malaysia This paper investigates the role of input (frequency and transparency) on lexical The influence of the first language on second development in instructed Second Language language acquisition is well documented. Acquisition. Data from the Italian edition of the However, the presenter will discuss results European Project VILLA, where initial instructed involving the interaction of segmental and SLA is investigated under fully controlled input suprasegmental differences in three language conditions (a 14 hour Polish course addressed to systems to show that the influence from a third total beginners), are discussed. language is stronger than the first language in a multilingual context. OR1273 Using learners' first language word association OR1196 profiles as an alternative to native speaker Creating an autonomous learning model for norms Japanese learners of English to foster their Tess Fitzpatrick*1, John Racine2 autonomous attitude 1.Cardiff University, United Kingdom 2. Dokkyo Akiko Kochiyama University, Japan Meisei University, Japan Most L2 word association (WA) studies use native The presentation is about my research by which I speaker norms as a baseline for learner created autonomous learning model to foster proficiency, but the underlying assumption of English learners' autonomy. Four kinds of native speaker homogeneity is problematic. This autonomous variables (motivation, affective paper reveals that learners' individual L1 WA variables, meta-cognitive strategies, and profiles are more reliable benchmarks, with L2 strategies) were measured by a questionnaire profiles becoming more similar to these as given to 804 university students. The findings and proficiency increases. pedagogical implications will be presented. OR1283 OR1244 Eye movement prompts in stimulated recall: The concurrent prediction of writing performance Tapping cognitive processes based on audio vs. in young learners visual stimuli Maria Del Mar Suárez Vilagran Marije Michel*1, Roger Gilabert*2, Andrea Universitat de Barcelona, Spain Revesz*3 1.Lancaster University, United Kingdom 2. Universitat This study explores the relation between language de Barcelona, Spain 3. Institute of Education, University aptitude in young learners as measured by the of London, United Kingdom MLAT-EC (Suárez, 2010) and the learners' written performance. The results show that the total This presentation explores the value of combining score in the aptitude test is not the best predictor eye tracking methodology with stimulated recall of written performance, unlike the results in to investigate task-based cognitive processes. In aptitude test validation studies using other particular, we investigate whether stimulated proficiency measures. recall prompted by additional recordings of eye movements leads to greater understanding of cognitive processes than stimulated recall elicited by traditional audio and visual stimuli alone.

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OR1284 This work addresses strengths and limitations of Story telling works wonders in children’s the capture-recapture word-association technique second/foreign language acquisition for estimating second language productive Siao-Cing Guo vocabulary size in bilingualism research. Two National College of Business, Taiwan studies supported construct and convergence validity. Computer simulations examined how Storytelling offers a rich context for accuracy and reliability of estimates varied as a comprehension and language development. It function of vocabulary size and number of helps children visualize abstract language and responses. process meanings. The presenter will report on a storytelling project at a local elementary school OR1425 and present empirical data to demonstrate the Strategying: Teaching a controversial strategy effects of storytelling. Natsumi Wakamoto Doshisha Women's College of Liberal Arts, Japan OR1319 The differential effects of extensive versus This presentation reports on an empirical study of intensive recasts on learning English articles strategy training (teaching 'Reading for Pleasure') Hossein Nassaji to Japanese learners of English, using the University of Victoria, Canada conceptual framework of 'strategying' and emphasizing the interaction with learning style. This study investigated the effects of intensive MBTI, questionnaires, and interviews were given, versus extensive recasts on learning English and the positive effects and difficulties of strategy articles. Learning was measured using a written training were found. grammaticality judgment task, a written story telling task, and an oral picture description task. OR1462 The results indicated that learners were more Emotions and cognition in language counselling likely to benefit from extensive than intensive Maria Giovanna Tassinari recasts. Freie Universität Berlin, Germany

OR1335 The relationship between emotions and cognition Can Processability Theory assess readiness for in language learning has become of interest in the written feedback? - An empirical study literature only in the last decades. This paper Bronwen Dyson analyses how learners address emotions and University of Sydney, Australia feelings in language counselling discourses and how counsellors can help them to support the While recent research has suggested employing affective dimension in self-directed learning Processability Theory (PT) to predict readiness for processes. feedback, this proposal remains controversial. This paper engages in the debate by outlining a OR1565 study using PT to assess the readiness of Missing academic words in high school wordlist: postgraduate students. To conclude, it discusses Its impact and subsequent acquisition in EFL the study’s implications for SLA and written colleges corrective feedback. Lee-Yen Wang Department of English University OR1355 College, Xiamen . Economic and Measuring second language productive Technological Development Zone, China vocabulary: Strengths and limitations of the capture-recapture sampling technique This research investigates the impact and the Norman Segalowitz*, Joy Williams subsequent acquisition process of 52 missing Concordia University, Canada Academic Words in the national English Reference Word List (ERWL) of the College Entrance Examination Center (CEEC) in EFL colleges in

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Taiwan. This slip provides a rare window to study Academic Word acquisition in EFL colleges. OR1649 Promoting oral proficiency gain in study abroad: OR161 A three-year study Establishing the psychological and Margaret Malone1, Francesca Di Silvio1, Anne sociobiographical profile of proficient English Donovan*1 foreign language users 1. Center for Applied Linguistics, USA Jean-Marc Dewaele Birkbeck, University of London, United Kingdom It is widely assumed that living in a homestay is the most beneficial context for language learning The analysis of self-perceived oral and written during study abroad. However, research has proficiency scores in English of 1252 foreign found quite mixed results. This paper presents language users showed that how and when quantitative and qualitative results of an English was learnt was linked to proficiency, in intervention to promote interaction in the addition to learner-internal factors such as homestay to maximize language gains. extraversion, multilingualism, education and age, and external factors such as frequency of use of OR1674 English. ‘I can't eat, I gotta play': The importance of digital gameplay for English language learning OR1632 Pia Sundqvist Making sense out of sound: Fostering L2 word Karlstad University, Sweden recall through sound-symbolic associations Julie Deconinck*1, June Eyckmans*2, Helene The focus of this presentation is the relation Stengers*3, Frank Boers*4 between out-of-school digital gameplay and 1.Vrije Universiteit Brussel, Belgium 2. UGent, Belgium learning English. Findings on the topic are 3. Vrije Universiteit Brussel, Belgium 4. Victoria presented from a Swedish large-scale study University of Wellington, New Zealand among 9th-graders. The results indicate significant gender-related differences regarding vocabulary This study was designed to investigate whether L2 and, further, imply that digital gaming plays a learners can be encouraged to formulate explicit crucial role for learning English. sound-symbolic associations (SSA) with novel word forms, and to gauge whether these SSAs OR1694 fostered subsequent word recall. Results suggest In which conditions will analytic ability and that learner-generated SSAs enrich and working memory predict learning outcomes? strengthen the memory trace of new words, Nadia Mifka-Profozic facilitating their productive and receptive recall. University Of Zadar, Croatia

OR1634 The paper examines the role of analytic ability and The Relationship between Time, Language working memory in two learning conditions, Exposure and Grammatical Development in a determined by two types of feedback: recasts and Study Abroad Context clarification requests. Multiple regression analysis Martin Howard indicated that analytic ability predicted the gains University College Cork, Ireland in the clarification requests group, whereas working memory was more related to gains from This paper presents results of a 2-year recasts. longitudinal study which explores grammatical development at four stages during study abroad, and post-study abroad. The quantitative findings on different components of the learners' grammar in L2 French are correlated with changes in the learners' input exposure and engagement as the study progressed.

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OR1731 to which perceptual training in one phonetic Pragmatic development by Japanese students context transfers to novel phonetic contexts. studying abroad: Focusing on pragmatic routines Naoko Osuka OR1825 , Japan Enhancing learner agency in a dialogical writing class: A case study Previous studies indicate that L2 learners develop Li-Te Li pragmatic routines in the late stages. This study Shih Chien University, Taiwan investigates the development of pragmatic routines by Japanese students studying abroad. The presenter will first introduce the features of a The oral data elicited by a multimedia elicitation dialogical writing class, designed with Bakhtin's task indicated that their use of pragmatic routines dialogism, and then discuss how and why EFL deviated from target norms even after they student-writers' learner agency would be fostered studied abroad. and exercised through these features. The pedagogical implications to incorporate learner OR1747 agency into writing course design would also be Task-based Interaction in Turkish addressed. Shawn Loewen*, Talip Gonulal Michigan State University, USA OR1932 Effects of different reading plus word-focused This study investigates the task-based interaction tasks on L2 incidental vocabulary acquisition of four learners of Turkish at an American Ping Fu*1, Qing Zhou2 university. The dyadic interaction is coded for the 1.Hunan No.1 Teacher College, P.R. China 2. Hunan frequency of negotiation of meaning, corrective Environment Vocational College, P.R. China feedback, and LREs, as well as targeted linguistic structures. Comparisons are made with existing This study tests with empirical data from 104 research regarding interactional characteristics Chinese English learners if tasks hypothetically at and their frequency. the same level of involvement load can yield similar incidental vocabulary acquisition. Three OR1759 findings emerging from the research support the The acquisition of verbs in a second language involvement load hypothesis in limited way but Bernt Ahrenholz shed light on teachers teaching meaningfully. Friedrich-Schiller-Universität, Germany OR1933 This presentation looks at the results of a Developmental patterns in features of spoken longitudinal study into the acquisition of verbs by and written styles in learner English 37 eight-ten year olds, some with German as a Limin Jin*, Qiufang Wen first language, others learning it as a second Beijing Foreign Studies University, P.R. China language. Examples of narrative speech indicate differences in understandings related to The presenters will report a cross-sectional study semantics, valency and usage restrictions. on the development of spoken and written styles in L2 English. We will analyze changes in typical OR1790 features of register in oral and written The impact of computer assisted pronunciation compositions by 320 English majors from a training across multiple phonetic contexts university in Beijing. Implications for advanced Ron Thomson*1, Raul Erazo2 language learning will be discussed. 1. Brock University, Canada 2. University of Amazonia Florencia, Colombia

This study reports the results of a large-scale L2 English vowel training study, examining the extent

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OR1949 Research on second language fluency has Corpus-based analysis of 'develop' in Chinese and consistently shown that high proficiency speakers German second language learners use fewer hesitation phenomena (e.g., silent Yuanyuan Yang pauses, filled pauses). However, recent studies Shanghai University of Engineering Science, PR China question whether these trends might be explained by first language speech patterns. This The paper presents a corpus-based interlanguage study presents evidence from a crosslinguistic analysis on Chinese and German English learners. speech corpus that bears on this question. The presenter will describe "develop" for its synonym variation and usage across three OR2222 corpora: CLEC, ICLE and LONCNESS. Cultural and The impact of learner demotivation: pedagogical implications will be drawn. Retrospective accounts of Japanese university EFL learners OR1999 Kota Ohata*1, Mark Christianson*2 The rejected stones: Linguistic analysis of 1. Ferris University, Japan 2. Keio Yokohama internationally adopted school-age children Elementary School, Japan Jogile Teresa Ramonaite The Institute of The Lithuanian Language, Vilnius In foreign language learning, demotivation is a University, Lithuania prevalent phenomenon and many learners struggle with negative emotions that can lead to Drawing on quantitative and qualitative data this less effective learning. Drawing on Japanese paper analyses the linguistic development of university EFL learners' retrospective accounts of Lithuanian school-age children adopted to Italy. demotivating experiences in their language The L2 acquisition is spontaneous, rapid and learning, this study explores the impact of presents features typical to L1 development. demotivation on their subsequent learning Reaching near-native competence in a year in Italy behaviors. these children seem to start a new life also linguistically. OR2250 Patterns of definiteness as mirrors of the OR2031 acquisition of memory and attention in Second language acquisition, study abroad and interlanguage motivation: A mixed-method study of Japanese Marie Fellbaum Korpi university students The University of Western Sydney, Australia Gaby Benthien Shumei University, Japan and University of New This study revealed three distinct patterns of England, Australia definiteness structures defined according to features of definiteness and specificity in the This longitudinal study investigated changes and discourse of native speakers of Japanese, issues in motivation, identity and culture during shedding light on the acquisition of the semantics and after a study abroad program. The presenter of language and also a systematic study for the will describe the most relevant findings, giving development of memory and attention by non- language educators an insight into how students native speakers. experienced language learning in an abroad and foreign language classroom setting. OR2263 ‘Dear diary’ - L2 proficiency development OR2077 through diary writing On the relationship between first and second Conny Opitz*, Sarah Smyth language spontaneous speech: The role of Department of Russian and Slavonic Studies, Trinity hesitation phenomena College Dublin, Ireland Ralph Rose Waseda University, Japan The presenters report on a longitudinal study of L2 proficiency development in ab initio learners of

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Russian who kept personal Russian-language terms position that knowledge and shape diaries over a five-month period. The paper language education. analyses the dynamics of complexity, accuracy and fluency development, lending empirical OR242 support to the emerging field of Dynamic Systems Education internationalization and motivation in Theory in SLA. EFL learning: Perspectives from Taiwanese college EFL students OR231 Yih-Lan Chen Modified Spanish second language acquisition Ming Chuan University, Taiwan program Mariche Garcia-Bayonas The current study investigated the impact of an University of North Carolina Greensboro, USA ‘International program’ on Taiwanese college students in L2 motivation and engagement. This study reports on the particular experience of Results indicated significant difference in intrinsic the "modified foreign language program" offered motivation and learning engagement between for students with a variety of learning disabilities student groups. Multiple regressions reveals (LDs) or "learning issues". This investigation significant predictive power of intrinsic motivation reports on the qualitative research undertaken and external regulation on students' L2 learning during a 2-semester period on Spanish offered engagement. with a modified curriculum for students with LDs. OR2459 OR2334 L2 pragmatic and grammatical awareness in A Swedish constructicon - A potential resource relation to vocabulary knowledge for L2 acquisition and instruction Nanaho Oki*, Hiroya Tanaka* Julia Prentice*, Lars Borin, Linnéa Bäckström, Hokkai-Gakuen University, Japan Markus Forsberg, Benjamin Lyngfelt, Leif-Göran Olsson, Rydolf Rydsted, Emma Sköldberg, Sofia This study examines the relationship between L2 Tingsell, Jonatan Uppström pragmatic awareness and vocabulary knowledge Department of Swedish, University of Gothenburg, of Japanese EFL learners. The findings have Sweden implications for L2 instructors and researchers by evidencing the difficulties in identifying pragmatic Both language description and instruction are and grammatical errors in the survey and by today mainly built on grammatical rules and revealing the cause of learners' misinterpretation lexical units. A better understanding of through follow-up interviews. intermediate linguistic patterns can contribute to fill a gap between grammars and dictionaries. The OR2471 presenters will describe the Swedish Others’ words in active use at work: Repeating as constructicon and discuss its implications for L2 languaging acquisition and instruction. Minna Suni University of Jyväskylä, Finland OR2351 Labelling and defining the meta zone: What is This paper discusses repetition as a means for meta awareness? sharing and recycling linguistic resources at Donna Starks*, Howard Nicholas* multicultural workplaces, and as an example of a La Trobe University, Melbourne, Australia languaging activity. Interaction and interview data are analysed to show how language is shared by Labels referring to the "meta zone" are multiple intensive interactional collaboration at work, and and varied. Most are polysemous or dichotomous, how this is experienced by the interlocutors. centred around binary poles in a field that is far from binary. We survey labels for knowledge about language and examine the ways that these

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OR2505 condition and (3) dual-task condition. The results Exploring the role of units in young foreign showed that reasoning demands improved language learners' linguistic production at early learners' accuracy while the dual-task condition stages did not. However, analysis showed that both Keiko Imura types of demand decreased learners' attention to Rikkyo University, Japan form.

A 50,000 word corpus of young Japanese learners OR27 of English was analyzed to explore the role of The effects of teachers' motivational practice on units in second language acquisition. The study EFL learners' motivation and actual achievement indicated the learners' step by step linguistic Fakieh Alrabai analysis, and that units became productive by King Khalid University, Saudi Arabia stages. The result showed that a usage-based claim was applicable to foreign language contexts. The main target of this study is to investigate the effects of utilizing motivational strategies on EFL OR2540 learners' motivation and actual achievement in Working memory and acquisition of L2 implicit English language. The study is anticipated to and explicit grammatical knowledge confirm the theoretical assumptions grounded in Zhisheng Wen literature that motivation is a key factor in the Hong Kong Shue Yan University, China successful attainment of non-primary languages.

This paper argues for a distinction between OR274 phonological short-term memory (PSTM) and Dynamic development of second language executive working memory (EWM) in SLA and academic writing: The case of syntactic further explores the role of EWM (indexed by a complexity complex memory span task) in the acquisition of Rosmawati L2 implicit and explicit grammatical knowledge. The University of Sydney, Australia Theoretical and pedagogical implications will be highlighted. This study examines the dynamic development of syntactic complexity in an advanced English OR2560 learner's academic writing. Working within Cross-linguistic comparison of motion events Dynamic Systems Approach, this study looks for Jhyyi Chen signs of developmental transitions by examining Cardinal Tien College of Healthcare and Management, variability patterns along the developmental Taiwan trajectory. This presentation offers a new dynamic perspective on second language writing The lexical expression of L1 Chinese Speakers and development. L1 English speakers of motion events in English was collected as the data of the study. OR2911 Constrastive analysis was used as the main tool to Short-term ESL study abroad: Its linguistic and analyze the data and present the results of cross- pragmatic impact linguistic comparison of motion events. Yoko Sato , Japan OR2603 Interplay of two types of cognitive demands and This study investigated the impact of short-term attention orientation in L2 oral production study abroad experiences on Japanese university Junya Fukuta*, Junko Yamashita students' communicative competence in English. , Japan The participants were intermediate level business students who joined English language courses at The present study compared learners' speech US universities. The results of oral proficiency performance and attention distribution in (1) interviews showed significant improvement, with normal conditions, (2) reasoning demands

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smaller individual differences after the OR3077 experience. Experience as development: Investigating the language learning activity of adult migrants OR293 beyond the classroom The impact of linguistic knowledge on L2 Diego Navarro productive word learnability Victoria University Of Wellington, New Zealand Chen-Chun Camille Lin University of Sydney, Australia This presentation addresses the relative neglect of language learner cognition in applied linguistic This paper investigates the relationships between research. It describes the language development second language learners' existing linguistic of adult migrants in a naturalistic context. knowledge and the learnability of words. The Focusing on prior learning experiences, it details results suggest that productive word learnability is how different interactions modified these predicted more by L2 learners' morphological learners' language learning cognitions and refined knowledge, indicating the better morphological their language-related behaviour. knowledge the learners have, the better opportunities the words can be retained. OR3085 Quantifying vowels, voicing, and vocal fry in OR3069 Australian L2 Spanish pronunciation: Implications The benefits of encouraging learners to notice for teachers their spoken errors William Steed*1, Alfredo Herrero de Haro*2, Amanda Toyoura*1, Satoko Watkins*2 Manuel Delicado Cantero*3 1.Ferris Women's University 2. Kanda University of 1.James Cook University, Australia 2. University of International Studies Wollongong, Australia 3. Australian National University, Australia This presentation reports on research conducted on the benefits of encouraging learners to notice Australian students pronounce Spanish differently their spoken errors. Along with a discussion of to learners who speak other varieties of English. data collected and the results, relevant literature The presenters will quantify and compare the will be reviewed and in conclusion, advice for Spanish pronunciation of Australian learners with teachers on how to encourage learners to notice that of native speakers and will identify their errors will be given. interferences from Australian English into Spanish to help language teachers tackle these common OR3072 speech errors. Autobiographical narratives of English learning by American academics as multilingual subjects OR313 Fu Wang Participants' perspectives in EFL classrooms: Indiana University of Pennsylvania, USA Understanding classroom interaction experience in English language learning in China Based on a qualitative research project, this paper Yingna Wang investigates the autobiographical narratives of the University of South Australia, Australia life-long English learning experiences of professional American academics as L2 speakers The presenter will describe the importance of of English, how they become multilingual and understanding classroom interaction from both what it means to be multilingual (Block, 2003) teachers' and students' experiences, through the lens of subjective, symbolic acknowledging their interpretations and dimension of language study (Kramsch, 2009) reflections as situated within a multilayered context in Chinese university English classrooms. This study contributes to the ongoing discussion on how to understand classroom interaction in second language acquisition.

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OR3150 The present study aims to investigate effects of Timing of focus on form perceived concept of face (i.e., public self-image) Younghee Sheen in the target culture and general proficiency on L2 American Unviersity, USA Chinese learners' production of linguistic politeness strategies. ANCOVA will be used to This talk presents an experimental study that analyze the data. Findings will reveal the interplay investigated whether the timing of focus on form between L2 learners' perception of face and (immediate vs. delayed) produces a differential general proficiency in their use of linguistic effect on L2 learning. The results indicate that politeness strategies. learners benefited more from the delayed focus on form than the immediate focus on form. OR3268 Theoretical and pedagogical implications are The phonology of L2 Spanish learners - A corpus discussed. study Lluisa Astruc,2 OR3165 1.The Open University, United Kingdom 2. The English prosodic acquisition by second language University of Cambridge, United Kingdom learners Zhengguang Liu*, Jun Xu* Research on the phonology of second language Hunan University, PR China learners has mostly focused on L2 English. This study analyses a corpus of English learners of This study aims to analyze and investigate Chinese Spanish and discusses how errors affect adult learners' oral production in terms of intelligibility or contribute to the perception of a prosodic features such as speech rhythm, stress non-native accent. Implications and suggestions and intonation by PRAAT. The data show that one for classroom practice are discussed in this common mistake in prosodic features is that presentation. Chinese speakers fail to identify and differentiate the locations of stressed syllables. OR3278 The effect of explicit teaching on EFL oral fluency OR3199 development Investigating the relationship between Shzh-Chen Nancy Lee communication strategy training and L2 Temple University, Osaka, Japan acquisition: A longitudinal study Joseph Wood This study explores the development of English Nagoya University of Foreign Studies, Japan speaking fluency among EFL university students. Once a week for ten weeks, story narrations of Communication strategies (CSs) potentially help 240 first-year Japanese university students were students to handle communicative problems, but recorded after they were exposed to teacher how are they learned? This study looks at the modeling, explicit teaching and self review. developmental sequence of learning CSs over one Learners' speaking fluency development over time year and their influence on first year university will be discussed. students' overall language acquisition. Data was collected and analyzed using a mixed methods OR3297 approach. Profiling vocabulary knowledge for L2 learners and L1 speakers of Japanese OR3248 Yukie Horiba L2 Chinese learners' production of linguistic Kanda University of International Studies politeness strategies Feng Xiao*1, Zhongqi Shi*2 Vocabulary knowledge and language performance 1.Carnegie Mellon University, USA 2. Columbia are interdependent. Both breadth and depth of University, USA vocabulary knowledge influence language performance; language use affects language learning. How does the learner's L1 background

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affect this interdependency? We will discuss this OR3350 issue based on the findings from our research Seeing primed production: Measuring eye investigating the profiles of L2 knowledge. movements during second language learners' computer-mediated peer interaction OR3312 Marije Michel*1, Bryan Smith*2, Alison Mackey1, 3 Relative clauses in English-Mandarin bilingual 1.Lancaster University, United Kingdom 2. Arizona children: Language transfer and development State University, USA 3. Georgetown University, USA Jing Yan Hong Kong University, Hong Kong We investigated eye-movements during primed written synchronous computer-mediated Language transfer is bi-directional because interaction (chat) among L2 learning peers. Singapore-Colloquial-English with characteristics Participants performed weekly dialogic tasks over of Chinese may influence the learning of both two months. Material was manipulated to prime languages. The presenter will analyze the transfer advanced levels of academic writing. The analyses of head-initial relative clauses from English to of chat and eye-gaze records will be discussed in Chinese and other features transferred from light of pre-post-test results on written Chinese to English in the development of the production. relative clause in Singapore bilingual learners. OR3373 OR3334 Investigating the relationships among The interaction of the development of lexical motivational variables, self-regulation strategies, variety and the use of tri-grams in spoken ESL willingness to communicate, and English oral Alan Juffs1, Mary Lou Vercelloti*1, 2 fluency 1.University of Pittsburgh, USA 2. Ball State University, Sakae Onoda USA Kanda University of International Studies, Japan

This paper addresses two questions about the This paper presents results of a survey-based relationship between multi-word utterances, study that investigated the relationship between operationalized as tri-grams, and vocabulary use, motivational variables, self- regulation strategies, measured as lexical variety. When learners begin willingness to communicate and English oral to use tri-grams, lexical variety scores decreased fluency at the university level EFL context in because using formulaic sequences recycles the Japan. The research focused on a group of English same lexical items. These patterns support a majors, and analyzed the data using structural usage-based theory of constructions in SLA. equation modeling.

OR3347 OR3378 Robustness of phonological categories in child L2 Investigating the effects of ‘issue logs’ on oral phonology acquisition under the influence of fluency and accuracy of university English majors input multiplicity Sakae Onoda Alex Ho-Cheong Leung, Kanda University of International Studies, Japan Northumbria University, United Kingdom This paper presents the results of an investigation Perception tasks reveal young participants' limited into the effects of "issue logs" on oral fluency and L2 English phonological representation despite accuracy in Japanese university classrooms that early and ongoing input, contrary to theories' was implemented over an academic year. Results predictions. This paper argues that the limited showed that oral fluency and accuracy improved input diversity participants obtained for a variety as measured by an interview test and a standard which is neither the community nor institution university speaking test. norm has impeded their development of robust categories for this variety.

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OR3391 Comprehension of vague expressions in a study- A few studies have investigated the effects of abroad setting working memory capacity on learners' L2 Feng Xiao*1, Yanjun Liu*2 development in task-based interaction and results 1.Carnegie Mellon University, USA 2. Beijing Chinese were only suggestive. The presenter will make an Language and Culture College, China attempt to further explore this issue with refined research methods. The results indicated the role The study-abroad (SA) setting is believed to of working memory may be overemphasized. provide L2 learners with great opportunities to communicate in the target language. These OR3433 opportunities are assumed to lead to gains in L2 Phonetic negotiation of form as corrective pragmatics. The present study examines the feedback in form-focused instruction and L2 relationship between L2 Chinese learners' SA pronunciation pedagogy experience and their comprehension of vague Hideki Abe expressions. Findings will reveal what kind of SA Tsuruoka National College of Technology, Japan experience can affect L2 Chinese learners' ability to comprehend vague expressions. This research presents an attempt to investigate the effectiveness of form-focused instruction in L2 OR3393 pronunciation pedagogy, and also reports the Adaptive imitation: Formulaicity and the words findings of a study which comprised the phonetic of others in L2 writing negotiation of form as corrective feedback, Susy Macqueen*, Ute Knoch yielding positive effects of instruction on L2 University of Melbourne, Australia pronunciation development in the formal setting.

This paper explores the notion of adaptive OR360 imitation in L2 writing. Evidence will be presented Can performance-oriented instruction really from a qualitative case study and a large scale create competence? study of assessment tasks which require Chiaki Iwai incorporation of source texts. The development of Hiroshima City University, Japan formulaicity and the ability to paraphrase the words of others will be discussed. This study discusses the possibilities and necessity of teaching communication strategies (CSs) based OR3406 on two longitudinal studies investigating the What do adult L2 learners know about effects of teaching CSs for oral speech phonology after minimal exposure? performance. Their findings will be used to Natalia Pavlovskaya*1, Samawal Jarad*1, Alex Ho- examine how and to what extent performance- Cheong Leung2, Martha Young-Scholten1 oriented instruction could lead to the 1.Newcastle University, United Kingdom development of learners' competence.

Infants identify linguistic patterns in ambient OR380 input. Little research has put this assumption to A longitudinal study on the fluctuating the test with adults. The presenters will describe development of L1/L2 semantic awareness the findings from a real language course where Yongyan Zheng English speakers learned Arabic or Russian Fudan University, China languages aurally. The study implies prioritisation of listening at the outset of L2 acquisition. The presentation reports on findings of a longitudinal study that explores two levels of OR3426 Chinese EFL learners' L1/L2 semantic awareness of The effects of working memory on L2 meaning and collocation. Findings suggest that development in task-based interaction the L1/L2 semantic awareness does not always Binbin Dai grow but stabilizes and relapses, thus shedding The Chinese University of Hong Kong, Hong Kong

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light on the dynamic nature of semantic OR532 awareness. The effects of meta-cognitive monitoring training on L2 proficiency OR396 Sachiko Takahashi Logging metaphorical thoughts: A pausological Notre Dame Seishin University, Japan study of second language learners’ production of metaphors It is hypothesized that students with meta- Ha Hoang cognitive monitoring will sustain their motivation Victoria University of Wellington, New Zealand to study an L2. By testing the effect of meta- cognitive monitoring on L2 proficiency measures, How second language learners produce this presentation will address an issue of both metaphors is unknown. The presenter will report theoretical and practical importance of how on a study that combines keystroke logging and motivation to learn an L2 can be sustained. retrospective interviews to explore EFL learners' process of metaphor production. Findings about OR608 metaphorical thinking and writing have important Transfer and beyond: The case of Russian-English implications for the teaching and researching of bilinguals second language writing and metaphor. Ludmila Isurin The Ohio State University, USA OR406 Formation and maintenance of motivation in L2 The study looks at first language changes in 30 learning: Implications from a study abroad Russian-English bilinguals speaking English and program residing in the US. Semi-structured narratives of Ueki Michiko*1, Takeuchi Osamu2 bilinguals compared with those of 20 Russian 1.Graduate School of & JSPS Research monolinguals registered changes concerning Fellow, Japan 2. Kansai University, Japan inverted word order, existential structures, and null subject. The results are discussed within the This presentation will describe the results of a framework of cross-linguistic influence and study that examines the effects of a study abroad language processing. program on students' L2 motivation. Drawing on Dörnyei's L2 motivational self system, the OR628 presenters investigate quantitatively and Overviews of motivation, qualitatively the changes and interplay of the communicative/traditional language learning variables related to motivation during the 10- orientation, and linguistic abilities among month SA program. Japanese university EFL learners Rieko Nishida*1, Tomoko Yashima2 OR461 1., Japan 2. Kansai University, Japan The role of working memory in L2 listening comprehension This study focuses on a cross-sectional study of Miki Satori intrinsic/extrinsic motivation, future possible Aso College, Fukuoka, Japan selves, communicative/traditional language learning orientation, Can-Do, willingness to The present study investigated the role of communicate, international posture, and TOEFL- working memory in L2 listening comprehension. ITP to identify the overall tendencies among The results showed that working memory capacity Japanese university EFL learners. The authors will was related to higher-level processing in the present the results and suggest possible future higher-level group, and lower-level processing in studies in this field. the lower-level group. The results highlight a greater role for working memory in controlled processing.

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OR63 OR743 ISLA: Methodological issues and options Understanding second language acquisition in an Mike Long academic context: Going beyond the socially University of Maryland, USA oriented paradigm Hyeseung Jeong An overview is provided of 40 years of research on The University of Waikato, New Zealand instructed second language acquisition (ISLA). Methodological developments, including the The paper examines the socially oriented notion symbiotic relationship between laboratory and that learning a language occurs while socially co- classroom studies, are illustrated using work on constructing knowledge through the use of the teacher questions and student production, task- language. It then presents a study suggesting based conversation, implicit and explicit instead that second language acquisition emerges instruction, negative feedback, content-and- through individual cognitive processing to language-integrated learning (CLIL), and aptitude- accurately understand and critically evaluate the treatment interactions. linguistically encoded knowledge of others.

OR677 OR759 Acquisition of WH-Interrogatives by Chinese Determinants of second language willingness to learners of English communicate: What about proficiency and Shinian Wu situational dependence? Grand Valley State University, USA Katrijn Denies*, Rianne Janssen KU Leuven (University of Leuven), Belgium This presentation reports an empirical study of Chinese college English learners in their Second language (L2) learners differ in their acquisition and use of English WH-interrogative willingness to communicate (WTC). What are the constructions. It examines the relationship determinants of these differences? To which between proficiency levels and rates of seven degree does WTC depend on situations? How error types in their written language and offers an does it relate to proficiency? These questions are explanation of the nature of challenge in the answered using structural equation models on acquisition process. data for French L2 (N = 3500, Grade 12).

OR712 OR760 Extramural English, CLIL and the development of Swedish L1 and L2 speakers verbalize academic vocabulary in English among Swedish grammatical knowledge - Technical students metalanguage versus imagined scenarios Eva Olsson Gisela Håkansson*1, Catrin Norrby*2 Department of Pedagogy and Special Pedagogy, 1.Lund University, Sweden 2. Stockholm University, Gothenburg University, Sweden Sweden

In this paper, the possible impact of extramural Ellis (2008) distinguishes between verbalizable English - i.e. English encountered outside of and non-verbalizable grammatical knowledge. school - on the development of academic This presentation applies this notion to the vocabulary in writing among Swedish students is discussion of 14 language examples by L1 and L2 analysed. Using corpus-based methods, texts adolescent speakers of Swedish. The study shows written by CLIL and non-CLIL students with various that L2 speakers use more technical amounts of extramural English are compared. metalanguage than L1 speakers who resort to everyday language descriptions.

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OR811 1. 2. Washington University in St. Lexical transfer in young CLIL and traditional EFL Louis learners: a preliminary comparison MariaPilar AgustinLlach This study assessed effects of increases in Universidad de La Rioja, Logroño, Spain semantic and structural processing on mapping secondary meanings of words with previously Content and Language Integrated Learning (CLIL) learned primary meanings. Results indicated is a central approach of paramount importance in negative effects of increases in both semantic and the teaching of foreign languages and especially structural processing on this mapping process, of vocabulary. The presenter will describe a study providing new support for the type of processing - comparing lexical transfer of learners in a resource allocation model. traditional approach and in a CLIL approach. This study can help tease out L1 influence patterns of OR891 learners in different instructional approaches. Ancient words, modern worlds: Second languages learners of an endangered language: OR855 The Maori language Processabilty Theory meets Conversation Elisa Duder Analysis: A multi-perspective analysis of AUT University, New Zealand instructed language development Goetz Schwab*1, Joerg-U. Kessler*2 This paper will explore which sociocultural 1.Karlsruhe University of Education, Germany 2. contexts support second language learners of an Ludwigsburg University of Education, Germany endangered language so they can contribute to language revitalisation. We combined two established theoretical approaches (PT and CA) in order to provide a OR919 deeper insight into (instructed) L2 English. From a The acquisition of the lexicon in immersion PT perspective we analysed data for pre/schools: A longitudinal study morphosyntactic and lexical development. From a Anja Steinlen*, Thorsten Piske* CA perspective we focused on interactional University of Erlangen-Nuremberg, Nuremberg, phenomena to better understand low-achievers in Germany a CLIL setting. This study examined how German children's OR861 receptive lexical skills developed in preschool, A scalar approach to SLA: Analyzing the primary and secondary school German-English narratives of an immigrant student immersion programmes. Two major findings were Peter De Costa obtained: the immersion children's lexical Michigan State University, USA development was comparable to that of native English children; immersion children from migrant I investigate the narratives of a Grade 9 backgrounds made similar progress to children Vietnamese student in an English-medium school from German-speaking homes. in Singapore and demonstrate how multiple intersecting spatial dimensions and timescales OR936 shaped her English language learning experience. Prosodic characteristics in Mandarin polite Such a scalar approach to SLA affords new insights speech by native and non-native speakers into how languages are learned in an increasingly Wentao Gu1, Chiharu Tsurutani*2, Ting Zhang1 globalized world. 1.Nanjing Normal University 2. Griffith University

OR872 Despite the importance of prosody in signaling Effects of increased semantic and structural speakers' attitudes, prosodic manifestations for processing on mapping meanings onto attitudinal speech have not been well studied to homographs in L2 guide second-language learners. We investigated Shusaku Kida*1, Joe Barcroft*2 prosodic characteristics of Mandarin polite speech

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by both native and non-native speakers. The study helps clarify the prosody-pragmatics interface, A study of the acquisition of Chinese logical and also serves pedagogical purposes. connectors by native English speakers Li Wang OR986 Nantong University, Nantong City, China A study of L2 Chinese learners' speech competence and performance in a classroom The presenter will describe the use of Chinese context logical connectors in written discourse on the part Peijian Sun of native English speakers and comes up with University of Auckland, Auckland, New Zealand some pedagogical implications involved in making logical connectors instruction an indispensable This research aims to investigate L2 Chinese part in Chinese L2 teaching. learners' speech competence and performance from cognitive, affective, and socio-cultural Promoting oral proficiency gain in study abroad: perspectives hoping to find out the underlying A three-year study reasons for L2 Chinese learners' speech Margaret Malone*, Francesca Di Silvio, Anne performance breakdowns and also to answer an Donovan over-arching question of how do intermediate and Center for Applied Linguistics, Washington, DC, USA advanced leaners differ in the above three aspects. It is widely assumed that living in a homestay is the most beneficial context for language learning OR987 during study abroad. However, research has The effects of comprehensible input on L2 found quite mixed results. This paper presents reading comprehension and incidental quantitative and qualitative results of an vocabulary acquisition intervention to promote interaction in the Xiaohui Han*, Lili Wen* homestay to maximize language gains. Harbin Institute of Technology, Harbin, PR China A3: Reading, Writing and Visual Literacy The researchers of this study reviewed the importance and contributions of comprehensible OR1063 input to SLA, and employed a pretest-posttest- Effects of textual enhancement and exposure delayed posttest design to investigate the effects frequency on phrasal verb acquisition through L2 of different types of comprehensible input: reading. lexically premodified input, interactionally Yueh-Tzu Chiang modified input, and modified output on L2 Cardinal Tien College of Healthcare & Management, reading comprehension, vocabulary recognition Taipei, Taiwan and vocabulary production. The study examined effects of textual OR994 enhancement and exposure frequency on phrasal Contribution of musical memory to L2 verb acquisition through L2 reading. Learners in pronunciation and listening skills enhanced (+EN) and unenhanced (-EN) groups Akiko Kondo were exposed to target items one to four times. Hyogo University of Teacher Education, Kato, Japan The results indicated +EN group outperformed - EN group and the forth-time exposure gained the This study investigates to what extent musical highest scores. memory contributes to L2 skills. Japanese university students participated in this study by OR1180 engaging in musical memory tests and L2 oral What is the relationship between vocabulary tests, which were validated by using the Rasch knowledge and reading comprehension? The Model. A multiple regression analysis revealed case of Japanese that musical memory had significant effects on L2 Tatsuhiko Matsushita skills. The , Japan

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This study uses Japanese tests to answer the two OR162 questions: 1) How much does vocabulary What factors contribute to L2 text knowledge account for L2 reading comprehension? comprehension? 2) Does the threshold level of Kusumi Dhanapala vocabulary known in a text exist? The answers will Colombo University, Sri Lanka contribute towards thinking about how we control the lexical level of texts for learners. How do cognitive as well as social and contextual factors affect L2 text comprehension among adult OR1220 learners of English? The proposed model using Dimensions of multilingualism: Hungarian and Structural Equation Modelingl reveals that Vietnamese bilinguals writing in English vocabulary, grammar, morphology, connectives, Emese Boksay Pap metacognitive strategy use, reading motivation, Eötvös Loránd University, Budapest, Hungary and print access differentially made contributions to L2 text comprehension indicating the The study attempts to contribute to existing importance of all these variables for ELT knowledge of multilingual mental activity and pedagogy. language activation by examining the process of writing in an additional language. The presenter OR199 will outline the cognitive patterns and language Overcoming the Japanese : activation of Hungarian bilinguals writing in Challenges faced by learners of the Japanese English. A tentative model of multilingual writing language will be introduced. Heath Rose Trinity College Dublin, Dublin, Ireland OR130 Skilled and unskilled EFL student writers' This study investigates issues surrounding the narrative story production learning of kanji for alphabetic-language Taeko Kamimura background learners of the Japanese language. It Senshu University, Kawasaki, Japan reports on a number of studies which analyse strategies used by learners, and the cognitive The presentation reports on a study that processes invloved when memorising kanji. It also attempted to clarify differences in the production examines the psychological impact of kanji of narrative writing between skilled and unskilled learning on the individual. EFL student writers. The two groups' compositions differed in fluency, accuracy, and organization. OR2302 The study suggests the importance of previous When, why and how is the audience anticipated literacy experiences in and out of school. during writing? An on-line study Markus Linnemann OR1521 University of Cologne, Cologne, Germany A case study of a children’s literature course for junior college EFL learners Common to models of writing is the absence of a Hsiu-Chuan Chen description of the processes concerning the Kang Ning Junior College of Medical Care and audience. The presenter will describe an Management experiment to explore the audience anticipation during writing and discuss the results in the The teaching of children's literature has been context of Andersons ACT-R-model. The findings recognized as an effective way to facilitate second have implications for the development of writing language acquisition over the past few decades. tasks. The study will employ a mixed-method approach to explore the effects of a Children's Literature course on EFL learners' literacy development. It will offer implications for literature instruction.

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OR2326 Error correction research has received a Writing in a second and a third language: A considerable attention since 1970s. It also has translingual perspective witnessed lots of controversies as to whether or Nadya Tanova not to correct writing errors and to how University of Dayton, Dayton, OH, USA correction should be provided. The provision of written error correction includes many strategies Recent research in second language writing calls such as indirect error correction and direct error for moving beyond the conventional monolingual correction. These issues have been the focus of view of writing and language relations. This many studies in many countries around the world, presentation reports on a study that examines the specifically in those contexts where English is semiotic strategies used by six trilingual writers taught as a second language (ESL). However, little while composing. Their shuttling across languages efforts have been paid to explore these issues in suggests that languages are interrelated and EFL contexts, specifically, in university contexts. writing is translingual. Thus, more studies are needed in these contexts to EFL teachers' beliefs and practices as well as OR2377 EFL university students' beliefs and preferences Formulaic expressions in writing of L2 learners of about written error correction. This study English therefore, will investigate EFL teachers' beliefs Natsumi Okuwaki and current practices of written error correction Tsuru University, Yamanashi, Japan at Taif University. It will also explore EFL Taif university students' beliefs and preferences about Formulaic language (FL) is currently receiving a written error correction. large amount of attention in L2 research. The present study examines L2 compositions written OR2680 by Japanese learners of English and investigates The relation between linguistic skills and writing the quantity of FL of different types used, types of processes of bilingual Finnish-Swedish children FL produced, and the relationship between FL use Asa Wengelin and L2 writing proficiency level. University of Gothenburg, Gothenburg, Sweden

OR2488 This paper presents a longitudinal study of the An investigation of Chinese Learners' language and literacy skills of bilingual children in argumentation essay writing skills Finland. The sample consists of predominantly Peiling Xing Swedish-speaking, predominantly Finnish- Xi'an Jiaotong-Liverpool University, PR China speaking and bilingual Finnish-Swedish children.The main distinguishing factor between This study investigates Chinese learners' the groups was their writing processes. These will perception of their argumentation essay writing be discussed in relation to their other linguistic skills and the difficulties that they encountered in skills. the course of writing an argumentation essay, and provides correlation analysis between their OR2709 perception and their own writing performance. How to organize written information: Norwegian The results will enable practitioners to engage in 7th-graders using linguistic tools to describe effective curricular practices. objects and processes Hildegunn Otnes OR2527 Norwegian University of Science and Technology, Error correction in EFL writing: The case of Saudi Trondheim, Norway Arabia, Taif University Naif Althobaiti*1,2 This study focuses on structure and language in 1.Taif University, Taif, Saudi Arabia 2. University of descriptions written by students in the 7th grade. Queensland, Brisbane, Australia Central questions are: 1) What linguistic tools do students use to write accurate descriptions? 2) How does the students' competency develop from

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one year to the next? The analysis is based on OR3204 functional grammar and focuses on grammatical Effects of chunk-driven oral reading training on as well as textual aspects. memory retention of chunk expressions Takane Yamaguchi*1, Eiichi Yubune*2 OR2779 1.Waseda University, Tokyo, Japan 2. , Comparing children's and adults' typing and Saitama, Japan handwriting: Production processes and text characteristics The authors compared effects of oral reading with Asa Wengelin those of silent reading on the memory retention University of Gothenburg, Gothenburg, Sweden rate of English chunk expressions including words and collocations. Japanese learners participated in Despite the different production conditions for the two types of reading training. This paper handwriting and typing, few systematic shows how they were getting familiar with English comparisons exist. We compare the two input expressions in an EFL environment. modes for 4th-graders, 7th-graders and university students. Even if writers are more or less fluent in OR324 the two input modes their texts and production Caught and taught: The impact of immersion and processes display similar linguistic profiles across explicit instruction on children's written the modes. arguments Paula Png*, Guangwei Hu, Peter Teo OR3064 National Institute of Education, Nanyang Technological On the dynamic of metaphoricity in second University, Singapore language learners’ compositions Ha Hoang Drawing on Halliday's Systemic Functional Victoria University of Wellington, Wellington, New Linguistics and Vygotsky's work on spontaneous Zealand and scientific concepts, the presenters report an empirical study conducted to investigate the This presentation reports on an investigation into effects of a combined approach of explicit the dynamic of metaphoricity in L2 learners' instruction and immersion on the quality of compositions. Findings show that metaphors written arguments by elementary students from make up a dynamic component of the L2 learners' Singapore. writing and characterize their writing in many ways. Implications of this dynamic for the OR3294 teaching of writing and vocabulary will be Task-induced strategic processing and learning in discussed. the L2 reading-and-writing task Yukie Horiba OR3202 Kanda University of International Studies, Japan Task-based instruction for scientific writing: A four-year action research project Flexible, strategic processing is important for Yuwen Wang successful communication (via L2 reading and Beijing Institute Of Technology, PR China writing). How does task instruction affect students' processing and subsequent learning? This paper reports a four-year action research How does the task-induced processing interact project on scientific writing instruction, in which with vocabulary knowledge? These issues are more than 200 graduate students at Beijing discussed on the basis of our research Institute of Technology were involved in the investigating EFL students’ performances on the contribution of finding out "what to teach and reading-and-writing task. how to teach".

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OR3321 The presenter will discuss the results of a study on Exploring Arab Learners’ EAP writing strategies: the effects of language of instruction – the A case study of universities in the Middle East mother tongue (L1), a second language (L2), or Manisha Sinha*1, Yogesh Sinha*2, Thomas Roche3 both L1 and L2 – on on preschool children's 1.Sohar University, Sohar, Sultanate of Oman 2. Sohar acquisition of literacy skills. Results suggest that to University, Sohar, Sultanate of Oman 3. Southern Cross facilitate L2 literacy learning, educators must University, Coffs Harbour, Australia invest in L1.

Arab EAP learners lack an adequate writing OR596 strategy repertoire. This study reports on research A longitudinal and a cross-sectional study to into the efficacy of Arab learners' writing investigate literacy development among young strategies and its implications in terms of EFL learners curriculum design, materials development, Mitsue Allen-Tamai classroom instruction, and assessment. Aoyama Gakuin University, Tokyo, Japan Participants are given a roadmap to develop core writing standards for Arab EAP learners. Phonological awareness and print knowledge are believed to affect the development of L1 early OR415 literacy. The two studies in this presentation The mediating effect of contextual factors on underpin this claim about English literacy second language learner uptake from written development among young Japanese EFL learners corrective feedback in spite of the substantial differences between the John Bitchener English and Japanese phonological and AUT University, Auckland, New Zealand orthographic systems.

This paper reports the findings of an investigation OR656 into the effect of individual, social and Lexical richness in L2 academic writing pedagogical factors on 45 advanced second Paivi Pietila language learners' responses to written corrective University of Turku, Turku, Finland feedback and the impact of these responses upon whether uptake is evident in the writing of a new This presentation will discuss lexical text. characteristics of academic theses written by advanced learners of English. The main focus will OR454 be on lexical richness, evaluated both internally The Impact of context on beliefs about and use of (lexical variation) and externally (lexical written corrective feedback sophistication). Comparisons will be made to Stephanie Rummel native speaker writing. The results will have Auckland University Of Technology, New Zealand implications for the teaching of academic writing.

This paper will present findings relating to beliefs OR670 about and use of written corrective feedback Peer and teacher feedback: The relative effects (WCF) in two contexts. Data were collected from on ability and confidence 72 EFL students in Laos and Kuwait and their Rachael Ruegg teachers. Analysis has shown that the beliefs of Akita International University, Akita, Japan students in the two contexts seemed to influence their use of WCF differently. Numerous studies have compared peer and teacher feedback on writing. However, no OR493 published studies compare peer and teacher The effects of mother tongue instruction on the feedback longitudinally. In this longitudinal study acquisition of literacy skills one group received peer feedback alone while the Lalaine Yanilla Aquino other received only teacher feedback. Gains in University of the Philippines, Quezon City, Philippines writing ability and changes in confidence were compared between groups.

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OR835 OR733 Improvement in L2 EFL writing as a result of Evidence for two competing hypotheses in FL Content and Language Integrated Learning reading among Chinese students: Inhibition or Eva Berkes compensation? University of Applied Sciences Burgenland, Austria Feifei Han The University of Sydney, Sydney, Australia The impact of Content and Language Integrated Learning is scantly explored in foreign language This project investigates the inhibition and contexts. This study describes improvement in ESL compensation hypotheses among Chinese EFL writing as a result of a CLIL module based on readers by two sub-studies. The quantitative sub- performance of GermanL1 learners at three study created two reading conditions and proficiency levels and supports the viability of examined the relationship between lower-level using computational tools for language processing and reading comprehension. The assessment. mixed-methods sub-study examined the reading processes. The results are discussed in relation to OR880 the two hypotheses. Developing self-regulated L2 writers: Self- efficacy, self-regulated learning (SRL) strategies OR778 and L2 proficiency The effects of oral feedback in one-to-one writing Lin Teng*, Lawrence Jun Zhang* conferences on L2 student subsequent revision The University of Auckland, Auckland, New Zealand Mazin Yousif The University of Sydney, Sydney, Australia Grounded in sociocognitive theory, this paper reports a study which found a significant The presentation highlights the major findings of a interrelationship between self-regulated learning study into L2 student uptake of oral feedback in (SRL) strategies, self-efficacy, and L2 proficiency. writing conferences. The study answers questions Individual differences related to the use of pertinent to what writing issues are discussed by strategies and self-efficacy are discussed. Findings writing tutors and L2 students, how the students contribute to applying SRL theory to second revise their work accordingly, and how the language acquisition and developing pedagogical students view oral feedback. innovation.

OR787 OR947 Near and far learning transfer from an EAP Text talk in the subjects of History, Swedish, pathway program: An academic literacies Industrial Carpentry and Welding perspective Yvonne Hallesson*, Pia Anderson* Veronica Stockholm University, Stockholm, Sweden University of New South Wales, Sydney, Australia Based on the notion that students should be The presentation reports findings from a study acculturated into subject specific discourses, this into the effectiveness of an English for General presentation focuses on how text talks in various Academic Purposes pathway course in preparing subjects in secondary education may scaffold students for disciplinary writing. Learning transfer students' reading literacy. Analyses of text- is examined using an academic literacies movability and cohesion reveal students' text perspective. Implications for the design of reception and how the text content is dealt with. university in-house English admissions examinations and EAP writing instruction are discussed

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A4: Psycholinguistics Chinese sentences mention time before place, while English sentences do the opposite. What OR1124 differences of cultural background or mental Stress and second language acquisition: Cortisol process could explain this? This presentation as a measure of stress investigates the question from a cognitive- Machiko Tomiyama linguistic perspective, focusing on neural International Christian University, Tokyo, Japan substrates and associator networks.

The presenter will describe a study which OR3284 examines the relationship between stress and Task sequencing or working memory capacity: success in second language acquisition (SLA). Which one is decisive for L2 development? Taking an innovative approach, stress, in this Mayya Levkina study, is investigated as an independent construct University of Barcelona, Barcelona, Spain apart from language anxiety and is operationally defined physiologically as the level of cortisol Motivated by the gap in the studies on working secretion. memory (WM) and task sequencing related to L2 development, the present research aims to OR1415 explore the role of WM and task sequencing in L2 Measuring L2 fluency in task-based performance acquisition. The results are discussed in the light Gavin Hiu Yuet Bui of Robinson's cognition hypothesis and previous Hang Seng Management College, Hong Kong studies of WM capacity.

This paper analyses a total of 19 different OR3423 measures for assessing fluency in an experimental An exploration of the possible L2 selves of study, with a few new measures proposed by the Japanese science students author. It is hoped that the results will shed light Matthew Apple*1, Joseph Falout*2, Glen Hill*3 on both improving L2 fluency in the classroom and 1.Ritsumeikan University, Kyoto, Japan 2. Nihon pushing the boundary of research methodology in University, Tokyo, Japan 3. Obihiro University of task-based language teaching. Agriculture and Veterinary Medicine, Obihiro, Japan

OR1680 This presentation will discuss a large-scale mixed L1 influence and semantic cues in L2 relative methods investigation of the Possible L2 Selves of clause processing science and engineering students in Japan, an EFL Ken-ichi Hashimoto learner subset who are frequently identified as Osaka Kyoiku University, Osaka, Japan suffering demotivation. Results indicated that contrary to theory, learners' sense of an Ought-to To evaluate the influence of semantic cues on 1) L2 Self is a primary motivating factor. L2 syntactic processing and 2) how it is affected by learners' L1 syntax, 74 advanced-level learners of OR382 L2 English from China, Japan, and Vietnam Does attention control matter in L2 development completed a self-paced reading task. The L1 of spatial expressions based on task complexity influence was evident only when no semantic manipulation? cues were available. Mayya Levkina*, Elena Safronova University of Barcelona, Barcelona, Spain OR2502 Chinese versus English word order of temporal Motivated by the gap existing in the studies of and spatial adverbial phrases: Cognitive and attention control in relation to task sequencing, neuro-architectural perspectives the present research aims to explore the role of Sheue-jen Ou attention control in L2 development of spatial Hsuan Chuang University, , Taiwan expressions with the use of tasks sequenced according to their cognitive task complexity.

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OR413 B1: Mother Tongue Education Overt rehearsal and mouthed rehearsal: An fMRI OR1107 study Linguistic minority students' mother tongue Takaaki Takeuchi education and academic success in an Aichi University of Education, Kariya, Japan International Baccalaureate Diploma Program Shim Lew In order to investigate premotor activation, both The University of Georgia overt and mouthed rehearsal immediately after listening to speech were examined. To study both This paper is a qualitative research study on how overt and mouthed rehearsal, I use functional mother tongue education promoted in the magnetic resonance imaging in an effort to International Baccalaureate Diploma Program in a identify Japanese-English bilinguals’ auditory rural high school in the southeastern US regions with sensorimotor response properties. contributes to linguistic minority students' academic achievement. OR573 The critical period hypothesis tested by brain- OR1508 imaging data from early Japanese-English Break time! Understandings of mother tongue bilinguals education in Farsi and Arabic classrooms Hideyuki Taura, Martha Karrebæk Ritsumeikan University, Kyoto, Japan University of Copenhagen, Copenhagen, Denmark

131 Japanese-English bilinguals were divided into This paper compares understandings of language, six groups according to their onset age for English. linguistic identity, and (mother tongue) education A verbal fluency task was administered while available in Farsi and Arabic mother tongue fNIRS data were collected from Broca's area. classrooms in Denmark. The focus is on break Although the behavioral data failed to detect early time. The work will enhance our insight into bilingual group differences, brain-imaging data education in times of clearly showed multiple critical periods. migration.

OR997 OR1590 A Structural Equation Model of EFL learners' The cross-lingual relationship of pre-academic perceptual learning styles, L2 self, and English vocabulary in the writings of Japanese-English proficiency bilingual children Tae-Young Kim*, Yoon-Kyoung Kim* Aiko Sano*1, Haidee Thomson*2, Yuko Ikuta3, Chung- University, Seoul, South Korea Kazuko Nakajima4, Tomoko Nakano5, Misa Fukukawa6 This study examined the relationship between 1.Hokkaido Univeristy, Sapporo, Japan 2. Victoria perceptual learning styles, the ideal L2 self, University of Wellington, Wellington, New Zealand 3. motivated behavior, and EFL achievement in the Chubu University, Kasugai, Japan 4. University of Korean context. By using structural equation Toronto, Toronto, Canada 5. Brooklyn Nihongo modeling, visual style proved to have the most Gakuen, New York, U.S.A. 6. The Japanese School of substantial influence on achieving successful Toronto Shokokai Inc., Toronto, Canada English proficiency, mediated by the ideal L2 self and motivated behavior. 242 sets of compositions in English and Japanese written on the same topic by G1-G9 bilingual students studying in Canada were examined to investigate the interrelationships between writing skills in the two languages. The development of linguistic features that lead to academic writing and its interrelatedness across languages is discussed.

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OR1812 This paper presents a program of teaching the Promoting academic literacy at graduate level morphology of Greek L1 through children's through genres stories. Three stories addressing the word Orlando Vian Jr formation processes of inflection/conjugation, Federal University of Rio Grande do Norte/CAPES, derivation and compounding were applied in Brazil Greek monolingual and Greek-German bilingual preschool classes. The results revealed fast and Based on needs analysis results, the presenter effective learning of the Greek morphology. will describe how genres, from a systemic functional perspective, may be used both as a tool in the education of novice researchers in the filed OR2854 of Applied Linguistics and also for planning and Teachers caught in the middle: Language teacher implementing courses in a Language Studies positioning in school contexts among conflicting Graduate Program. language ideologies Janica Nordstrom OR1908 University of Sydney, Sydney, Australia Translanguaging as pedagogy and ideologies in mother tongue tuition classrooms This paper focuses on conflicting language Anne Reath Warren ideologies in heritage/ complementary/ Stockholm University, Stockholm, Sweden community language schools. The paper analyses how teachers are placed at the intersection of Translanguaging as multilingual pedagogy is the these ideologies, resulting in a re-construction of focus of this presentation of preliminary findings ideologies and identities which both facilitate and from an ongoing PhD project on mother tongue hinder classroom learning. tuition in Sweden and Australia. Descriptions of language practices, classroom activities and OR3091 resources are located within a discussion of local Grammar for real ideologies of multilingualism. Tomas Riad*, Maria Lim Falk* Stockholm University, Stockholm, Sweden OR2065 Metaphor, simile and the creation of identity in Grammar instruction in school should be history grounded in the systematic nature of grammar, Jean Brick exploring patterns via the linguistic intuition and Macquarie University, Sydney, Australia general analytical work. We tried out instruction with problem sets requiring no preunderstanding This paper uses Positioning Theory to examine the of grammar. Students were able to solve fairly roles of metaphor and simile in lectures in a advanced grammatical problem sets and found survey course in history. It suggests metaphor is the activity stimulating. associated with historian positioning and contributes to learner understanding of the OR3310 nature of historian identity, while positionings Developing and maintaining heritage language associated with simile facilitate adopting this speaker identity through discursive positioning identity. Corinne Seals Georgetown University, Washington DC, United States OR2113 Is a 'snowman' a 'man made of snow'? This study comes from an in-school and in-home Morphology teaching through children's stories ethnography with primary school students who Marina Tzakosta*, Evanthia SinodiUnivrsity of are Russian and Ukrainian heritage language Crete speakers. Findings show that while students' University of Crete, Rethymno, Greece classroom language abilities reflect in-home language use patterns, their self-claimed multilingual skills and identities reflect how they

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are discursively positioned by teachers and OR2287 parents. Linguistic challenges in word problems for primary school students in German math classes OR922 Sabine Stephany Teacher cognition in literacy instruction within University of Cologne, Cologne, Germany minority language education in Sweden Christina Hedman*1, Natalia Ganuza*2 Little is known on the exact requirements and the 1.Stockholm University, Department of Language resulting language barriers for L1 and L2 students Education, Stockholm, Sweden 2. Stockholm University, in the German mathematics classroom. The Centre for Research on Bilingualism, Stockholm, present study examines linguistically based Sweden difficulties in mathematical word problems. The results are relevant for instruction and This presentation reports on a qualitative study assessment in mathematics classes. within the field of teacher cognition. It aims to highlight theoretical beliefs and practices OR2312 regarding literacy instruction of mother-tongue Learning academic language in math classes teachers within the Swedish school. Analyses of through supportive writing assignments field notes and teacher interviews are discussed in Sabine Stephany*, Markus Linnemann the light of current institutional and language- University of Cologne, Cologne, Germany political contexts. Writing tasks can be used as a tool for learning B2: Standard Language Education mathematical content as well as (academic) language. In order to assist less skilled and L2- OR1539 writers to solve such tasks, the presenters Is a picture really worth a thousand words? developed and evaluated the concept of Functions of images in business English textbooks Supportive Writing Assignments. Results showed Leon Bell*1, Cameron Romney*2 significant increases in students' mathematical 1.ESL Teacher, Australia 2. Kyoto Sangyo University, and language competences. Kyoto, Japan OR2382 A survey was conducted of 15 business English An exploratory discipline specific study on textbooks to determine what role images play in understanding how critical thinking is these texts. The results show that whilst most operationalised in literature review writing graphics do not have an active pedagogical Santhakumari Thanasingam*1, Antonia purpose, they could passively contribute to Chandrasegaran learning. The rationale, methodology, results, and 1.University Of Auckland, New Zealand implications of the survey will be discussed. Critical thinking (CT) is a hallmark of successful OR2226 writing in higher education. It is however found to Are there any fast and efficient ways in training be inexplicitly defined for instruction. This study L2 oral output? presents a typology of operationalized critical Nobue Ellis thinking acts derived using Swales' and Waseda University, Tokyo, Japan Steinmanns' text analytic framework, Flower's socio-cognitive theory and Bereiter and This study is to identify: 1) the main attributes of Scardamalia's knowledge transformation theory. 'competent speech' in English as L2; 2) what attributes of L2 speech should be acquired earlier OR2916 than others; and 3) how a learning environment Cultivating learner autonomy in a team-taught influenced learners' L2 output. A few suggestions graduate-level introductory reading course in are made for teaching L2 speaking skills more Japan efficiently. Haruyo Yosdhida*, Bruce Malcolm* Osaka Kyoiku University, Osaka, Japan

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compatible with their intentions. This paper Employing two teachers in one classroom is a discusses the instruction tensions experienced by relatively new educational phenomenon in Japan. teachers of English supported by their The effects of a Japanese and NES team-taught perspectives and beliefs. These tensions semester-long graduate reading course conducted influenced the teacher's practice in positive and only in English were investigated. Analysis of negative ways. portfolios and standardized aural/oral test scores revealed significant improvements which correlated with increases in learner autonomy. B3: Second/Foreign Language Teaching

and Teacher Development OR3097

Literacy teaching in Singapore: A study of OR156 teacher's perceptions and practices Language narratives from adult upper secondary Jason Loh education: Developing foreign language National Institute of Education, Nanyang Technological University, Singapore identities within autonomy-oriented pedagogy Tero Korhonen The presenter will describe an ethnographic study School of Education/University of Tampere, Tampere, of teachers' perceptions of the literacy Finland

programmes and their actual practices in two Identity is of major importance for contemporary Singapore primary schools. This study will help the foreign language education. The presenter will schools' curriculum developers and leaders provide evidence of reconstructing foreign understand the practices teachers use in their language identities of adult English students in a literacy classrooms and the influence of one on Finnish upper secondary school for adults. The the other. findings imply pedagogy for co-directed autonomy

as a plausible approach to promote such identity OR71 development. Motivating male language learners: The need for

'more than just good teaching' OR1001 Scott Kissau The effects of short-term study abroad University of North Carolina at Charlotte experiences on willingness to communicate in a There is concern about the under-representation L2 of English-speaking boys in foreign language Adrian Leis programs. The researcher will share the results of Miyagi University of Education, Sendai, Japan

a case study involving a French teacher and four The presenter will report on a study abroad of her male students who studied French program with a sample of 150 Japanese junior throughout high school. Recommendations for high school students. Based on Yashima's (2002) how to motivate male language learners will be study, quantitative data were gathered before provided. and after students traveled. Results imply that

willingness to communicate in English is a major OR981 factor in study abroad programs' success. Reflective practice: Conflicts, dilemmas and

instructional tensions experiecned by teachers of OR1015 English in stardard education Learner-nominated forms in a form-focused EFL Shirlene Bemfica De Oliveira classroom Federal Institute of MInas Gerais - Ouro Preto Campus, Brazil Paul Moore University of Queensland, St Lucia, Australia Teachers’ practice is permeated by dichotomies that can unbalance their approach, impeding This study explores whether there is a role for a them from developing a practice that is focus on grammatical forms (FOFS) in task-based

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language learning. Japanese EFL learners were However, their classroom practices contradicted asked to nominate forms they found problematic, the notions of lifelong learning. In teaching, and focus on them in task-based interaction and almost all participants adhered to their textbooks; subsequent oral production. A case study of one only few implemented activities to promote learner's performance is presented. lifelong learning.

OR1037 OR1084 Talk-in-interaction in the task-based French Socio-psychological structure of Japanese ‘good’ beginner classroom learners: Analysis of large-scale survey data and Jeanne Rolin-Ianziti in-depth interview data The University of Queensland, St Lucia, Australia Rieko Matsuoka*1, Kahoko Matsumoto*2, Gregory Poole*3, Michael Johnson4, Rie Tsutsumi*5 The presentation argues that the examination of 1.National College of Nursing, Tokyo, Japan 2. Tokai interactions resulting from the implementation of University, Kanagawa, Japan 3. , tasks offers valuable input to help teachers reflect Kyoto, Japan 4. Muroran Institute of Technology, on how to introduce Task Based Language Muroran, Japan 5. Yokohama National University, Teaching in the classroom. It will use a Yokohama, Japan Conversation Analysis framework in order to analyze audio-recorded samples of talk generated In this presentation we share survey and interview by a class of beginners in French as they are data from research conducted at several Japanese performing a task. universities. The aim is to explore factors that seem to impede highly-motivated learners in OR1062 Japan from being effective communicators in Voices of university FL teachers in a Thai context: English. We also discuss pedagogical implications Their perceptions of Thailand's FL education for better facilitating eager learners of EFL. Natheeporn Keawkhong*1, Chantarath Hongboontri1, Robert C. Kleinsasser2 OR1121 1.Mahidol University, Bangkok, Thailand 2. Arizona Exploring novice teachers' teacher talk State University, Phoenix, United States development: A multiple-case study of EFL teachers in China This study systematically sponsors the usually Hao Xu silenced and suppressed voices of foreign Beijing Foreign Studies University, Beijing, P. R. China language teachers (FL) in a Thai university context. In essence, it reveals FL teachers' perceptions of This three-year longitudinal study inquired into factors they believed affecting their instructional the development of four novice teachers' teacher practices. These factors include, for example, talk in the EFL classroom in China, and found that organizational structure, colleagues, cultures of novice teachers' teacher talk may develop with teaching, students, and teaching materials, among fluctuations, possessing various features that others. develop at the expense of one another until a relatively more balanced state is reached. OR1075 Lifelong learning: EFL teachers' OR1134 conceptualizations and their practical Shortcomings of the New Practical Chinese understanding Reader for learners of Chinese and Purisa Watcharenwong*, Chantarath Hongboontri recommendations Mahidol University, Bangkok, Thailand Han Lin Flinders University, Adelaide, Australia This triangulated qualitative study examines university EFL teachers' conceptualizations of Linguistic and cultural knowledge are two major lifelong learning and their classroom practices. It aspects of foreign language learning and teaching. is found that these teachers' conceptualizations of This presentation analyses the shortcomings of lifelong learning were similar to those of theorists. the popular Chinese textbook, New Practical

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Chinese Reader, in terms of these aspects. It then OR1195 proposes recommendations to overcome these Teaching EFL writing to Chinese college students: shortcomings and improve the learning outcomes A holistic, engaging and dynamic process of foreign language learners. Ju Zhan*, Fengjuan Zhang Jilin University, Changchun, PR China OR1157 Investigation of university English teachers’ The study explores how to teach English writing to motivation in Japan Chinese college students as writing has been Rie Tsutsumi much ignored. The process-genre writing course is Yokohama National University, Yokohama, Japan designed and delivered based on neo-humanism and output hypothesis. The qualitative data It is becoming clearer that language teachers have reveals writing is a holistic, engaging and dynamic a significant impact on learners’ motivation level, process, which provides pedagogical implications. interest levels, and attitudes toward their learning. The researcher explores in detail OR1206 university English teachers’ job satisfaction levels Training high school students on summary and what motivates teachers through quantitative writing in Japan research utilizing questionnaires with Likert scale Noriko Kurihara questions and qualitative research interviewing , Kyoto, Japan the participants. This presentation will report on an experiment of OR1177 training high school students to write a summary Intelligibility and pronunciation adjustment in Japan. Analysis of summary protocols and strategies in Hong Kong L2 classrooms examination of students' English proficiency, Hsueh Chu Chen reading proficiency, vocabulary size and the The Hong Kong Institute of Education, Hong Kong, length of summaries will show how the China integration of reading and writing impact on their skills development. Based on a corpus study, this study examines the sounds that are important for intelligible OR1211 pronunciation in L2 classrooms and reports on Does peer reviewing help students improve their how teachers help their students understand L2 writing abilities? classroom input through teachers' self-reflection Noriko Kurihara on their speech adjustments. Remedial teaching Kyoto University, Kyoto, Japan strategies used to rectify students' pronunciation errors are also identified. This presentation reports the effects of peer review on the development of writing abilities in a OR1187 high school EFL classroom. Pre-and post-essay Needs analysis of peer feedback to design L2 tests were conducted and peer feedback sheets learner training tasks in a college EAP program were examined. Questionnaires and interviews Junko Imai*1, Cheryl Tsuyuki*2 were also performed. The results show peer 1.University of Hawaii at Manoa, Honolulu, USA 2. review had a definite impact on students' writing Kapiloani Community College, Honolulu, USA abilities.

This paper reports the needs of peer feedback OR1226 skills in a U.S. university, synthesizing the data University-school collaboration through action collected from various stakeholders within a research college-EAP program and beyond. Under the TBLT Kazuyoshi Sato framework, we will address how L2 writing Nagoya University of Foreign Studies, Japan instruction can respond to the needs and prepare L2 learners to exchange peer feedback. Although action research has gained prominence, there has been little documentation regarding

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university-school collaborative action research. and to discuss how collaborative research and This study will show how two Japanese high multimodal resources can positively impact school teachers engaged in collaborative action teacher education and language learning in a research organized by a university teacher and minority context. how, as a result, they developed a three-year English curriculum in their school. OR1266 European Language Teachers’ beliefs on OR1230 Intercultural Communicative Competence Gauging the CLIL effect: Results from a large- Martine Derivry*1, Kristi Jauregi*2 scale longitudinal study on German CLIL 1.UPMC, University of Paris 6, France 2. Department of programmes Mondern languages, Faculty of Humanities, Utrecht Dominik Rumlich University University Of Duisburg-Essen, Germany Based on a project financed by the European A quasi-experimental study (N=1,275) on German Commission, the objective of this presentation is CLIL/partial immersion programmes revealed that to describe a set of embedded educational future CLIL and non-CLIL students' general contexts which are essential to be closely looked language proficiency, interest in (learning) English at when dealing with teacher's beliefs. Teacher's and academic self-concept substantially differ a representations of Intercultural Communicative priori. After one year of CLIL, the differences are Competence will be explored precisely from of equal size stressing the impact of selection, questionnaires and interviews. preparation and ceiling effects. OR1275 OR1247 Comparing the effectiveness of three oral Teacher professional identity in a transnational communication tasks in foreign language context: Stories and issues learning Xuan Nhat Chi Mai Nguyen Sarah Khan Hue University - College of Foreign Languages, Hue, Universitat de Vic, Vic, Spain Vietnam and The University of Queensland, Brisbane, Australia The appropriacy of classroom tasks in foreign language learning is a key consideration of task- This narrative inquiry study examined factors that based research. In this study, with 48 EFL learners, contributed toward the professional identity three different oral communication tasks were construction of five non-native EFL teachers of analysed for complexity, accuracy and fluency different national and language backgrounds as (CAF) and language related episodes (LREs) to they came to study TESOL at an Australian evaluate the effectiveness of the tasks. university, and investigated how these factors interacted with each other as these teachers OR1279 constructed their transnational identity. An investigation of successful learners' strategies across nationalities: Focusing on change over OR1258 time Visual ethnography and reflexive methodologies Hirofumi Tanabe to develop second language teachers' Aoyama Gakuin Senior High School, Tokyo, Japan professional competence in Canada Cecile Sabatier*, Daniele Moore* This study aims to investigate the strategy use of Faculty of Education, Simon Fraser University, Burnaby, successful international learners. We conducted BC, Canada interviews with 14 international graduate students at University of Hawaii. Our observation The presenters use visual ethnography and a indicates that successful learners, irrespective of participatory approach to document the daily their nationalities, tend to share several learning experiences of teachers and students in strategies and similarly change their usage over immersive second language classrooms in Canada, time.

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OR1317 OR1285 Teacher translanguaging in university language Dyslexia and English as Foreign/Additional courses: Any insights for school-based language Language Teaching in Brazil: A case study programs? Juliana Reichert Assuncao Tonelli Marianne Turner Londrina State University, Paraná, Brazil Monash University, Australia

This presentation aims at showing the results of a In Australia language teachers in mainstream case study carried out in Brazil where a dyslexic schools are increasingly expected to communicate student was having English as foreign/additional meaningfully with their students in the target language classes at a public school. The results language. The presenter will explore four indicate successful ways of teaching that language university language teachers' perceptions of their to students with difficulties with the written translanguaging practices and discuss how these language. perceptions provide insights for school-based language programs. OR1289 Authenticity and technology: Variation in French OR1338 textbook packages Appropriating and using tools of literacy: The Jennifer Wagner development of teaching expertise by future University of South Australia, Adelaide, Australia French faculty Beatrice Dupuy*, Kristen Michelson* This paper will discuss the inclusion of variation in The University of Arizona, Tucson, USA French textbook packages, including audio-visual ancillaries and companion websites. This study Guided by a sociocultural theory perspective, this reveals the current state of university textbooks study explores how literacy-related conceptual regarding authentic language and technology understandings and teaching practices of novice integration, and explores the mismatch between French teaching assistants evolved as they the textbooks' contents, their objectives and participated in constructivist-based professional researchers' recommendations for materials development activities. Findings demonstrate design. how participants' histories, beliefs, and local constraints shaped their appropriation and use of OR1301 tools of literacy. Understanding Chinese EFL teachers' pedagogical beliefs and practices through professional dialogues OR1345 Huizhong Shen*1, Margaret Kettle*2, Yifeng Yuan1 Enabling autonomous language learning - guides 1.The University of Sydney, Australia 2. Queensland for effective support University of Technology, Australia Kerstin Dofs*1, Moira Hobbs*2 1.Christchurch Polytechnic Institute of Technology, This study examines Chinese EFL teachers' Christchurch, New Zealand 2. Unitec, Auckland, New pedagogical beliefs and practices on designing Zealand cooperative learning and dialogical teaching in a professional development context. Data gathered The presenters will report on a recent trial of during a two-day workshop include teachers’ autonomous language learning guides, which interactive input, post-session feedback and were developed to support autonomous learning trainers' responses and reflections. Strategies for progress within students. It will be of particular creating a more interactive language classroom interest to Independent Learning Centre staff, and are also considered. teachers who may want to develop something similar for their own language schools and centres.

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OR1354 Questions are part and parcel of any classroom Re-examining motive in L2 oral proficiency interaction. The presenter will describe a model to development: A sociocultural perspective empower grade 10 mathematics teachers with Lu Yu the types of questions, questioning techniques Beijing Foreign Studies University, Beijing, PR China and teacher strategies that enhance learners' understanding of mathematical discourse as well This longitudinal case study investigates the as English Second Language (ESL) development. construction and transformation of motive in a Chinese EFL learner's oral proficiency OR1413 development. Examining the forces that shaped An autonomous project-based approach to the motive and the developmental process as advanced language learning constructed by the changing motive, the study Mira Kim demonstrates the co-evolving relationship among University of New South Wales, Australia learner motive, learning process, and L2 development. This paper discusses pedagogical benefits and challenges of an autonomous language project- OR1364 based approach adopted in an advanced language Online tools and professional development in skill development course specifically designed for computer-assisted language learning: A survey translation students at post-graduate level. The Jeong-Bae Son discussion should benefit those who are University of Southern Queensland, Toowoomba, interested in developing methods for advanced Australia language learners.

This paper explores online tools and professional OR1423 development in computer-assisted language Two different pathways of L2 motivation? Actvity learning (CALL) and investigates CALL Theory and Dynamic Systems Theory practitioners' ways of developing knowledge and perspectives skills for the use of CALL. It provides implications Yuzo Kimura and recommendations for language teacher University of Toyama, Japan training for CALL. This paper will address the theoretical application OR1379 of Activity Theory and Dynamic System Theory to Malaysian BEd TESOL students’ language choices L2 motivation. Comparative analysis will show in New Zealand: What role does identity play? how L2 motivation can be conceptualized by these Jennifer Jones two different alternative theories by using them University of Auckland, Auckland, New Zealand to interpret the same data set from a high school classroom in South Korea. This paper shows the significant effect of identity on the language choices of Malaysian BEd TESOL OR1452 students in New Zealand. Identity was found A little intervening effort and its impact and either to constrain or facilitate interaction in the effects on EFL elementary students in Taiwan target language. Implications reveal the value of Ching Yu Na providing students with a means to process their Futai Elementary School, Taoyuan, Taiwan language learning experiences. A low cost and highly effective English preview OR139 program out of the idea of intervention has A model to empower Grade 10 mathematics helped EFL elementary students better learn teachers with questioning techniques English in their beginning year. This study aims to Maureen Ledibane give kids a successful experience in learning North West University, Mafikeng Campus, Mmabatho, English and help them keep the learning South Africa momentum.

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OR1469 The presenter will report on (a) a questionnaire- Pronunciation teaching: Getting stress without based survey of ESL teachers which revealed a getting stressed high level of dissatisfaction with the curriculum Graeme Couper guidance provided by the institutions in which Auckland University of Technology, Auckland, New they work, and (b) interviews with ESL programme Zealand managers which indicated some uncertainty and confusion around their own institution's This paper reports on the findings of two small- curriculum documentation. scale exploratory studies which investigated how stress can be taught effectively. A qualitative OR1500 analysis across the two studies allows for the Balancing classroom target language and first emergence of a number of key insights into language use: The scaffolded teacher speech learning which lead to practical suggestions for model the classroom. Susan Oguro University of Technology Sydney, Australia OR1471 Teacher cognition of pronunciation teaching: A This paper proposes a model of teacher practice: comparative study of two contexts - New the Scaffolded Teacher Speech Model. Using data Zealand and Uruguay collected from teachers of Chinese, French, Graeme Couper German, Italian, Japanese and Spanish, the paper Auckland University of Technology, Auckland, New shows how maximising classroom Target Zealand Language use is underpinned by a range of complex teaching practices, including use of the This paper reports on a comparative study into learners' L1. teacher cognition of pronunciation in two very different contexts: TEFL in Uruguay and TESOL in OR1527 New Zealand. Data collected through over 200 Does ‘knowing how the brain works’ help questionnaires and 30 interviews leads to development of learning strategies? practical conclusions for both teacher education Junko Omotedani programs and research into types of Kwansei Gakuin University, Japan pronunciation instruction. Implications offered by neuroscience can be OR1492 applied to foster learning strategies of language Learners' use of L1 during task work: Does it have learners. This presentation will report on the any benefit? development of learning strategies of university Yusa Koizumi students in Japan who had a lecture on the J. F. Oberlin University, Tokyo, Japan mechanisms of the brain, and kept reflection journals throughout their compulsory English This study explored potential benefits of EFL classes. learners' L1 use during task work. Two groups of Japanese learners completed a collaborative OR1559 writing task, and their interactions and EFL bilingual pedagogy programming in compositions were compared. The group that was Indonesian classrooms allowed to speak L1 often used metalanguage Harni Ningsih when discussing forms and produced more The University of Sydney, Australia accurate compositions. The presentation will report on an action research OR1494 project on bilingualism in English as a foreign The disappearing ESL curriculum? language education in Indonesia. The research Anthea Fester analyses bilingual classroom discourse in genre- University of Waikato, Hamilton, New Zealand based literacy lessons, and applies these analyses to designing a bilingual literacy intervention. The

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research contributes to the development of OR1589 bilingual pedagogy. Deconstructing the deficiency of critical literacy in Chinese EFL education: A case study OR1567 Quanyou Ruan Constructing and legitimating the interpreter's The University of Hong Kong, Hong Kong, PR China identity and the interpretation's activities in Brazilian Sign Language classes Critical literacy, as increasingly important in Audrei Gesser language education, remains to be further Universidade Federal de Santa Catarina, Florianópolis, explored in China. This study reports a case study Brazil by deconstructing the deficiency of critical literacy in Chinese EFL education through the Four This presentation aims at describing the Resources Model and reveals the causes and interaction between the participants in a Brazilian performances typically in China from macroscopic Sign Language teaching-learning context, in order and microscopic perspectives. to show how the interpreter's identity and the interpretation's activities are co-constructed and OR1594 legitimatized through language use in the course A teacher's decision-making process in of face-to-face interaction. elementary school EFL education Eri Osada OR1573 Kokugakuin University, Yokohama, Japan Learning to teach writing: A case study of EFL teachers in China This case study aims at investigating a teacher's Fengjuan Zhang, Ju Zhan decision-making process in Japanese elementary Jilin University, Changchun, P.R.China school EFL education. By examining a homeroom teacher's planning, conducting and reflecting The professional development of writing teachers lessons, it was found that not only post-class has been an important but under-investigated reflections but also teaching beliefs about his topic of concern in language teacher education. specialty, Japanese education, had impacts on his This presentation reports on a case study which decisions. examines six EFL teachers' experience of learning to writing in Chinese universities. The findings have implications for writing teacher education. OR169 Investigating cross-curricular collaboration OR1574 between L2 and content subject teachers in Several ways of speaking, many ways of being: content-based instruction programmes Additional language pronunciation and speaker Yuen Yi Lo identities. University of Hong Kong, Hong Kong Shem Macdonald Victoria University, Melbourne, Australia This study explored collaboration between L2 and content subject teachers in content-based Pronunciation is an integral part of the way instruction in Hong Kong. The questionnaire and additional language speakers shape their many interview data revealed that cross-curricular identities through spoken interactions with collaboration was still scant, with organizational others. Using data from a longitudinal case study factors and teachers' contrasting beliefs being the of a speaker, this paper proposes a model that potential obstacles. This study provides insights encompasses a multi-faceted, expanded and for school leaders, teacher educators and integrated view of additional language teachers. pronunciation.

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OR1713 OR1755 What makes the ‘good’ English language teacher Past learning experiences and agency in L2 trainer? Learning: Phenomenological exploration in Ali Al-Issa Trinidad and Tobago Sultan Qaboos University, Muscat, Sultanate of Oman Diego Andres Mideros Camargo*, Beverly-Anne Carter Just like teachers, teacher trainers too have The University of the West Indies, St. Augustine, characteristics that distinguish them from the Trinidad and Tobago rest, or otherwise. A questionnaire completed by multi-nationality ELT practitioners has shown that This study looks at how past schooling teacher trainers have professional and experiences might inform the way in which L2 interpersonal characteristics. Such findings have language majors at a university in Trinidad and implications for the selection and training of Tobago approach their studies and language English language teacher trainers around the learning. This study draws from Sociocultural world. Theory (SCT) as a growing body of research in L2 language learning, particularly Learner Autonomy. OR1722 When the going gets tough...: Trainee teachers' OR1769 strategies in teaching in a challenging Teacher research into language users’ definitions environment of good language skills and their relevance Habsah Hussin, Tuula Lehtonen Universiti Putra Malaysia, Serdang, Malaysia Language Centre, University of Helsinki, Helsinki, Finland In this paper, the presenter will describe the strategies employed by a cohort of ESL trainee Teacher research is systematic inquiry into the teachers in teaching in a challenging environment. teacher's own context. The presenter will use Their strategies indicate their personality, three sets of definitions of good language skills readiness and versatility as teachers which would from her teaching context at a Language Centre in augur well for their future career, the teaching Finland, highlighting their relevance to her profession and the learners who need them. reflective practice. This research implies improved professional practice through systematic inquiry. OR1729 Professionalization initiatives for EFL teachers: OR1771 The teachers' perspective Learning to socialize in heritage language Ofra Inbar-Lourie1, Elite Olshtain2, Keith acquisition Goldstein*2, Meital Yaakov-Aviv2 Ji-Young Jung 1.The School of Education, Tel Aviv University, Israel 2. The University of Pennsylvania, Philadelphia, USA The NCJW Research Institute for Innovation in Education, the Hebrew University, Jerusalem, Israel This discourse analytic study calls for SLA researchers' attention to the role of formal This paper will present teachers' views on the instruction in heritage language acquisition. The professional development activities they presenter analyses classroom interactions in a participated in, their relevance to their teaching college-level Korean class. Through investigating context and personal and professional needs. heritage interlanguage from an acquisition- Conclusions will be drawn as to the factors that oriented view, the study aims to contribute to a need to be considered prior to launching teacher deeper understanding of heritage language professionalization initiatives especially in learners. multilingual and multicultural settings.

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OR1789 undergraduate students did research projects to Lexical bundles as markers of authenticity in present at an international conference. This talk English for academic purposes materials describes those projects and how they were Ellen Cray*, David Wood* organized. The projects can be adapted to the Carleton University Ottawa Canada participants’ own milieu.

This paper proposes a definition of "authentic OR1853 language" in language pedagogy which rests on Professional learning communities: Challenging the presence of frequently occurring lexical or beneficial to English language teachers? bundles, corpus-derived multiword functional Quynh Nhu Phan units, in texts. Using this measure, an examination The University of Technology Sydney, Sydney, Australia of texts from academic textbooks and English for Academic Purposes texts indicates that EAP texts This paper reports on research into the ways are not authentic. professional learning communities are adopted as a learning model for primary English language OR1823 teachers in a central city of Vietnam. Taking a Enhancing teacher development by sociocultural perspective, this study contributes implementing pluralistic approaches empirical evidence to support the view that Rebecca Dahm teacher learning should be collaborative and Université de Limoges, Limoges, France/Université de contextualised. Bordeaux, Bordeaux, France OR1860 This paper aims at examining ways to help Investigating practices for teacher support and teachers review their EFL teaching strategies by development implementing pluralistic approaches. Teachers Beatriz Maciel*, Silvia Becher* need to review their preconceived ideas about UFRJ (Federal University of Rio de Janeiro), Rio de students' abilities which hinder them when setting Janeiro, Brazil up the lesson plan and play a part in the implementation of the course. As teaching may be frustrating when teachers feel isolated or inappropriately prepared, needs and OR1842 expectations of in-service teachers implementing Literature discussion in EFL literature classes a new pedagogical program for teaching English Suphinya Panyasi to children in a Brazilian public school system University of Technology, Sydney, Sydney, Australia were investigated and contrasted with the support and development practices offered to This paper reports on an ongoing action research them. project on the teaching of English literature using a reader response approach at two universities in OR1861 Thailand. It describes the patterns of interaction Critical thinking in Vietnamese EFL classrooms: and their effects on students' use of the target An investigation into current practices language. It will provide insight into discussion Thi Thanh Binh Nguyen skills needed by students. University of Technology Sydney, Sydney, Australia

OR185 Critical thinking has become an important Collaborative communication projects for element in foreign language education in recent meaningful learning years. The presenter describes the current critical Josefina Santana thinking practices in Vietnamese English Universidad Panamericana, Guadalajara, Mexico classrooms and proposes an appropriate framework for this context. This study has Collaborative communication projects were used implications for critical thinking education in in an elementary school where students worked language classrooms in Vietnam. together on a school magazine. At a university,

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OR1884 OR1929 Teaching and learning Spanish online: Action Utilizing computer mediated communication in research and professional development for three teacher education: Possibilities and challenges language teacher educators Soyeon Kim*1, Pei-Hsun Emma Liu*2 Antoinette Gagné*1, Clea Schmidt*2, Marlon 1.Korea Institute For Curriculum and Evaluation, Seoul, Valencia Korea 2. Kainan University, Taoyuan County, Taiwan University of Toronto, Toronto, Canada 2. University of Manitoba, Winnipeg, Canada The presentation addresses the issues of identity transformation of NNES student teachers in the The presenters will describe their year-long action process of sharing expertise and knowledge research project related to teaching/learning through CMC. It discusses the possibilities and Spanish using a comprehensive learning site challenges of NNES educators who were involved complemented by weekly virtual meetings. Key in a cross-national project in TESOL graduate findings will be connected to the literature on programs in Korea and Taiwan. professional development for language teachers and implications for the "re-engagement" of OR1942 language teacher educators will be explored. How does English literacy education affect Japanese primary school children's ability and OR1889 motivation? Collaborative activities for pedagogical purposes Sakiko Yoneda*, Yoichi Nishimura* with extensive reading: Studying the dimensions Hokuriku Gakuin University, , Japan of reading circles Greg Rouault Japanese primary schools started a new English Doshisha Women's College of Liberal Arts, Kyoto, Japan course focusing on oral skills. The presenters will show the results of their research and discuss that Drawing on theories of cooperative learning, the teaching not only oral skills but also reading and presenter will outline the results of a study writing is more effective in enhancing children's identifying the dimensions that make Reading English skills as well as their motivation regarding Circle discussions most or least enjoyable. The English studies. implications for instructors looking to implement Reading Circle roles as collaborative learning OR1953 opportunities for language teaching with English loanwords in Japanese: Function and role extensive reading will be discussed. in English language acquisition David Bollen OR1893 Sojo University, Kumamoto, Japan Mobile technology tasks in initial language teacher education This paper examines the increasingly important Constanza Tolosa role that English loanwords play within the University of Auckland, Auckland, New Zealand modern Japanese language. It also discusses ways in which this relationship can be most effectively This paper presents findings from a project that harnessed to assist Japanese learners in the investigated the integration of mobile acquisition of English. technologies into foreign language teacher education in New Zealand. Student teachers OR1954 developed authentic tasks using mobile Australian teachers' perspectives on successes, technologies to collaborate and provide feedback challenges, and caveats of Content and on their application of pedagogical and linguistic Language Integrated Learning (CLIL) content required to meet Graduating Teacher Russell Cross, Margaret Gearon Standards. Melbourne Graduate School of Education, Australia

Content and Language Integrated Learning (CLIL) has been highly successful in Europe, but has yet

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to be examined extensively across other jurisdictions. This study reports on the OR1987 introduction of CLIL to Australian primary and Exploring a genre-based approach to second secondary schools, and teachers' perceptions on language teacher education its potential, as well as its challenges and John Hedgcock*1, Heekyeong Lee*1 concerns. 1. Monterey Institute of International Studies, USA

OR1962 This paper presents outcomes of an exploratory Lack of retention in high school language study of a genre-based approach to developing programs: Students’ own understandings teacher candidates' knowledge of oral and written Timothy Jowan Curnow*, Michelle Kohler discourse conventions in a graduate program. Research Centre for Languages and Cultures, University Findings from a survey, focus group interviews, of South Australia, Adelaide, Australia and classroom observations provide insights into how novice teachers' genre awareness may The presenters report on a qualitative analysis of complement their reflective practices. interviews with middle-school students from five Australian high schools, examining their attitudes OR2052 towards language study, and what these students Professional identities and pedagogical themselves believe are the impediments and constructs in a discipline-specific educational enablers for continued language study through to setting in a Malaysian context senior secondary. Mimi Mohamed Universiti Tun Hussein Onn Malaysia (UTHM), Johor, OR1965 Malaysia Transformation and trans- teacher education This paper analyses the way English language John Macalister teaching in higher education was perceived and Victoria University of Wellington, New Zealand the way the educational setting was interpreted in a Malaysian university focusing primarily on This paper focuses on the development of pre- engineering fields. The findings indicated that service language teacher cognition in a trans- these perceptions and interpretations shaped national language teacher education programme. teachers' identities and filtered their pedagogical It examines the ways in which students navigate constructs. the competing demands of home and abroad, and the extent to which ideas from 'abroad' are OR2055 reflected in their teaching practice. Does paraphrasing practice contribute to second language vocabulary learning? OR1974 Marina Dodigovic Current alternatives to ‘listen and repeat’ for Xi'an-Jiaotong Liverpool University, PR China learning and teaching suprasegmentals in the language classroom This study seeks to sensitise the audience to the Arizio Sweeting*1, Michael Carey*1 relationship between second language (L2) 1.The University of the Sunshine Coast, Australia vocabulary learning and the development of paraphrasing skill. It explores the relative Experienced pronunciation researcher- vocabulary growth in a tertiary L2 writing class practitioners were interviewed to develop a which focused on paraphrasing practice. Possible toolkit of alternative learner centred approaches causes and pedagogical implication of this to suprasegmental instruction. The presenters will outcome are discussed. outline the toolkit and its future use in participatory action research (PAR). The PAR will document the experiences of novice English language teacher participants engaged in training, action and reflection.

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OR2078 OR2147 Portraits of some Vietnamese teachers of A systemic analysis of TBLT in Malaysia and English: An inquiry into their language Vietnam: From policy to textbooks to classrooms proficiency development Jonathan Newton*1, Thi Bao Trang Nguyen*1, Khoi Ngoc Mai Norhayu Norany*2 University of Queensland, Brisbane, Australia and 1.Victoria University of Wellington, New Zealand 2. University of Languages and International Studies - Institute of Teacher Education Sultan Abdul Halim VNU, Vietnam Campus, Kedah, Malaysia

This presentation discusses the difficulties in This paper reports on the extent to which the developing English proficiency experienced by education systems as a whole in Malaysia and non-native English speaking teachers of English in Vietnam provide 'fertile ground' for the adoption Vietnam. It calls for the need to review certain of a task-based approach to language teaching standards the government imposes on these and learning. The research involved analysis of teachers by presenting results of the teachers' language policy and textbooks, classroom language proficiency self-assessment and a observation, and interviews with teachers and glimpse into their professional lives. learners.

OR2127 OR2177 Fostering cognitive development in English Designing for agency and expertise in higher language education in Japan: Analyzing junior education high school English textbooks Peppi Taalas*, Juha Jalkanen* Madoka Kawano*1, Seiko Hirai*2 University of Jyväskylä Language Centre, Jyväskylä, 1.Meiji University, Tokyo, Japan 2. Kitasato University, Finland Tokyo, Japan Change demands on language education are Learning a second or a foreign language involves increasing in the technologised and mobile world. cognitive development of learners. The Japanese The current theories on agency and expertise Ministry of Education recently revised the school seem to be a natural path in re-thinking learning curriculum in an attempt to foster the logical in the 21st century. This paper puts these theories thinking skills of students. The presenters examine into practice, presents research results of the this evolving situation by analyzing teacher- development process and outlines a vision for the oriented questions and activities included in development of new and dynamic language junior high school English textbooks. teaching environments where learners and teachers have an active role as co-designers. OR2129 Pedagogy and proficiency in early English vs. late OR2188 English in primary education Explicit grammar instruction and the young Rick De Graaff foreign language learner Utrecht University, Utrecht, the Netherlands Rowena Hanan, Emma Marsden* University of York, United Kingdom In a comparative study in primary education in the Netherlands, 250 early starters (age 4) and 250 We will present the findings of a classroom late starters (age 10) were tested on their ESL experiment investigating the effectiveness of proficiency. The paper discusses between groups explicit grammar instruction for young learners of differences, taking individual characteristics German as a foreign language in England. The (parents' educational level, pupils` findings suggest explicit instruction is useful cognitive/academic level, motivation, out-of- amongst even these young learners. Practical school exposure) into account. implications for primary school foreign language teaching are considered.

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OR2198 Foreign teachers of English in Vietnam: Identity Language learning strategies and students' and ethics in international contexts attitudes towards learning English may support David Bright the learning process in Content and Language The University of Queensland, Australia Integrated learning classrooms. Structural Equation Modeling will be used to examine if In this paper the presenter will describe how the these factors predict students' language identities of Western teachers in three secondary proficiency. Inconclusive evidence of effects of schools in Vietnam are shaped by discourses of strategy use on language proficiency will be global English spread. How teachers perceive the discussed. role of English will be related to teachers' pedagogical relations and practices, suggesting OR227 that current approaches are ethically problematic. A study of teacher reflection in a community of practice for professional development OR2207 Ping Wang Teaching language and culture: What life-cycle Ludong University, PR China greetings in Yoruba teach the learner George Alao This paper reports a study based on teacher Institut national des langues et civilisations orientales, reflection theories and the Community of Practice France model. It reports how teachers learn through reflection because although the innate sense of The paper argues that cultural content inbedded learning from reflection is present in the tenets of in Yoruba life-cycle greetings and wishes/prayers Chinese philosophy, reflection is not typically (specifically used at such events as Pregnacy, practiced in traditional PD activities. Childbirth, Marriage and Death) can help the teacher as mediator address not only specific OR2289 language issues but also help learners gain insight The difference between the logical structure of into Yoruba Worldview and capture cultural Japanese university students' L1 and L2 academic meanings. writing Gavin Brooks Brooks OR2251 Kwansei Gakuin University School of Policy Studies One classroom, many voices: Fostering student communicative autonomy in Japanese university This presentation examines how first year English courses Japanese college students organize their ideas in Ellen Motohashi*1, Chitose Asaoka*1, Carolyn English academic writing assignments compared Ashizawa*2 to the rhetorical styles they use in Japanese. It 1.Dokkyo University, Japan 2. Seikei University, Japan looks at the reason behind these differences and what teachers can do to help students improve This presentation reports on an investigation of their students' English writing skills. both teachers' experiences with, and opinions of, the usefulness of group work and discussion OR230 activities with their first-year Japanese students, Learnable and teachable aspects of dative and looks into the influence of past language- arguments in Spanish L2 learning experiences on current learning of first- Esther Castro year students at three different post-secondary Mount Holyoke College, South Hadley, MA, United private institutions in Japan. States of America

OR2257 This study explores the implications of different Effects of learning strategies and attitudes on theoretical proposals and L2 studies regarding the language proficiency selection of pedagogical treatments in the Nils Jaekel teaching of Spanish dative arguments considering Ruhr-University Bochum, Germany the different structural elements (morphological,

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syntactic, and semantic) involved in the realization OR2337 of these structures. The developmental processes of L2 teachers learning to use online technology for language OR2300 teaching. Requests for help as doing learning in an English- Scott Windeatt*, Sandra Morales-Rios as-an-additional-language classroom Newcastle University, United Kingdom Paola Salimen*1, Pedro Garcez*2 1.Federal University of Rio Grande do Sul, Porto Alegre, Experience of software for providing automated Brazil and CAPES, Brazil 2. Federal University of Rio computer-based feedback on writing with Grande do Sul, Porto Alegre, Brazil and CNPq, Brazil different levels of learner in three different countries has yielded useful information about its Conversation analysis of requests for help and effectiveness as an alternative, or a supplement, offers of help during role-playing activities in an to teacher-based feedback, and multiple sources English-as-an-additional-language classroom of data, including eye-tracking, have provided reveals that participants identify doing learning in information about the students' writing processes help requests but not offers. Activities promoting requests for help are recommended as action for OR2350 learning in effective teaching. Critical thinking, media images and the foreign language classroom OR2307 Kip Cates The effects of L2 writing tutorials on student , Tottori City, Japan revisions in an EFL writing center Maiko Nakatake This talk will analyze the use of visual and print Musashino University, Japan media in foreign language classrooms, describe ways in which media images and information In second language writing, giving effective impact learners, look at how the media promote feedback has been a great concern to teachers international (mis)understanding and propose and researchers. Based on the analysis of multi- approaches that help students develop critical modal data, the presenter will discuss the effects media awareness as part of the language learning of writing center tutorials on student writing. process. Results suggest that social interaction through tutorial conversations plays a significant role in OR2358 writing. Developing a contextualized, CEFR-informed textbook for Japanese learners of English to OR2314 facilitate autonomous learning and teaching Influences of topic choice and interest on L2 Naoyuki Naganuma*1, Noriko Nagai*2, Fergus journal writing O'Dwyer*3, Alexander Imig*4 John Eidswick*, Mayumi Asaba 1.Tokai University, Japan 2. Ibaraki University, Japan 3. Kyoto Sangyo University, Japan Osaka University, Japan 4. Chukyo University, Japan

The presenter will describe a study that This research is to develop English language investigated influences of choice and interest on integrated skills textbooks that adapt and apply L2 writing. Japanese university students wrote the Common European Framework of Reference about teacher-selected and student-selected for Languages for the higher education context in interesting and boring topics. Analyses of entry Japan. We adopted a Content and Language length, lexical sophistication, and grammatical Integrated Learning approach to develop accuracy are presented and implications for textbooks to meet an academic goal of tertiary- classroom practice and further research are level education. discussed.

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OR2366 OR2413 The effects of teacher collaboration on children’s Fostering user identity in learners of English as morphological awareness across languages an international language in the expanding circle Roy Lyster Yumi Hato*, Sandra Healy*, Chieko Hayashi*, McGill University, Montreal, Canada Tomoko Takei* Kyoto Institute of Technology, Kyoto, Japan Three pairs of partner teachers collaborated to design and implement biliteracy tasks across their This presentation argues for the importance of French and English classes, integrating a linguistic fostering a user identity instead of a learner focus on derivational morphology with a thematic identity in students of English as an International focus on storybooks. Results of the pre/post Language in the expanding circle. It will then measures of morphological awareness demonstrate features of practical classroom administered to their students and a comparison activities and assessment that might be used to group will be presented. effectively develop a user identity.

OR2384 Genre-based vocabulary development in ESP OR2414 education An activity analysis of a professional Miho Fujieda*1, Hiroko Suzuki*2 development community of practice for high 1.Kyoto College of Medical Science, Kyoto, Japan 2. school EFL teachers Tokai University, Tokyo, Japan Luxin Yang Beijing Foreign Studies University, Beijing, China This paper demonstrates the vocabulary development in a Japanese college freshman ESP Guided by activity theory, this study examined course for future healthcare professionals. how a professional development community of Students interacted with authentic reading practice was formed and evolved through materials representing different genres within expansive learning when six high school EFL their specialized field. Qualitative and quantitative teachers took part in a voluntary teacher analyses reveal a positive shift in students' development program organized by a teacher perceptions of and their efficiency in learning educator from university and a teacher supervisor specialized vocabulary. in their school district.

OR2406 OR2446 Verifying self-determination theory in a Japanese Improving listening efficiency of Chinese EFL EFL context: Psychological needs fulfillment and learners through post-listening perception L2 motivation activities Toshie Agawa Dan Hou Juntendo University, Tokyo, Japan Northeast Normal University, PR China

The purpose of this study is to verify Self- The present study addresses the paucity of Determination Theory (SDT) in a Japanese EFL empirical research regarding the effect of post- context. Structural equation modeling was used to listening perception activities on L2 listeners. The analyze the questionnaire data. The presenter presenter will report on an intervention study argues that Japanese L2 learners might have a conducted with 120 Chinese undergraduates, different perception of autonomy than L2 learners which will inform researchers and practitioners of in the western sociocultural hemisphere. the potential of integrating perception activities into regular listening classes.

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OR2470 OR2483 Becoming an effective discursive practitioner in Developing a process drama teacher professional the academic seminar: Preparing L2 students for development program active participation Hae-Ok Park Nicholas Marshall*, Evelyn Naoumi* International Graduate School of English, Seoul, Meiji University, Japan Republic of Korea

The presentation will describe an innovative This study presents a process drama teacher syllabus for overseas students in postgraduate development program which was conducted in university courses which aims to socialize Seoul, Korea. The aim of this research is to students into appropriate discursive roles for establish an effective teacher professional effective participation in seminars. The development program, which focuses on presenters will discuss various data of learner introducing process drama techniques. interaction discourse in terms of 'interactional Questionnaires, focus group interviews, teacher competence', linking theory and practice. logs, learning journals, and discourse analysis from classroom observation data are used to OR2476 triangulate the research findings. Process and results of curriculum development of a Japanese university’s EFL elective courses OR2489 Kim Bradford-Watts Teaching priorities of English pronunciation for The Japan Association for Language Teaching (JALT), Chinese university students Japan Lingli Zhang School of Foreign Languages, China University of Curriculum development/renewal can initially Geoscineces, China and. National Research Center for seem overwhelming. The presenter will outline Foreign language Education, BFSU, China the process of curriculum development undertaken to counter falling student numbers in This study explores the international intelligibility EFL elective classes at a Japanese university, of Chinese-accented English. The data are report on the results, and reflect upon the collected from Chinese sophomores as speakers ongoing nature of such curriculum development and international educated people as listeners. It efforts. attempts to identify the salient features that impede the international intelligibility of Chinese- OR2479 accented English and suggest the priorities for Collaborating across borders: A case study of pronunciation teaching for Chinese University videoconference-enhanced teacher training students. programs Minako Yogi OR2495 University of the Ryukyus, Japan Assessing digital literacy levels: The design of an instrument The enhancement of globalization and Rosinda de Castro Guerra Ramos*1, Simone Telles information technology has opened up new Martins Ramos*2, Fernanda Katherine Asega*3 horizons for English education. Along this line, the 1.Catholic University of São Paulo (PUCSP), Brazil 2. presenter will describe the effectiveness of Technological College of São Paulo (FATEC), Brazil 3. expanding and enriching English teacher-training Post Graduate Applied Linguistic Program (LAEL), programs through authentic videoconferencing Catholic University of São Paulo, Brazil

and collaborative material development projects This paper aims to share the experience in in order to enhance pre-service teachers' designing an assessment instrument to evaluate communication skills and professional knowledge. digital literacy levels for in-service language

teachers in Brazil, due to this lack and to the need to offer effective continuing education courses in

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digital literacy, as well as adequate curricula for OR252 these courses. Teacher-researcher collaboration on teaching pragmatics: A situated instructional study in an OR2498 English-medium university in Japan Identity formation in the power spectrum Naoko Taguchi*1, Naeko Naganuma*2, Carlos amongst native-speaking English teachers Budding*2 Su Yon Yim*1, Kumju Hwang*2 1.Carnegie Mellon University, U.S.A. 2. Akita 1.Korea Institute for Curriculum and Evaluation, South International University, Japan Korea 2. Chung-Ang University, South Korea We present a project on teaching pragmatics to Based on interview data, the presenters will Japanese college students of ESL. Based on the report that native-speaking English teachers in analyses of students' knowledge of speech acts, Korea limit themselves to native speakers of we implemented explicit instruction on the use of English rather than to develop a teacher identity. politeness expressions. Positive instructional It is suggested that organizational levels of effects were found, suggesting that sociocultural support are needed so that they can develop a teaching can be effectively incorporated into the sense of teacher identity. institutional curriculums.

OR2501 OR2547 On doing being beyond a learner: The role of the Teachers’ use of students’ L1 in the EFL class: task in accomplishing such a goal Proficiency, mismatches, and changes over time Paola Salimen*1, Ana Luiza Freitas*2, Cristina Eleanor Carson Gibk*3 Hiroshima City University, Hiroshima, Japan 1.Federal University of Rio Grande do Sul, Porto Alegre, Braziland CAPES, Brazil 2. UFCSPA, Porto Alegre, Brazil The researcher investigates the contentious issue and UNISINOS, Brazil 3. UNISINOS, Brazil of teachers’ use of learners’ L1 in the EFL class. Using longitudinal research employing three Conversation analysis of segments from different sequential questionnaires given to both students additional-language classrooms featuring the and teachers over an academic year, analyses of accomplishment of different tasks reveals that proficiency patterns, mismatches, and preference different tasks promote not only different changes will be clarified. Theoretical and activities, but also the emergence of different pedagogical issues will be elucidated. membership categories. Tasks promoting the emergence of different categories would promote OR255 more opportunities for authentic language use. Students' perception of (in)civility toward groupmates OR251 Harumi Kimura Gender, culture, and professional identity: Miyagi Gakuin Women's University, Japan Exploring the lives of foreign female English teachers in Japan This study investigates tertiary students' (in)civility Diane Nagatomo toward groupmates in L2 small group interaction. Ochanomizu University, Tokyo, Japan When students study together in small groups, opportunities arise for minimizing or maximizing This presentation explores the narratives of the quality of interactions according to their foreign female English language teachers in Japan, groupmates' (dis)respectful behaviors and married to Japanese nationals, in three contexts: attitudes. The results will be helpful to nurture private teaching, secondary schools, and tertiary positively interdependent classroom cultures. institutions. The presentation will show how the women's professional identity is closely related to Japanese gendered attitudes toward women as wives and mothers.

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OR2585 OR2752 Building connections between English language From autonomy in foreign language learning to needs and subject knowledge: From course autonomy in foreign language teaching planning to implementation Peter Jing Huang Natalie Fong Hong Kong Baptist University, Hong Kong, P.R. China The University of Hong Kong, Hong Kong This presentation examines the transition from The presentation will report on the design and learner to teacher autonomy that might be delivery of a consolidated English course. It will expected in the development of the same also discuss how the course encourages individual moving from a language learner context commitment to students' discipline and address to a language teacher context. It will contribute the challenges of curriculum planning, course knowledge to the long-term development of implementation and collaboration with the autonomy and generate insights into language Faculty. teacher education.

OR2595 OR277 An English for Academic Purposes (EAP) genre- Experience, context, and personal propensities in based course in Brazil: Evaluation and challenges provision of corrective feedback Cynthia Regina Fischer*1, Rosinda de Castro Reiko Mori Guerra Ramos*2, Maria Aparecida Gazotti Vallim*3 Fukuoka Prefectural University, Tagawa, Japan 1.Federal Institute of Education, Science and Technology of São Paulo, Brazil 2. University of São The present study explored the beliefs about Paulo (PUCSP-GEALIN), Brazil 3. IFSP/Technological corrective feedback of two EFL professionals. The College of São Paulo (FATEC), Brazil results of the study suggest that the current corrective feedback research only partially reflects The research group GEALIN redesigned its course classroom reality, pointing to a gap between and carried out research to evaluate this genre- research agenda and teachers' ways of knowing based course. Data were gathered through about and reflecting on corrective feedback. questionnaires. This presentation shows the decisions made (Ramos, 2004), sequencing and OR278 the guidelines for the production of materials. We Faculty feedback: Perceptions and practices in L2 present the results of the evaluation by the disciplinary writing students, and challenges for its implementation. Ken Hyland University of Hong Kong, Hong Kong, China OR2730 What every teacher should know about student Based on interviews with 20 teachers at an beliefs on language learning and teaching English-medium university in Hong Kong, this Michael Pasquale paper explores the expectations faculty teachers Cornerstone University, Grand Rapids, USA have of L2 student writing. It therefore moves L2 feedback studies beyond the texts produced for This paper summarizes beliefs of North American writing teachers to understand students’ attempts students of foreign languages at the secondary to write themselves into their disciplines. and university level about language learning and teaching. The understanding of beliefs commonly OR2812 held by students can be taken into consideration ‘Stiltedness’or ‘Flailing about’: Are there only 2 in teacher training, syllabus design, and materials options for paragraphing pedagogy? preparation. Iain McGee University Of Nizwa, Oman

The 'traditional' Bainian deductive paragraph is the mainstay paragraph model of writing teachers worldwide. Is this a problem? What are the

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alternatives? In this talk the presenter surveys and OR2880 evaluates ideas and research from the 1960s up The micro-contextual factors facilitating until now, and suggests reasons for the present language transfer in a bilingual kindergarten in impasse and some ways forward. Taiwan Sa-Hui Fan*, Ling-Ling Hsu*, Ming-Jae Lo OR2831 National University of Education, Taiwan Using corpus linguistics in teaching and learning English in the classroom (for Vietnamese learners The purpose of this study is to explore potential of English) contextual factors in a classroom for facilitating Thanh Vi Son language transfer in early childhood by Lund University, Sweden investigating a Chinese-English bilingual class at an experimental kindergarten in Taiwan. The This paper investigates the use of corpora, with a findings of this study indicate that language specific focus on concordances, in teaching and transfer occurs when teachers of both languages learning English as a foreign language (L2) in coordinate to adopt similar curricula and respect classrooms in Vietnam. Students who used students' native language. concordances obtained more correct answers than those who did not, and they could develop OR2988 activeness in exploring word structures and rules. An investigation of Indonesian primary students' L2 learning strategies and self-efficacy beliefs OR2837 Syafi'ul Anam*1,2, Elke Stracke*1 Effects of explicit syntagmatic knowledge on University of Canberra, Australia 2. Universitas Negeri Japanese English learners' noticing a hole Surabaya, Indonesia Takahiro Iwanaka Kagawa University, Japan L2 learning strategies are crucial in effective language learning. However, there is little How does explicit syntagmatic knowledge information on young EFL learners' strategies, let contribute to learners' interlanguage alone on how strategy use relates to self-efficacy development? The presenter will describe the beliefs. This paper, therefore, fills this gap by procedure of an experiment which employed 61 presenting the results of a study conducted with undergraduate students as its participants. He will Indonesian primary students. then discuss the possible roles of explicit syntagmatic knowledge in second language OR3008 learning and clarify the locus of explicit Effects of written and spoken peer feedback on syntagmatic knowledge. Japanese EFL students' L2 writing Keiko Hirose OR2862 Aichi Prefectural University, Japan Feminist EFL teachers' identities and teaching practices in Japanese universities This classroom-based study examines the effects Reiko Yoshihara of written and spoken peer feedback on students' Nihon University, Japan English writing. More specifically, the study compares pre- and post-course compositions In this study I explore nine Japan-based feminist written by Japanese EFL undergraduates who EFL college teachers' identities and teaching received a semester-long English writing practices. The exploration is what feminist instruction incorporating bimodal peer feedback identity the teachers have, how they develop during pair work over 12 sessions. feminist identities, and how their feminist identities reflect their teaching practices. Results suggest that their feminist identities reflected their teaching practices.

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OR3015 OR3071 The effects of teaching EFL learners metaphor Decontexualized presentation of lexical phrases and metonymy through a metaphoric mapping prior to focus-on-form EFL tasks approach Yoshimasa Ogawa Yi-Chen Chen Showa Women's University, Japan Department of Foreign Languages and Applied Linguistics, Yuan Ze University, Taiwan EFL/ESL teachers often explicitly present unfamiliar lexical phrases before task-based A cognitively-oriented Metaphoric Mapping instruction. This study investigates whether the Approach was investigated empirically for its decontextualized presentation of target lexical effects on teaching EFL learners figurative phrases strengthens or weakens the effectiveness language, including metaphors, metonymies, and of form-focused oral repetition tasks that follow. idioms. Results indicated that the Metaphoric The trade-off between explicit language Mapping Approach can enhance EFL learners' enhancement and opportunities to notice new awareness of figurative intentions, improve their forms will be addressed. retention, and provides guidelines to draw inferences in newly-encountered figurative OR3080 expressions. English language teacher research in Cambodia: Development and challenges OR3021 Narith Keuk Chinese University EFL teachers’ feedback on Macquarie University, Australia text-level features of student writing: A socio- cultural perspective This paper presents an overview of English Xiaoyun Bian language teacher research in Cambodia and the Auckland University of Technology, New Zealand challenges Cambodian English language teachers often encounter while undertaking research. It Although one of the central questions that faces argues that in order to strengthen teachers' active EFL university teachers is to provide feedback engagement in doing research, institutional concerning students' big writing problem in support, mentoring assistance, training and rhetoric (i.e., discourse-level organizational incentives need to be formulated and practised. patterns), studies of teacher feedback devoted exclusively to rhetorical issues are practically OR3093 nonexistent. This socio-cultural theory-informed Shadowing: who benefits and how? Uncovering a study fills the gap. popular EFL teaching technique for listening Yo Hamada OR3030 Akita University, Japan Educational beliefs affecting Japanese language teachers' attitudes toward the use of Japanese This study explores commonly accepted concepts literature regarding shadowing, a popular EFL teaching Vicky Richings method for listening, by examining whether Kwansei University, Japan shadowing is effective for only lower proficiency learners; and whether shadowing enhances This presentation shows the results of an learners' speech perception, improving learners' investigation of Japanese language teachers' listening comprehension skills. The presenter attitudes toward the use of Japanese literature in explains how instructors should use shadowing in the Japanese language classroom. It examines the EFL classrooms. underlying educational beliefs that may affect teachers' perceptions of the usage of Japanese literature as authentic material.

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OR3096 OR3136 Developing pre-service EFL teachers' professional Developing pedagogical and linguistic expertise: beliefs through a foreign language education A case study of Chinese language teachers' course: A longitudinal study identity negotiation Shi Pu*1, Yi'an Wu*2 Dian Marissa*1, Bedrettin Yazan*2, Pei-Jie Chen*2 1. University of Cambridge, United Kingdom 2. Beijing 1. Gadjah Mada University, Indonesia 2. University of Foreign Studies University, PR China Maryland, USA

A key issue in language teacher education reform Using a postructuralist framework for identity and concerns how sound theoretical knowledge and sociocultural approaches to learning, this study pedagogical practices can be effectively examines how pre-service Chinese language integrated. Accordingly, a longitudinal study of a teachers develop pedagogical and linguistic successful EFL teacher education course was expertise as they engage in complex identity conducted to uncover how such integration is negotiation during pre-service teacher education. achieved, leading to positive changes in the Findings demonstrate the need to include deeper students' professional beliefs. understanding of teacher identity development in language teacher education.

OR3114 OR314 Identity transformation through narratives of A motivational programme for learners of English native-speaker Assistant Language english Teachers in Japanese public schools Michael Magid Nami Sakamoto University of Nottingham, United Kingdom and English The Junior High School Of , Japan Language Institute of Singapore, Singapore

This study is a narrative inquiry into English The motivational programme that I designed for native-speaking teachers’ professional learners of English was the first application of development as Assistant Language Teachers Dörnyei's L2 Motivational Self System. I will (ALTs) in Japanese public schools. A qualitative describe the structure of my programme and analysis of ALTs’ narratives illustrates the present the main findings from my research on it. transformation of their identities, which are Using imagery has been found to be an effective significantly affected by their social relationships L2 motivational strategy. in the classroom. OR3184 OR3115 Collaborative dialogue in one-to-one tertiary Learning to help in tandem learning: Experience Learning Advice Consultations: Opportunities for of pre-service teachers of Japanese developing linguistic knowledge Naoko Aoki Kirsten Reid*, Mary Roberts Graduate School of Letters, Osaka University, Osaka, Victoria University of Wellington, New Zealand Japan Many tertiary student learning centres offer one- This paper reports on a teacher education practice to-one consultations where students seek advice which tried to sensitize students to the nature of on academic skills and literacy. Using data from mediation for microgenesis of second language by consultations, the researchers discuss how engaging them in tandem learning. Based on the language learning can occur through collaborative data elicited from the students, the presenter dialogue between advisor and student. The claims that the tandem experience was effective research aims to help learning advisors maximise in achieving the goal. the potential of the individual consultation.

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OR322 OR3262 Teacher research engagement: Evaluating the A classroom revolution: How creative can you impact on individuals and institutions in a be? national educational sector Tony Cripps Anne Burns*1, Katherine Brandon*2 Nanzan University, Japan 1. University of New South Wales, Australia 2. English Australia, Australia This research paper examines the notion of creativity in English language classrooms in Japan. The notion of teacher-as-researcher has become A small group (n=22) of Japanese junior high increasingly influential. However, little research school and high school English teachers were exists on the impact of teacher research on asked to consider how creative they are in their individuals, their employing institutions and the classes. The paper explicates the teachers' educational sector. The presenters discuss the struggle to be creative. findings of a national impact study conducted in Australia and highlight theoretical implications for OR3282 successful implementation of such initiatives. Vocabulary learning tasks of EFL Japanese university students: An investigation of the OR3225 involvement load hypothesis The influence of melodic structure on second Mayumi Tsubaki language acquisition Bunkyo Gakuin University, Japan Jiyoon Lee*1, Matthew Schreibeis*2 1.University of Georgia, USA 2. University of The presenter will examine whether the Pennsylvania, USA involvement load hypothesis, which describes the mental load of vocabulary tasks and predicts This study examined the influence of musical vocabulary learning, is applicable to lower- melodic structure on lexicon acquisition in English proficiency EFL learners. Experimental results to among L2 learners. Teaching synforms, musical be presented indicate that language learning elements were controlled through the background requires consideration in addition to composition of specific task-appropriate melodies. the involvement load of vocabulary learning tasks. The findings of this study will assist researchers and teachers in understanding the relationship OR3322 between music and language learning. Identity construction in EFL contexts: A case study of primary English language teachers in OR3229 Vietnam Development and use of a learning module for Chinh Nguyen* fostering EFL learners' self-regulated learning in Monash Univeristy, Australia and The University of Japan Danang, Vietnam Reiko Yamamoto*1, Ayumi Ikeda2, Eiji Saito3, Misato Choja*4, John Smith5, Yasushige Ishikawa6 Teacher identity has emerged as a major theme of 1. Osaka International University, Japan 2. Kyoto Koka research in general education and applied Junior High School, Japan 3. Kyoto University of linguistics. As the majority of English teachers Foreign Studies, Japan 4. Kyoto Koka Junior High worldwide are nonnative English speakers, this School, Japan 5. Osaka International University, Japan paper explores how six primary English teachers 6. Kyoto University of Foreign Studies, Japan construct their identity in the EFL (English as a

foreign language) context of Vietnam. This paper reports on a five-step learning module

that was implemented in an English language skill- OR3356 building course to help first-year junior high Teachers' pedagogies: From transmission school students in Japan develop knowledge and teaching to facilitating learning attitudes for fostering self-regulated learning. LuzMaria Muñoz De Cote

Universidad de Guanajuato, Mexico

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This paper discusses the pedagogies of two central point to the understanding of this experienced Mexican teachers who participated in educational setting. a qualitative research project developed at a Mexican public university. The purpose of the OR3456 study was to understand the experience of Critical perspectives for ELT in Brazil: Educating teachers who were challenged to decenter their for race relations in a (false) racial democracy power position in the language classroom. Miriam Jorge Universidade Federal de Minas Gerais (UFMG), Brazil OR3388 Conditions for effective learner reflection in the This presentation aims at discussing how ELT can autonomous learning process align with anti-racist education in Brazil, a Steve Brown miscegenated country known for its racial Konan Women's University, Japan inequalities. Based on the principles of Critical Applied Linguistics, Critical Multiculturalism and Learner reflection is an essential pillar of Critical Literacy, we discuss a project which autonomous language learning, but how does it focuses on the legacies of the African Diaspora in work in practice? The presenter explores the Brazil. effectiveness of reflective activities used by a group of Japanese university students, suggests OR3488 optimum conditions for effective reflective TESOL teacher perceptions of plagiarism as a practice, and posits a tentative framework for culturally-based concept meaningful reflection in practice. Kara Ronai University of Jyväskylä, Jyväskylä, Finland OR3394 Prospects of studying English abroad in an Outer Research in the field of teaching English as a Circle country second language (TESOL) has increasingly focused Toru Tadaki on the relationship between culture and learning. Baiko Gakuin University, Japan This presentation aims to have teaching practitioners challenge their conceptions of For Japanese students, there are many concerns plagiarism in language learning and the notion with regard to a study abroad programme in an that plagiarism is a culturally-bound concept. Outer Circle country presumably because they do not think that proper English is spoken in those OR3489 countries. This study will look at the change in ‘Arts-enriched’ methods in Participatory and their attitudes towards English learning in the Developmental Practitioner Research in Outer Circle and the kind of English which is used language teaching in Higher Education in the area. Ana Ines Salvi University of Warwick, United Kingdom OR3455 Time, space, and memory in the teaching- This paper explores the value of using 'arts- learning of English within a Brazilian juvenile enriched' methods such as photography, drawing, detention center: The effect of suspension in a and poetry in Participatory Practitioner Research confusing space in language teaching in Higher Education. The Valdeni Reis research draws inspiration from recent calls in UFVJM, Brazil sociology for researchers to use 'live research methods' or more 'crafty and artful' research This paper investigates the way incarcerated methods. students experience the learning of English within a Juvenile Detention Center in Brazil. The investigation explores the notion of memory related to the notion of time and space as a

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OR389 A qualitative meta-analysis on peer feedback A complexity approach to language teaching and research in ESL/EFL writing learning is proposed. The authors describe a Tsuiping Chen variety of essential elements that they see as Department of Applied English, Kun Shan University, fundamental for such a proposition, having as Taiwan starting point some contemporary studies in the field of Applied Linguistics in the context of chaos This research-oriented presentation discusses / complexity science. results from a grounded meta-analysis study synthesizing fifty-four individual peer feedback OR441 studies in ESL/EFL writing classes between the Some aspects of the nature of non-native EFL years 1990-2012. The findings indicate that teachers' cognitions in complex school contexts teachers and students need to bring together Shigeru Sasajima their values on peer feedback practices to make Saitama Medical University, Japan them effective in the classrooms. This paper discusses the cognitions of non-native OR403 EFL teachers. The purpose is to identify their The Pibid/Letras-Inglãšs project: Strengthening teacher cognition on teaching and teacher teacher education in the Amazon region education. The research primarily used a Nilton Hitotuzi qualitative approach, featuring 10 teachers, Universidade Federal do Oeste do Pará (UFOPA), Brazil drawing on complexity theory, and found several featured aspects of teacher cognition socially, This paper presents a summary of the culturally, locally and personally. achievements and challenges of a project funded by the Brazilian government to help improve the OR462 quality of teacher education in the Amazon Content-based English language teaching for at- region. Capitalising on transdisciplinarity, Content- risk EAL students and-Language Integrated Learning and critical Jenny Miller pedagogy, the project connects English language Monash University, Australia teaching undergraduates and local state schools. This paper reports on a study of content and OR407 language pedagogy in four Melbourne high school Sixteen weeks to produce a research paper classrooms with low literacy EAL students. The Sara Cotterall presenter demonstrates why mainstream content American University of Sharjah, United Arab Emirates is inaccessible to many EAL students, and then outlines a language-focused framework which Research writing poses particular challenges for draws on content, literacy and second language L2 writers who lack a reading culture. This session principles. describes an undergraduate research writing course which scaffolded Arab learners’ drafting OR489 efforts by integrating writing with reading, and The role of emotions in teacher development: A providing extensive modelling of composing longitudinal study of an EFL teacher processes. Student evaluations identified early Chunguo Meng drafting as a key strategy. Nanjng Normal University, PR China

OR435 Emotion makes a difference for teacher Towards a complexity approach to language development, but is ignored in the filed of teaching and learning language teacher education. This study traces a Elaine Ferreira do Vale Borges*1, Vera Lucia rural EFL teacher's emotion changes, identity Menezes de Oliveira e Paiva*2 formation and professional development in his 1. State University of Ponta Grossa - UEPG, Brazil 2. teaching lives over 10 years. It concludes by Federal University of Minas Gerais - UFMG, Brazil

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discussing the role of emotions in teacher OR555 development. Applying CLT in College English classrooms: Text- focused, text-related, and text-free OR494 Hui Du The impact of teaching practices on learning Hohai University, Nanjing, PR China outcomes in foreign languages Marita Härmälä*, Raili Hildén* This is a study on the implementation of the new Finnish National Board of Education, Finland teaching goal of College English prioritising listening and speaking. The analysis of classroom The presenters will describe the impact of data reveals a picture of communicativeness at teaching practices on nation-wide language different levels: text-focused, text-related, and learning outcomes. The scores from linguistic text-free. The study has implications for the subtests are statistically compared with (a) adaptation of CLT in EFL classrooms. learning strategies reported by pupils and (b) teaching practices reported by teachers. The OR558 results of the study will be used to inform An exploratory quantitative meta-analysis on teaching practices, teacher training and peer feedback research in ESL/EFL writing curriculum design. classrooms Tsuiping Chen OR538 Department of Applied Englsih, Kun Shan University, In-service teachers and their consequential Taiwan transitions from CALL teacher education: A case study The paper meta-analyzed 11 studies investigating Chin-Chi Chao the effect of peer feedback on ESL/EFL students' National Chengchi University, Taiwan writing improvement. Fixed and Random Effects Models were employed to analyze 14 effect sizes Drawing on the Sociocultural perspective and yielded by the 11 studies. The results indicate Beach's conceptualization of transfer as more studies providing sufficient data to estimate consequential transition, this study analyzed the the effectiveness are necessary for future meta- connections 19 in-service teachers having taken analyses. an 6-week course on CALL built between the course experience and their teaching contexts at OR561 the end of the class and eight months later. How future English teachers deal with new technologies? OR54 Janara Barbosa Baptista Limiting or facilitating? How L2 listening UNESP, Brazil pedagogy prepares learners for life beyond the classroom New technologies have caused changes in Joseph Siegel teachers' practices. Nevertheless many foreign J. F. Oberlin University, Japan language teachers are not prepared to use them. The presenter will discuss teacher education and L2 listening instruction often involves answering new technologies, arguing that early contact with comprehension questions. However, such an them may help teachers to merge technology and approach may not prepare learners for listening in foreign language teaching/learning to prepare their L2 beyond the classroom. This presentation students to interact today. reports on an analysis of 10 teachers' listening instruction and examines the extent to which generalizable listening skills are being taught.

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OR580 Language teachers’ narratives of practice: Design The study examined the extent to which teachers and process in collecting teachers’ stories, for with different L1 backgrounds differ in the professional learning provision of corrective feedback. The results Robyn Moloney*1, Lesley Harbon*2 revealed that teachers' recasting relied on their 1. Macquarie University, Australia 2. The University of language proficiency, which suggests the Sydney, Australia importance of assessing the usability of recasts provided by non-native English speaking teachers The Australian researchers report their design and process, in creating a collection of language OR667 teacher narratives. The teachers developed Writing center tutors' professional development reflection and enquiry skills in constructing from an activity theory perspective narratives of the 'journeys' which have shaped Mayumi Fujioka their practice. These narratives are a resource in Osaka Prefecture University Japan professional development and extend the study of narrative itself. Based on an activity theory (Engeström, 1987) framework, this study addresses writing center OR602 tutors' professional development. Qualitative data Innovating for a change: Teacher development from interviews and observations of tutoring and technological innovation practice with five EFL tutors indicate the Lillian L.C. robustness and usefulness of activity theory both Centre for Applied English Studies, The University of as a theoretical and an educational framework for Hong Kong, Hong Kong improving writing center tutoring.

This presentation reports an investigation into OR686 innovation and change relating to technology and Teacher role versus learner expectation: teacher professional development. It reviews the Narrative dialogue of Omani learners in EFL factors which affect the incorporation of context technological innovation in language teaching and Tausiff Sultana argues that the decisive factor for successful Language Center, Sultan Qaboos University, Oman change lies with the teachers who implement changes in the classroom. The study explores the teacher’s role versus student expectations in the Omani undergraduate OR612 EFL context employing narrative research Exploring the professional role identity of novice methodology, focus group interviews, and open ESL teachers through reflective practice ended student questionnaires. Excerpts from Thomas Farrell student narratives will be shared with the Brock University, Canada audience. The findings will have implications for the teaching/learning process and cross-cultural This paper reports on the professional role awareness in the EFL context. identity of three novice College ESL teachers in Canada in their first year. The study attempts to OR698 answer: when novice teachers talk regularly about Under what conditions do linguistic exchange their practice in a new teacher group, what do activities affect students' motivational and they communicate about their role identity as intercultural development? language teachers? Nicole Schallhart*, Sybille Heinzmann University of Teacher Education Lucerne, Lucerne, OR635 Switzerland Teachers with different L1 backgrounds and their corrective feedback strategies This paper outlines results of a qualitative Yoko Asari interview study with ten high school students Waseda University, Japan participating in linguistic exchange activities,

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focusing on their views of what contributed to speaking on an Academic English course in either their favourable or unfavourable Australia. motivational and intercultural development. Based on this, we will discuss criteria for the OR72 effective exploitation of exchange activities. The effect of hybridized methodology instruction on foreign language teacher self-efficacy OR699 Scott Kissau Motivational and attitudinal development of University of North Carolina at Charlotte, USA primary school language learners: A roller coaster ride? Research has questioned the suitability of fully Sybille Heinzmann online instruction in foreign language (L2) teacher University of Teacher Education Lucerne & University preparation courses. The presenter will share the of Teacher Education Fribourg, Switzerland results of a study investigating the effects of hybridized L2 methodology instruction on L2 This paper outlines research into primary school teacher-candidate self-efficacy. Results of the children's motivational and attitudinal study serve to inform the development of future development with regard to the study of English methodology courses. as a foreign language across a time span of two years. The results suggest surprising stability, thus OR735 arguing against the notion that young learners' Educating the digital language teacher affective dispositions are particularly unstable. Una Cunningham* University of Canterbury, New Zealand and. Stockholm OR700 University, Sweden The impact of linguistic exchange activities on learners’ language learning motivation and The digital language teacher teaches and practises intercultural competence. critical digital literacy alongside the target Sybille Heinzmann*1, Nicole Schallhart*2, Roland language. Language teacher education needs to Kuenzle2, Werner Wicki2 equip language teachers to use the technology 1. University of Teacher Education Lucerne & they have at their disposal for their own language University of Teacher Education Fribourg, Switzerland maintenance and development as well as for their 2. University of Teacher Education Lucerne, Switzerland language teaching.

Based on a longitudinal study, we will outline the OR744 effects of linguistic exchange activities in a sample Investigating feedback on writing from a of high school students focusing on key factors sociocultural theoretical perspective that foster the development of intercultural Neomy Storch competence and motivation. Based on these The University of Melbourne, Australia results, we will delineate criteria for the effective exploitation of exchange activities. Feedback on writing is an important form of instruction. This study, informed by sociocultural OR711 theoretical perspectives, analysed a supervisor's From a teacher's perspective: Using action feedback given to an ESL postgraduate student on research to improve ESL students' academic successive drafts of one chapter. Changes in the writing and speaking comments over time are discussed in terms of the Emily Edwards*, Jennifer Wallace* notion of scaffolding and postgraduate pedagogy. English Language Company, Australia OR748 Two ESL teachers will outline their experiences of North Korean defectors' struggle with English: taking part in a formal action research (AR) Learner profiles and needs analysis program in 2012 and 2013. Their AR projects Eun Sung Park*, Ok Yeon Kim* enabled them to make informed improvements to Sogang University, Seoul, Korea the teaching and assessment of writing and

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Research has shown that North Korean students kindergarten ESL class by using the face tremendous difficulties with the mandatory Communicative Orientation of Language Teaching English classes offered in South Korean (COLT) observation scheme. This can help universities. The current presentation will provide classroom teachers effectively qualify and a general demographic sketch of the North quantify the extent to which their students are Korean defectors enrolled at a major university in developing proficiency in the L2. Seoul and examine the problems that these students face in English classes at the university. OR858 The impact of pre-service training on language OR791 teachers: Reporting on a long-term research Interpreting the multiple reflections of culture project. Lourdes Sanchez-Lopez*1, Clara Mojica-Diaz*2 Diane Johnson 1. University of Alabama at Birmingham, USA 2. The University of Waikato, New Zealand Tenessee State University, USA This presentation reports on one aspect of a The Constructive Cultural Unit (CCU) is an research project involving over 1,000 language innovative framework for the advanced study of teachers. The research indicates that pre-service intercultural competency. CCUs are designed training has had almost no impact on these around authentic cultural products such as films, teachers (particularly on teachers of indigenous literature, music and visual art. Learners develop languages) or a negative impact (particularly on higher-level critical thinking skills through teachers of English in a number of Asian research, active participation and engagement. countries). The session presents step-by-step methodology and detailed examples. OR908 Easy-to-use web-based questions to predict the OR802 English comprehension levels of EFL-learners An analysis of cultural descriptors in J-PO(S)TL Atsuko Kuramoto*1, Toru Ochi2, Chie Tsurii*3 (Japanese Portfolio for (Student) Teachers of 1. Hiroshima International University, Japan 2. Osaka Languages) Institute of Technology, Japan 3. Kwansei Gakuin Natsue Nakayama*1, Fumiko Kurihara*2 University, Japan 1. Maebashi Kyoai Gakuen College, Maebashi, Japan 2. Chuo University, Hachioji, Japan The presenters will describe a newly developed web-based English comprehension test targeting In the age of globalization, teachers are required beginner's and intermediate level learners. This to develop students' intercultural competence test is appropriate for classroom use during the (Byram, 1997). Considering the context of limited course hour at ultimately low cost in order Japanese teachers of English then, what to know the present skill of participants and to knowledge or skills are required to develop give them a proper learning environment. students' intercultural competence in class? This would be sought through the analysis of cultural OR912 descriptors in J-PO(S)TL. Attrition among Thai EFL teachers: Its reasons Thachapan Kesornsit*, Chantarath Hongboontri OR837 Mahidol University, Thailand Classroom discourse analysis of a kindergarten ESL classroom using the COLT observation This mixed-method study seeks to identify scheme reasons why Thai English as a foreign language Catherine Cordova (EFL) teachers considered leaving their job. The Department of English, University of Santo Tomas, findings list eight reasons including workload, Philippines problems with the Thai educational system, problems with colleagues and school directors, The presenter will describe the communicative problems with parents, physical attack in the features of the classroom discourse of a

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classroom, inadequate instructional supply, family OR959 responsibilities, and health related problems. Critical thinking and developing academic literacy in English: Perspectives of Chinese OR913 postgraduate students Implementing CLT in EFL contexts: Lessons from Shi Pu success stories of English teachers in Japan Faculty of Education, University of Cambridge, United Masako Kumazawa Kingdom J. F. Oberlin University, Japan Critical thinking has been widely accepted as an This presentation draws on the "success stories" aim in education. The presenter will discuss the of practitioners of communicative language nature of this aim in non-Western cultures by teaching (CLT) in Japan to extract effective ways revealing how Chinese students conceptualize to implement CLT in the English-as-a-foreign- critical thinking as they learn to write literature language context. The presenter will discuss the reviews in English, thus illustrating its complexity findings from interviews with successful users of within cross-cultural contexts. CLT in Japan while relating emerging issues to wider international contexts. OR971 The importance of language teachers’ formation OR923 and development processes and how they affect Needs analysis for helping science-major EFL teaching practices students develop their autonomy and English Patricia Vasconcelos Almeida proficiency Universidade Federal de Lavras, Brazil Fumiko Murase Tokyo University of Agriculture and Technology, Japan Language teachers' formation and development studies are an important field of research because While learner autonomy is an important goal, teachers are being influenced by the use of developing English language skills for future technologies in their pedagogical practices. The careers is equally important in higher education. presenter, through an exploratory research The presenter will show findings from a needs method, will show how the insertion of analysis for developing a program for promoting technology can modify their practice during the science-major students' autonomy and improving formation process. their English proficiency. The program reflecting the findings will be presented. OR976 Lexical bundles analysis: An English teaching and OR924 learning experience in public high schools Skype-mediated oral corrective feedback Shirlene Bemfica De Oliveira Xiaoping Gao Federal Institute of MInas Gerais - Ouro Preto Campus, University of Wollongong, Australia Brazil

The presenter will report on a longitudinal study This presentation focuses on approaches to make on the effects of Skype-mediated oral corrective students aware of the patterns of use in a feedback strategies on oral competence in language using Corpus Linguistics tools. The Chinese as a foreign language. The findings students mapped and described the typical lexical suggest that Skype-mediated corrective feedback bundles in beginner learners' discourse in a is effective in both improving learners' oral corpus of argumentative texts. Results point at proficiency and enhancing teachers' teaching students' linguistics awareness and pedagogical skills. implications.

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OR988 Mehran Memari*, Azam Rezaee A multi-case study of teacher cognition about Farhangiyan University, Ahvaz, Iran grammar teaching in English-as-a-foreign- language (EFL) Classrooms Communicative language teaching (CLT) has been Qiang Sun*, Lawrence Zhang* regarded as one of the ideal teaching approaches University of Auckland, New Zealand by many researchers for the past three decades. This study investigated communicative language Research into teacher beliefs has gained teaching in Iranian middle school English as a prominence recently, but little has been reported foreign language classrooms from the teachers' on how novice and experienced Chinese EFL perspective. teachers think about grammar teaching. We present a multi-case study that compares how Exploring a genre-based approach to second these two groups of teachers differ, particularly language teacher education how their cognition and classroom practice are John Hedgcock*, Heekyeong Lee* negotiated, differentiated and linked. Monterey Institute of International Studies, USA

OR99 This paper presents outcomes of an exploratory Listening in MFL textbooks: An exploration of study of a genre-based approach to developing textual content, teachers' beliefs and classroom teacher candidates' knowledge of oral and written practice discourse conventions in a graduate program. Denise Santos*, Suzanne Graham* Findings from a survey, focus group interviews, The University of Reading, United Kingdom and classroom observations provide insights into how novice teachers' genre awareness may The interplay between 'textbook authority' and complement their reflective practices. 'teacher authority' has a central role in language pedagogy. This presentation discusses textbook English teachers and deaf students within content, teachers' perceptions about such content educational inclusion in Brazil and classroom practice with Modern Foreign Rejane Brito Language textbooks in the teaching of listening in Universidade Estadual De Campinas, Brazil England. Implications for materials writers, researchers and teacher educators are discussed. This study investigates the discourse of English teachers from Brazil schools about deaf students' OR998 educational inclusion. It focuses on teachers' An intersubjectivity approach to needs analysis in representations about practice. It is based on Chinese college English curriculum development concepts of Discourse Analysis and focuses on the Jinding Peng*, Yanwen Zhang*, Dianning Qu* identification process and its effects. Finally, there Institute of Applied Linguistics, Central South are two discursive formation: inhibi(ac)tion and University, Changsha, China crea(c)tion.

An intersubjectivity approach to needs analysis is Projection of citations in the reflexive writing necessary for school-based curriculum Lívia Melo development in the post-method era. Empirical Universidade Federal do Tocantins, Brazil evidence from four schools in China through triangulating classroom observation, interviews This paper characterizes reflexive professional and questionnaires proves the newly developed writing, presents the resources used for the Intersubjective Needs Analysis Model with three realization of the semantic system of projection working principles more effective than existing mobilized in academic and non-academic ones in optimizing curriculum development. citations, and characterize undergraduation teachers’ discourses produced at university. How appropriate is Communicative Language Teaching (CLT) in an EFL context? An Iranian case University EFL teacher learning in community of study practice

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Yuhong Jiang*, Ding Zheng OR1135 Southwest University, Qing, PR China Can online educational games promote self- directed literacy acquisition in the minority This study describes the complexity and diversities language? in the process of teacher learning. It examines a Susana Eisenchlas*1, Andrea Schalley1, Gordon harmonious and supporting atmosphere of group Moyes2 learning through the construction of teachers' 1. School of Languages and Linguistics, Griffith community of practice. It sheds light on Chinese University, Australia 2. Griffith Film School, Griffith university EFL teachers' rethinking of their University, Australia learning, duties, rights, and of their professional development. This presentation discusses a pilot study with primary school-aged English-German bilinguals in Australia to investigate whether children can B4: Language and Education in develop literacy in German by playing online educational games. This model could become a Multilingual Settings viable option for multilingual societies, bypassing OR1031 the need of trained teachers and suitable School beginners investing in figured worlds of materials in diverse community languages. literacy

Helle Pia Laursen OR1545 University of Aarhus, Department of Education, ‘Asking to stop writing is like tying my hands’: Denmark Hearing students learning Brazilian Sign Drawing on theories on investment in language Language learning and recent studies on educational literacy Audrei Gesser trajectories, this paper explores how three Universidade Federal de Santa Catarina, Brazil multilingual children, at an early stage in their The presenter will describe an interaction where a schooling, invest in reading and writing, and how deaf teacher and his hearing students come in their investments in literacy they draw on together to teach and learn Brazilian Sign different figured worlds. Language, by showing participants' strategies to

minimize conflicts emerging from interaction in OR1104 regard to written Portuguese use in a course ‘It's English class... toktok lo Bislama'. Exploring whose target's language modality is visual-spatial. issues of teacher codeswitching in Vanuatu primary classrooms OR1561 Emma Caukill ‘Capital vs. identity': University students' views Queensland University Of Technology, Australia about language of instruction in a multilingual With an English-only policy prevailing in Vanuatu environment Anglophone classrooms, issues remain for rural Christa Van Der Walt*, Nanda Klapwijk* Ni-Vanuatu primary teachers and students, given Stellenbosch University, South Africa their limited exposure to English. Exploring these This paper investigates whether 'desiring linguistic issues from stakeholders' perspectives and the capital' can be considered a sufficient reason for literature, this study informs the debate of first the preponderance of English as medium of language use in second language classrooms in instruction in multilingual countries, particularly the South Pacific context. where students have a strong home language

identity. The study's results provide some intriguing and contrasting insights into students' feelings about multilingual instruction.

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OR1587 OR1909 Approaches to linguistic diversity in Finnish Multilingual South Africa: Twenty years of post- national curricula 1985-2014 apartheid language, curriculum and assessment Sirkku Latomaa policy University of Tampere, Finland Kathleen Heugh*1, Cas Prinsloo*2, Matthews Makgamatha*2 This discourse analytic study draws on four 1. University of South Australia and Human Sciences Finnish national curriculum documents (1985, Research Council of South Africa 2. Human Sciences 1994, 2004, and 2014) from the viewpoint of long- Research Council, South Africa established and more recent linguistic minorities. The analysis illuminates the embedded ideologies Misalignment of language, curriculum and behind the documents, and the way the shifts in assessment policy, as well as the changing nature focus reflect the changes in Finnish society at and context of linguistic diversity arising from large. global mobility, characterise the last two decades of South African education. Assessment OR1724 innovation discussed in this paper, however, What factors can encourage teachers to chimes with contemporary sociolinguistic incorporate more home language use into super- considerations of the nature of language and diverse school classrooms? multilinguality. Clare Cunningham York St John University, United Kingdom OR2104 Multilingualism as epistemic resource: In today's super-diverse schools there are Rethinking ‘languages’ in educational policy increasing numbers of children speaking different Caroline Kerfoot home languages. The presenter will report on a Stockholm University, Sweden UK study capturing monolingual teachers' views on whether they accept home languages in This paper uses interactional and ethnographic classrooms. The study has implications for data from classrooms and playgrounds in a South understanding how educationalists can better African school. It illustrates the ways in which support home languages in multilingual schools. multilingual learners use their semiotic resources to construct identity positions, negotiate OR1783 epistemic authority, and re-order linguistic Migrant language learners: Multilingual regimes. It suggests a transformative repertoires as a resource in the foreign language epistemology of multilingualism for rethinking classroom in Finland language-in-education policies. Katja Mäntylä*, Anne Pitkänen-Huhta* University of Jyväskylä, Finland OR2182 Discrepancies between beliefs and practices? This paper looks at migrant language learners in a Swedish content teachers' language use in formal educational setting. The focus is on how bilingual education programmes their multilingual repertoires are recognized, Ylva Sandberg valued and utilized in the foreign language Stockholm University, Department of Language classroom in Finland. This question is approached Education (ISD), Sweden from the viewpoints of both the learners and their teachers. This study investigates Swedish upper secondary teachers' uses of English and Swedish in the bilingual natural sciences and social sciences classrooms. The major tools have been interview, observation and recording. Examples from the data will be shown and discussed. Regarding individual teachers' practices, findings suggest variation as well as consistency.

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OR2343 OR2216 Investigating the language learning experiences Negotiating educational language policies: The of Croatian Erasmus students during a stay case of a multilingual neighborhood in Tel Aviv- abroad Jaffa. Nikolina Vaic Elana Shohamy*, Ofra Inbar* University of Rijeka, Croatia Tel Aviv University, Israel This paper aims to explore the language learning The paper reports on research examining the experiences of Croatian Erasmus exchange ideological and practical interactions about students during their semester-long study abroad. educational language policies among national, Particular emphasis will be placed on exploring municipal and local agents in a Tel Aviv-Jaffa their language learning beliefs prior to, during and neighborhood consisting of a diverse multilingual after their stay abroad by conducting in-depth population of asylum seekers, refugees, foreign interviews, as well as analysing journals and workers and immigrants. narratives.

OR222 OR2357 Students' use of multilingual resources for school Teaching for communication in multilingual based learning contexts: A critical investigation Mei French Lydia Dutcher University of South Australia, Adelaide, Australia University of Sydney Centre for English Teaching, Australia How can students' cultural and linguistic resources be effectively employed in an education This paper aims to develop a rich description of system based on monolingual and monocultural interactions between multilingual participants in assumptions? Research in a culturally and task-based English language learning activities. lingusitically diverse Australian high school The teaching aim of the activity is to develop highlights educational responses which, rather spoken communication skills in international than bilingual teaching, are based on support for contexts, and this study takes a first step toward a students to use their own multilingual resources. rigorous account of interactions within the tasks themselves. OR2296 Multilingualism, multilingual education, and the OR2383 English language: Voices of public school Changing discourses and practices through teachers participatory research 'nexus analysis' Danilo Dayag Elina Tapio De La Salle University, The Philippines University of Jyväskylä, Jyväskylä, Finland

This paper argues that for an efficient formulation This paper (1) presents the previous study on and implementation of language and/in education multimodal and multilingual practices that Finnish policy, teachers' voices must be heard. Through a Sign Language signers take with regard to English, questionnaire and interviews with public school and (2) discusses the way the actions of the teachers in a large city in southern Philippines, it researcher may transform discourse and actions aims to find out what these teachers have to say into new discourses and practices when using about the following themes: (1) multilingualism in nexus analysis as the research framework. the country; (2) the mother-tongue-based multilingual education (MTB-MLE); and (3) the role that the English language plays in education in the light of the multilingual nature of the country and the implementation of MTB-MLE.

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OR2407 investigates whether this form of education can Linguistic discrimination suffered by Creole give monolinguals the advantages balanced speakers acquiring print literacy: Overcoming bilinguals experience. This research followed this through ‘Creole-centred’ reading programs students in secondary education for three years Margaret James and the results will be discussed here. The Honey Ant Readers, Australia OR2815 The advantages of learning to read in first Teaching Spanish to multidialectal students language are well known. However, learning to under a monolingual standard language ideology read or write in first language when it is a Creole Macarena Ortiz Jimenez is often discouraged and discriminated against, The University of Sydney, Australia particularly in Australia. This presentation will discuss the development of a unique reading New socio-educational changes caused by program which addresses this inequality. globalization urge us to reshape the educational field to ensure a balanced coexistence between OR2704 the dominant language's shared value and the Blended learning and language learning in minority languages or varieties. This paper aims to extreme linguistic diversity: A case study of examine how language diversity is managed in the learners of French in Nigeria Spanish as a foreign language (SFL) classroom, Grace .A Obaigbona considering the monolingual standard language University Of Grenoble, France ideology deeply rooted in many teachers' minds.

This presentation will focus on the integration of OR3306 blended learning in the teaching of French as a The development of African Languages in a foreign language and how it helps to increase multilingual South Africa Higher Education motivation in the second language acquisition Institutions processes, especially in multilingual settings, using Linda Kwatsha Nigeria as a case study. ALASA, South Africa, BhALA Writers Guild, South Africa, IButho chair person, Estern province, South Africa, OR2762 Board member of Opera House of Port Elizabeth, South On the cusp of quality teaching-learning of Africa and Literature Panelist-National Arts Council, English in rural schools in South Africa Johannesburg, South Africa Muchativugwa Liberty Hove North-West University, South Africa In most Higher Education institutions in South Africa, English is still a predominant language of This paper reports on the results of a three-year tuition and assessment against African Languages longitudinal study of co-operative syllabus design of the Institution's geographical area.This hinders at the secondary school stage, language learning the progress of developing African Languages as strategies developed and appropriated by the the language of tuition, scholarship, science and learners, and aspects that are considered critical technology.This also disadvantages students’ for the quality teaching-learning of First equal access to knowledge. Additional English Language in South Africa. OR3309 OR2789 Second Language Learners’ reading and work CLIL and cognition: Taking it to the next level with an old Swedish classic Jill Surmont*, Piet Van De Craen, Esli Struys, Catarina Economou Thomas Somers University Of Gothenburg, Sweden Vrije Universiteit Brussel, Belgium Studies emphasize the importance of language Content and Language Integrated Learning has and social practice when it comes to learning. In proven to be a good way to learn languages. This this presentation the construction of meaning research goes beyond language research and comes from the field of literature and analyse

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how a group of advanced second language OR564 learners read and together discuss a Swedish A cross-age analysis of fidelity to text in classic, showing the students as competent summaries prepared by Canadian students readers. Léonard Rivard*, Ndeye Gueye, Margaux Roch- Gagné OR3323 Université de Saint-Boniface, Canada In class with Lefebvre: Multimodal methodology for school as a heteroglossic space Lack of fidelity involves including factual Judith Purkarthofer inaccuracies in a summary, which should be a true University of Vienna, Austria representation of the original text. Writing good summaries entails more than just language skills. Learning and teaching are influenced by social and The presenters will compare fidelity in summaries spatial environments. This contribution presents a written by both French as first-language and multimodal methodology based on Lefebvre's French-immersion students across grades nine to conception of space as a means to research first-year university. schools as heteroglossic spaces, as they are relevant for parents, teachers and students, with the example of a dual-medium primary school. OR586 The roles of images and language in learning OR452 school science in bilingual classroom World Englishes and implications for pedagogies Kwok Hung Pun in the English language classroom Hong Kong Polytechnic University, Hong Kong, China Hiep Pham and University of Oxford, United Kingdom Hue College of Foreign Languages, Vietnam The presenter will describe the roles and This paper first raises the issue of native norms as functions of verbal and visual semiotics in science a desired goal for English language instruction in and their relationships in construing science the international context. Based on the findings of knowledge. Using systemic functional linguistics a recent study conducted in Vietnam, it then and data from a bilingual environment (Hong offers implications concerning alternative Kong), the salient features of language and images pedagogies in the English language classroom. and the rhetorical organization of a science text will be reported. These findings will help OR515 audiences to unpack the complexity of a Responsive-to-Intervention (RTI): Effects of multimodal science text, thus understand the strategies-based instruction in an English-Chinese complementarity between visual and verbal in biliteracy programme constructing school science as well as their Lawrence Jun Zhang*1, Donglan Zhang semantic correlation in mapping the genre of Faculty of Education, University of Auckland, New school science. Zealand OR695 Response-to-intervention (RTI) is widely accepted The teaching of Afrikaans as a second language and successfully implemented in North America, at a South African University but little has been reported on how this strategy Elbie Adendorff would work in bilingual/biliteracy learning University of Stellenbosch, South Africa contexts. This presentation explores its efficacy in improving under-achievers' biliteracy This paper reports the research of the presenter performance at two Singapore primary schools, on the communication challenges which await where a national bilingual/biliteracy language-in- students in a multilingual South African university education policy is mandatory. and how task-based theory contibutes to fulfillment of the communication needs of students. The presenter reports on multilingualism at the university and presents a

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model of bilingual and monolingual teaching and University of Oulu, Finland learning. The presenter will examine multilingual practices OR708 and their conceptualisations in a conversation-for- Factors motivating second language studying in learning setting. It will be shown that multilingual a bilingual country strategies are widely used and serve both Hanna Lehti-Eklund*, Maria Green-Vänttinen* communicative and learning purposes and that Helsinki University, Helsinki, Finland the learners are aware of their linguistic behaviour and its impact on communication, Finland is a multilingual country with two national learning and identity. languages, Finnish and Swedish. The obligatoriness of studying Swedish in Finnish OR958 schools has been frequently questioned. The effect of training in content-based settings: A According to the presenters' findings, Finnish longitudinal study on reading strategies pupils' attitudes towards studying Swedish do not Yolanda Ruiz De Zarobe*1, Victoria Zenotz*2 reflect the negative debate. Instead, they are 1. University of The Basque Country, Spain 2. Public influenced by a supporting learning milieu. University of , Spain

OR796 Very few studies on reading instruction have dealt Reading popular culture texts: The case of ESL with reading strategy training with young learners students in Hong Kong in primary education, and even fewer have Jasmine Luk conducted these interventions longitudinally. The The University of Hong Kong, Hong Kong, China presenters will describe a reading strategic intervention in a multilingual content-based This presentation is about how well a group of programme. Results support the longitudinal Hong Kong students read popular cultural texts improvements in reading strategic intervention. critically. Thirty senior secondary students were engaged in discussing in small groups an authentic OR967 English advertisement. Initial analysis of the data Does L2 language proficiency predict academic revealed the significant role of visual resources success in study abroad? and everyday knowledge in text reading. Kenneth Reeder*, Reg D'Silva The University of British Columbia, Canada OR810 CLIL in Australia: Preparation of teaching Impacts of home university GPA, first-semester materials in multilingual education abroad GPA, and TOEFL upon academic success Simone Smala were assessed for 121 Japanese undergraduates The University of Queensland, Australia visiting Canada. The best predictor of success was not TOEFL alone, but the average of TOEFL and This paper contributes to an understanding of home GPA. This finding was validated with a processes in teaching material preparation in further 200 students over five years. Content and Language Integrated Learning (CLIL) contexts in French, German, Indonesian, Italian, B5: Educational Technology and Japanese, Mandarin and Spanish. The audience Language Learning will gain insights into approaches in preparing CLIL materials and an understanding of the unique CLIL OR1146 situation in Australia. Mobile-based learning as community of practice: Theory and practice to enhance English language OR815 learning Learners' use and conceptualisations of Takeshi Sato multilingual strategies in a German-Finnish Tokyo University of Agriculture and Technology, Japan conversation-for-learning setting Sabine Grasz

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The aim of this study is to examine factors researchers, developers, and practitioners to theoretically and practically for mobile devices to consider in making their theoretical choices for successfully facilitate learning English as a foreign studies and when critiquing or interpreting the language, based on the notion that mobile work of others. learning can generate a community of practice where learners can easily be engaged and bring OR1297 learning resources from their life-worlds. A comparative study on automated writing evaluation and teacher feedback: Students' OR1169 perceptions on error feedback Web-based collaborative environments with a Shan Chen1, Chunrong Bao*1,2 virtual facilitator for developing EFL students' 1.University of Auckland, New Zealand 2. Shandong writing skills University, China Chizuko Kushima*1, Yasuhito Kishi2, Katsuhide Sonoda3, Hiroko Tajika1, Nobuko Kishi Through text analysis of students multiple drafts 1.Tsuda College, Japan 2. Kanagawa University, Japan and their editing processes, a questionnaire 3. , Japan survey and follow-up interviews, the presenter will uncover how students responded to teacher The study presents a Web-based collaborative feedback and feedback given by the online environment for developing EFL students' writing automated writing evaluation (AWE), and skills. In the online discussion forum for writing, students' perceptions on interacting with teacher part of model writing is automatically presented feedback and the online AWE. based on the analysis of the British National Corpus by a virtual facilitator. Students are OR1513 expected to gain motivation and knowledge for New perspectives on processes and outcomes of their writing. telecollaboration in foreign language curricula Kristi Jauregi*, Rick De Graaff* OR1241 Utrecht University, Utrecht, The Netherlands, Fontys Educational paradox: Hidden obstacles to the use University for Applied Sciences and Inholland of mobile technology in the language classroom University of Applied Sciences, Amsterdam, The Karen Woodman Netherlands Queensland University of Technology, Australia This presentation explores how telecollaboration This paper reports on the findings of an can be used in education to support meaningful international study of the perceptions of in- language learning processes. Based on the service language teachers from 8 countries research results of a large European project concerning the use of mobile technologies in the (tilaproject.eu), pedagogical proposals are classroom. Results suggest barriers exist in many discussed for adequate integration of schools limiting the use of mobile phones, and telecollaboration in foreign language learning many teachers still do not see smart phones as curricula in secondary education. learning devices. OR1577 OR1280 An academic literacy programme for first-year Characterizing theory in computer-assisted students in the course Afrikaans and Dutch: An language learning evaluation Philip Hubbard*1, Mike Levy*2 Amanda Lourens Stanford University, USA 2. University of Queensland, Stellenbosch University, South Africa Australia The presenter will describe the design, The presenters begin by describing the current, implementation and evaluation of a discipline- complex state of theory in computer-assisted specific academic literacy programme employing language learning. They then provide highlights student-centred learning. This programme from a three-part proto-framework for includes an interactive computer learning tool to

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facilitate the acquisition of reading skills. The OR1796 success of this programme, with implications for Personal traits that facilitate ICT use for future academic planning at Stellenbosch language learning University, is discussed. Tadayoshi Kaya Gakushuin Women's College, Japan OR166 Collaborative writing practices by means of Language learning environments have been internet tools: Resignifying text production at improving with the advance of ICT. However, school there are a considerable number of students who Petrilson Pinheiro are reluctant to use digital technology for State University of Campinas, Brazil language learning. An empirical study was conducted to investigate what kind of personal This presentation will describe and analyze some traits facilitate or hinder language learners' ICT of the collaborative writing practices of a group of use. students who participated in the teaching project called "Digital newspaper at school", developed in OR1852 a public School in São Paulo State, Brazil, in the Introduction to a framework for online EAP first semester of 2013. courses Heejin Chang OR1693 University Of Southern Queensland, Australia Mediating EFL students' English learning investment through multimodal composing in This study is to examine how effectively Moodle China as one example of an LMS is used in EAP online Lianjiang (George) Jiang courses. For creating dynamic and effective The University of Hong Kong, Hong Kong learning environments in EAP courses, professional development opportunities could be The presenter will describe the affordances and provided to encourage positive attitudes toward challenges of multimodal composing in mediating the use of available Moodle tools. The framework EFL students' English learning investment in China. could help teachers design their courses. The presentation is based on a study that explores the potential of multimodal and digital literacies OR1945 in EFL classrooms. It suggests that multimodal English language learners-as-multilinguals in composing has a pedagogic relevance to EFL online text-based role play games students' learning investment. Yu-Feng (Diana) Yang National Sun Yat-Sen University, Taiwan OR1772 Technology integration into Modern Languages Emphasizing the mutilingual/multicultural courses in Brazil: A mixed method study repertoires of English language learners, this Claudia Beatriz Martins*, Herivelto Moreira presentation plans to highlight one English UTFPR, Curitiba, Brazil language learner-as-multilingual’s capital, and how her agentive role in utilizing these resources This presentation will discuss and report the afford her to co-play and network with other role results of a mixed method study that analysed the players in deterritorialized and reterritorialized factors that determine technology integration in online text-based role play games. foreign language university classrooms in Brazil. The results can help teachers, teacher educators OR1947 and administrators make informed decisions by Young Brazilians' engagement with Glogsters: An understanding how technology integration takes analysis of multimodal meaning-making and place in the classroom. identity constitution Lucas Moreira Dos Anjos Santos*1,2, Raquel Gamero*3.4

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1.Monash University, Australia 2. CAPES Foundation, based blog. Comments on the blog from Japanese Brazil 3. State University of North of Paraná, Brazil 4. university students form the basis of a learner State University of Londrina, Brazil corpus, which is analysed with reference to native speaker norms, allowing needs to be identified The uses of digital technologies and young and addressed in subsequent materials. people's engagement in multimodal meaning- practices have been the focus of a number of OR2166 studies. The presenters will discuss the analysis of Computer-supported collaborative learning in Glogsters produced by young Brazilians in a teaching spoken language skills at Tampere language workshop and how they gathered University of Technology multimodal resources to engage in meaning- Nina Niemelä*, Heidi Jauni* making practices. Tampere University of Technology Language Center, Finland OR2096 The effects of CALL professional development on In this session the presenters discuss the use of teachers' beliefs about classroom technology technology in Content and Language Integrated integration Learning, focusing on small group interaction Hsin-Chou Huang through a video conference program. The National Taiwan Ocean University, Taiwan presenters use conversation analysis to analyze content construction and language choice. The The purpose of this study was to design and findings show how technological and language- implement a CALL professional development related resources and restrictions affect curriculum and evaluate its effectiveness on the interaction. basis of teachers' perceptions of its value. The implications for CALL teacher development and OR2168 suggestions for changing teachers' beliefs about Any time, any place language learning: Utilising technology integration are discussed. digital technologies in blended delivery teacher education courses OR2143 Jocelyn Howard*1, Adele Scott*2, Rachel Martin*1 Using Facebook to increase student engagement 1. University of Canterbury, New Zealand 2. Massey in academic activities University, New Zealand Soo Fun Chin*1, Aileen Ng2 1.Nanyang Technological University, Singapore 2. This paper reports on an initial teacher education Nanyang Technological University, Singapore course capitalising on the 'any time, any place' access to language learning opportunities an The effectiveness of Facebook as a tool to online learning environment provides. Insights enhance student engagement in academic into factors that enhanced students' language learning activities in a communication course in a learning experiences, and potential improvements Singapore university was investigated in this to further increase the effectiveness of this type study. The results showed that it was a relatively of course are discussed. effective online platform to engage students in academic work. OR2172 Mediating L2 academic literacy socialization OR2163 through online intercultural interactions Computer-mediated communication as source Hiroyuki Nemoto and resource in an EFL course for university , Kanazawa, Japan students in Japan Tim Marchand*, Sumie Akutsu* There has been an increasing need to examine the J. F. Oberlin University, Tokyo, Japan role online intercultural activities play in the development of second language literacy. This presentation outlines a course providing Focusing on task-based writing, which online lesson materials online in the form of a news- intercultural interactions are incorporated into,

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this study investigates the processes in which Japanese students mediate academic literacy OR2353 socialization in English. Using a CALL system with a Text-to-Speech function to improve listening skills OR221 Toshiko Koyama*1, Judy Noguchi2, Takaaki Okura1 Adventures in Naviland: A mobile phone and GPS 1. Osaka Ohtani University, Japan 2. Mukogawa English language learning project Women’s University, Japan Mark R. Freiermuth Gunma Prefectural Women's University, Japan This presentation describes a learning system that allows students to proceed at their own pace to The presenter will discuss a motivating English improve their listening and speaking skills while language learning project that incorporated watching movies. Student work is automatically mobile phones. Specifically, female Japanese recorded as they complete the tasks. Great university students used their mobile phones' interest was expressed by the students. navigation capabilities to search for boxes hidden around the city containing English assignments. OR244 The project culminated in video diaries that were The effects of peer review on students’ writing presented by each group in English. quality: A Singapore study Yin Ling Cheung OR2232 Nanyang Technological University, Singapore Digital textbooks in Korean EFL classrooms: Issues and perspectives The presenter will discuss how peer feedback may Young-A Lee lead to improvements in the quality of final Korea Institute for Curriculum and Evaluation, Republic versions of research papers, and illustrate how a of Korea new web-based system with a database of academic texts provides an effective interactive The presenter will provide an overview of digital writing reference for the students. Pedagogical textbook policies in Korea. Based on the results implications will be discussed. from a case study of two EFL classrooms and a perception survey, the presenter will also explore OR2453 how digital textbooks have changed the way Creating new authentic foreign language E- students learn English and discuss their enabling learning spaces: Learning written, spoken and and restricting features. intercultural communication with internet and other interactive applications and games OR2260 Laura Pihkala-Posti*, Mikael Uusi-Mäkelä Automated computer-based feedback on student University of Tampere, Finland. essays: A summary of experience in multiple contexts The aim of this paper is to present the results of Scott Windeatt*1, Khaled El Ebyary3, Jonny Laing2, two recent research projects concerning the Mamdouh Alswyegh1 usage of the internet and other interactive 1. Newcastle University, United Kingdom 2. INTO computer applications for authentic (intercultural) Newcastle University, United Kingdom 3. Alexandria communication in foreign language learning. Also University, Egypt a prototype of a new type of multimodal interactive spoken language learning application Experience of software for providing automated was designed. computer-based feedback on writing with different levels of learner in three different OR2454 countries has yielded useful information about its A comparative study of human versus computer effectiveness as an alternative, or a supplement, assessment in EFL writing to teacher-based feedback, and multiple sources Shih-Jen Huang of data, including eye-tracking, have provided National University of Applied Sciences, information about the students' writing processes Taiwan

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OR2521 One major development of computer technology Exploring computer-mediated research involving English writing is automated essay supervisory dialogue in EFL graduate students’ scoring (AES). However, that AES is fully capable learning and academic writing practices of assessing students' writing is not conclusive in Ming-I Lydia Tseng previous research, particularly in an EFL setting. Fu Jen Catholic University, Taiwan The presenter investigated the correlation between human and computer assessment in EFL This research explores a group of EFL graduate writing. students' learning of conducting academic research and writing academic papers by OR2506 participating in computer-mediated research Exploration of EFL writing through Facebook: supervisions. It focuses on beliefs of research Impact of informal learning supervision and the role of online supervisory June Liu dialogue in the development of research ideas National Chengchi University, Taiwan and students' written texts.

This study attempts to explore students' informal OR2533 learning through participating in a Facebook (FB) The need for training in online language teaching English learning community. The research Regine Hampel*1, Ursula Stickler*1, Aline questions are: 1. What is students' perception of Germain-Rutherford*2 FB communities on English learning? 2. What can 1. The Open University, United Kingdom 2. Middlebury students learn informally through community College, Middlebury, USA practices of FB? Three types of students' FB informal learning inductively emerged through This paper presents findings of several ECML data triangulation and exhaustive data analysis: funded projects on developing online teaching academic knowledge and skills, social interaction, skills, including an overview of language teachers' and motivation. Further analysis about how the needs in Austria based on responses from more FB virtual context interplays with students' than 100 participants in workshops across the informal learning and teaching implications of country. The data was collected in a qualitative using FB as learning communities will be study, combining participant observation and discussed. questionnaires.

OR2511 OR262 Implementation of an animated conversation An EFL reading practice application for an agent for interactive pronunciation training Android tablet computer Tom Anderson*1, Yihui Chiu2, Richard Leibbrandt1, Yasushige Ishikawa*, Ichiro Akano, Craig Smith, Trent Lewis1, David Powers1 Kate Maher 1. Flinders University, Australia 2. National Taipei Kyoto University of Foreign Studies, Japan College of Business, Taiwan This paper reports on an EFL reading practice The goal of this research is to better understand application for an Android tablet computer which the role that lip movement plays in shaping was piloted in an English-for-specific-purposes pronunciation, and how pronunciation pedagogy course to help university students in Japan can be augmented by computer-based develop skills for the reading of English language technologies, specifically HeadX, a realistic documents published for an international animated conversation agent. This presentation audience of native and non-native speakers of reports the use of this virtual avatar as an English. interactive model.

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OR2755 OR2998 A multimodal analysis of interaction and Eye-movements of teachers in online classrooms scaffolding in a collaborative strategic reading Lijing Shi*1, Ursula Stickler*2 task on a tabletop computer. 1. LSE, London, United Kingom 2. The Open University, Scott Windeatt, Jaber Maslamani* Milton Keynes, United Kingdom Newcastle University, United Kingdom This study employs eye-tracking with stimulated This paper reports the results of research into the recall to investigate the gaze-focus of online use of a tabletop computer for a collaborative teachers during Chinese tutorials. Reflecting strategic reading task. This technology allows teachers' attention focus in multimodal multiple users to collaborate simultaneously on a synchronous environments provides fresh insights computer-based task, and an analysis of instances into the process of online language teaching, of scaffolding by the software and among the which is useful for research and for practitioners collaborators will be presented. to improve their online teaching skills.

OR2972 OR3009 The Effects of using mobile phones in the EFL Rise to the task: Exploring the use of classroom metacognitive strategies in multimodal language Adrian Leis*1, Simon Cooke2, Tohei Akihiko learning environments Andrew3 Charlotte Jones 1. Miyagi University of Education, Japan 2. Tohoku Okanagan College, Canada and University of Southern Institute of Technology, Japan 3. Sakura no Seibo Junior Queensland, Australia College, Japan The presenter will describe action research on the We report on activities using mobile phones in effects of using metacognitive strategies in Japanese university EFL classrooms conducted in computer-assisted language learning (CALL) order to encourage autonomy in students. environments by adult beginner foreign language Pedagogical implications, based on the results of a learners of Spanish. Research conducted through questionnaire conducted by the authors to cycles of planning, action, observation and investigate whether using Internet-capable mobile reflection, and its implications for the devices increases intrinsic motivation in students, development of learner autonomy will be will also be discussed. discussed.

OR2986 Implementation of an interactive platform to OR3174 enhance second language acquisition at the An online workshop on English for Specific beginner level. Purposes from the complexity perspective Jessica Chakowa Cátia Pitombeira Monash University, Australia FATEC Praia Grande and Pontifícia Universidade Católica de São Paulo (PUC – SP), Brazil This presentation will demonstrate how beginner learners of French collaborate and interact in real- The presenter will describe her experience as a life situations via an interactive platform, with a teacher, a designer and a mediator on an English limited knowledge of the language. This platform for Specific Purposes workshop for undergraduate intends to complement the face to face class and students of different courses through the lens of improve the four language skills, in a tertiary complexity. The course the complex reflections context. upon the course at the moment it was offered will be described.

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OR399 A remedial English corpus browsing system for OR567 beginner level L2 teachers and students A narrative inquiry of curriculum change: A Kiyomi Chujo*1, Chikako Nishigaki*2, Kathryn blended-learning experience Oghigian3, Shiro Akasegawa4 Jenny Mendieta 1.Nihon University, Japan 2. , Japan 3. University of Auckland, Auckland, New Zealand and Waseda Uiversity, Japan 4. Lago Insitute of Language, Universidad de La Sabana, Bogotá, Colombia Japan This narrative inquiry examines the curricular To date there is a lack of appropriate needs-driven stories a tertiary institution lives by after opting corpora and corpus-based classroom-ready for an alternative method (Blended Learning) to material for remedial and lower proficiency level conventional foreign language instruction. EFL students. This study aims to address this gap Through an exploration of the preliminary findings with the creation of a Grammatical Pattern of the study, the presenter will expose how Profiling System (GPPS), comprised of teachers come to grips with the changes implied grammatically categorized example sentences by the implementation of a technology-mediated based on an 'easy' corpus. curriculum, and how these local teaching experiences are part of broader stories of reform. OR518 Supporting learner autonomy with today's OR597 technologies: Status quo and perspectives Collective and individual literacy strategies in the Christian Ludwig process of writing within a digitalized classroom University of Duisburg-Essen, Essen, Germany Maria Westman*1, Eva Hultin*2 1. University of Uppsala, Sweden 2. Dalarna University, This talk will discuss the development of learner Sweden autonomy by using education technology tools. Starting off with developing a theoretical This study focuses on the changes that digital framework for employing technology tools in resources might bring into primary school order to support learners in becoming more children’s early literacy learning, and especially autonomous, I will then provide practical what collective and individual literacy strategies examples for learner-centred and autonomous new technology supports. The findings show a discourse via the computer. dynamic relation between collective and individual literacy strategies, constituted in OR520 relation to the digital resources. Second language interaction with interactive technologies: The interactive whiteboard (IWB) OR604 in state school foreign language classrooms Electronic portfolios for reflective learning and Shona Whyte1, Euline Cutrim Schmid*2, Gary authentic assessment Beauchamp3 Lillian L.C. Wong 1. Université de Nice-Sophia Antipolis, France 2. Centre for Applied English Studies, The University of Paedagogische Hochschule Schwaebisch Gmuend, Hong Kong, Hong Kong Germany 3. Cardiff Metropolitan University, United Kingdom This paper reports the experience of using e- portfolios with second language learners. It This paper investigates second language describes and illustrates e-portfolios, including interaction at the interactive whiteboard (IWB). their characteristics, implications, and advantages Video-recorded lessons of eleven French and for language learning and authentic assessment. German teachers of EFL were analysed for use of Sample e-portfolios are demonstrated. Responses IWB features but also language interaction, using from students and teachers are summarized. a 4-level scale (drill, display, simulation and Experience in implementing an e-portfolio communication) to capture learners' assessment system is shared. opportunities to use English.

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OR66 OR916 Synchronous computer-mediated communication An online vocabulary learning strategies as a tool for promoting cognitive development platform for university students: Development and language acquisition and evaluation Lawrence Williams Eunice Tang University of North Texas, USA The Chinese University of Hong Kong, Hong Kong

This study draws on Concept-Based Instruction as This paper reports a 2-stage project which an alternative to teaching (French) grammar as a includes a directed vocabulary learning support series of rules accompanied by numerous system on a web-based platform for students to exceptions. In this framework, synchronous take up strategies-based instruction for computer-mediated communication is used as a independent vocabulary learning and an tool to promote cognitive development, which the intervention study to identify effective vocabulary presenter will illustrate through excerpts from learning strategies which show positive learners' interactions. correlation to vocabulary growth.

OR779 OR965 Computer mediated collaborative learning: Let's tweet in Chinese! Microblogging to enhance Brazil-Germany cross-cultural teletandem project motivation and language proficiency among Suelene Silva*1, Francisco Figueiredo*2 learners of Chinese 1. Instituto Federal de Goiás, Brazil 2. Universidade Ya Ping Hsiao1, Peter Broeder* Federal de Goiás, Brazil Tilburg University, Tilburg, The Netherlands

This paper focuses on the teletandem approach to Microblogging is becoming increasingly popular as foreign language learning through a synchronous a medium in language teaching. This presentation computer tool between Brazilian students from a examines the effect of the use of Twitter for adult public institution and foreign students from two learners' language proficiency in Chinese and their German universities. This study aims to motivation. It also goes into the possible understand the teletandem approach in a adjustments needed in the curriculum to technological context in which language learning accommodate new technologies. was associated with environmental studies. OR968 OR79 Advanced speech recognition supports reading To type or not to type: Using written facilities development for young EAL learners during audio/videoconferencing lessons Kenneth Reeder*, Jon Shapiro, Jane Wakefield, Olga Kozar Reg D'Silva Macquarie University, Australia The University Of British Columbia, Canada

This presentation will report on a mixed-method 36 children aged 6.8 to 12.6 years who received study which suggests that mode and linguistic pullout EAL assistance practiced 20 minutes daily focus of a written message can predict students' with The Reading Tutor, speech recognition reaction to this message. Another finding is that software that listens to children read and provides overlap of teacher typing and student talking context-sensitive help. Reading fluency and might negatively affect students' language reading level gains were superior with the tutor production and interactions between teachers compared to gains with classroom instruction. and students.

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B6: Language Evaluation, Assessment and support for creating valid and reliable integrated- Testing skills performance tests based on the analysis of various issues. OR1060 Assessing test-takers' strategic processing and OR1181 lexico-grammatical test performances over time Exploring cognitive processes in L2 Nick Zhiwei Bi argumentative writing University of Sydney, Australia Lei Feng, Shao Qinyu Beijing Foreign Studies University, P. R. China Most previous investigations into test-takers' cognitive processing and test performance were The study exploring cognitive processes in L2 cross-sectional designs. However, human argumentative writing will contribute to research cognitive processing is subtle and greatly depends on the writing process. The presenter will describe on specific contexts. Therefore, this paper reports how different materials influence the cognitive on a study examining the test-takers' strategic process in argumentative writing. The data was processing and their lexico-grammatical test collected by concurrent think-aloud and verbal performance over three months through an SEM report. The implications are for L2 writing model. assessment task design.

OR1081 OR1210 How useful is the Praxis Series in certifying entry- The influence of learner beliefs on student level ESL teachers? performance in criterion-referenced peer review: Shinian Wu*1, Maria Konkel*2 An activity theory perspective 1. Grand Valley State University, USA 2. Educational Jingjing Ma Testing Service, Princeton, USA Hang Seng Management College, Hong Kong, China

The presentation analyzes the Praxis Series, an In this paper, the presenter will report on an ESL teacher certification test, in three dimensions: exploratory case study that investigated six 1) a priori validity on the basis of ESL teacher purposefully-chosen Chinese EFL university education curricula that prepare test candidates; students' performance in criterion-referenced 2) the relationship between assessing linguistic peer review and the great influence of their theory and pedagogy); and 3) integration of writing beliefs on such performance. Implications foundational knowledge and instructional and of the findings will also be discussed. assessment practice. OR1221 OR1092 Strategies for the TOEFL iBT Integrated Writing The establishment of models for integrated-skills task assessment from the standpoint of assessment Yasunori Matsuzono literacy AGOS Japan Inc, Japan Yuji Nakamura*1, Yasutomo Akiyama*2, Yasuko Ito*3, Kahoko Matsumoto*4, Kei Miyazaki*5, Adam The presenter will provide strategies to compose Murray*6, Taiko Tsuchihira*7 essays for the TOEFL iBT Integrated Writing task. 1. , Japan 2. Bunkyo University, Japan 3. This presentation will reveal findings from move Kanda University of International Studies, Japan 4. analysis of essays at 5.0, 4.0, and 3.0 levels in the Tokai University, Japan 5. Keio High School, Japan 6. TOEFL iBT Official Guide textbook, and suggest a Tokai University, Japan 7. , Japan useful essay structure applicable to the task.

Facing recent changes implemented by the Japanese Ministry of Education to integrate productive and receptive skills in English teaching, the purpose of this study is to establish models and guidelines to provide teachers adequate

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OR1236 Analyses were conducted into both the Evaluating the validity of criterion-referenced frameworks used by internationally recognized test score interpretations and uses accrediting bodies and the institutions that have Takaaki Kumazawa been evaluated and successfully received Kanto Gakuin University, Japan accreditation. From these analyses, this study aims to identify potential applications of such The purpose of this study is to evaluate the frameworks for English program evaluation of validity of criterion-referenced test score universities in Japan. interpretations and uses using an argument-based approach to validity. OR152 A can-do study: The use of self-assessment for OR1332 writing skills Who assesses tomorrow's English teachers? The Wakako Kobayashi impact of rater differences on teacher Nihon University, Japan employment decisions Tomoyasu Akiyama The purpose of this study is to develop the Bunkyo University, Japan Classroom Can-do Questionnaire for a writing course in two Japanese universities and the This paper examines possible reasons for rater second purpose is to validate the writing section differences in employing prospective English of the Eiken Can-do Questionnaire. The data were teachers quantitatively and qualitatively in a high- analyzed using the Rasch rating scale model and stakes context. Despite the rating assessment SEM. criteria used by raters, raters assessed candidates differently based on their teaching core values, OR154 which might give insight into the limitations of Increasing the practicality of CEFR descriptor rater training and feedback to raters. scales by bringing the context back into the framework OR1388 Lut Baten*1, Jan Van Maele2 Critiquing the writing prompt in a high-stakes 1. ULeuven, Belgium 2. GroupT, Belgium English examination: Making a case for counter- argumentation The authors claim that whereas the CEFR is a Fulan Liu, Paul Stapleton* framework that is context-free, it must also be The Hong Kong Institute of Education, Hong Kong translatable to every relevant context, for use by autonomous learners as well as novice assessors, The goal instructions of writing prompts in a high- also in social learning communities. They will stakes English exam in China do not encourage illustrate practices of the EU-supported projects counter-argumentation. However, this study WebCEF (2006-2009) and CEFcult (2009-2011) demonstrates that counter-arguments in essays improve persuasiveness. This finding suggests that OR1637 if counter-argumentation were included in exam A multiple-case study of three teachers’ writing prompts and classroom instruction, assessment practices in their EFL speaking improved persuasiveness may result in students' classrooms in China written responses. Xiaoying Wang Beijing Foreign Studies University, China and Auckland OR1504 University, New Zealand Exploring the possibilities of applying international frameworks for English program This multiple-case study aimed to gain an in-dpeth accreditation to universities in Japan understanding of how three tertiary-level Makiko Takeda teachers assessed their students' speaking skills in Aichi Gakuin University, Japan their Oral English courses in China. The presentation will present each teacher's typical classroom assessment practices, the similarities

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and differences among them, and models examination, and discuss the impact of the EPPLE reflecting their assessment practice variations. on teacher development.

OR1701 OR1833 Constructing and construing written Living with IELTS: A narrative inquiry into the argumentative and expository assignments in L1 lived experiences of IELTS test candidates and EFL Megan Yucel Britt-Marie Apelgren, Per Holmberg SLCCS, University of Queensland, Brisbane, Australia Faculty of Education, The University of Gothenburg, Sweden This paper will describe a project which investigated the impact of the IELTS test on This paper presents part of a longitudinal research candidates through a narrative inquiry into their project investigating 200 Swedish upper stories. The relationship between learner secondary students' written academic language in narratives and test scores was examined in order Swedish and English during a period of three to focus on candidates' perceptions of the test years. Eight different writing assignments, and how this relates to test performance. designed to correspond with the national curricula for social and natural science, are OR1890 analysed as choices of genres and text outlines in Correlation between language learning strategy 1600 student essays. use and academic language proficiency of second language learners OR174 Zakia Ali Chand Evidence from pre-post design extensive reading Fiji National University, Fiji and University of the South research: A meta-analysis Pacific, Fiji Takayuki Nakanishi Tokiwa University, Japan This research investigated the relationship between language learning strategy preferences This meta-analytic study investigated the overall and academic language proficiency of effectiveness of extensive reading by undergraduate university students in Fiji. accumulating primary studies. The presenter will Metacognitive and cognitive strategies were used discuss issues regarding extensive reading most frequently with a medium frequency. research. For instance, most studies of extensive However, no significant overall correlation was reading have been conducted independently of found between strategy use and academic one another. Consequently, it is difficult to language proficiency. determine how effective extensive reading is. OR190 OR1810 A longitudinal study of L2 grammar and Foreign language teachers' proficiency: Research vocabulary assessment and CEFR applicability results and the implementation of the EPPLE Yuji Nakamura*1, Adam Murray*2, Kazunari examination in Brazil Shimada*3, Haruhiko Mitsunaga*4 Douglas Altamiro Consolo*1, Vera Lucia Teixeira 1.Keio University, Japan 2. Tokai University, Japan 3. da Silva*2 Tokyo Keizai University, Japan 4. Human Resources 1. UNESP-State University of Sao Paulo, Brazil 2. UERJ- Bureau, National Personnel Authority, Japan State University of Rio de Janeiro, Brazil Vocabulary and grammar knowledge are In this paper we report on studies about the important factors in measuring reading skill. The EPPLE, a proficiency examination for foreign purpose of the study is to conduct a longitudinal language teachers, focusing on lexical frequency analysis of students' vocabulary and grammar and variety, accuracy and grammatical knowledge for the past seven years, and to complexity, and listening skills, establishing the discuss the feasibility of using the CEFR criterial domain and the assessment criteria for the features in a university placement test.

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OR1984 Test delivery mode effects on L2 learners with The paper focuses on test candidates' perceptions different attributes about the language proficiency test as they Emiko Kaneko*, Younghyon Heo* prepare for it and after they have taken the test. , Japan Informants are Russian speaking candidates of the National Certificates Finnish intermediate level In this paper, the utterances elicited by direct and test. The paper examines how participant semi-direct speaking tests from individual L2 accounts are reflected in the test results. learners were compared quantitatively and qualitatively. The results indicate that there was OR2051 subtle interaction between the modes of delivery Candidate attitudes and beliefs about an and test takers' attributes that cannot be revealed indigenous L2 language solely with group averaging. Henna Tossavainen, Sari Ahola, Tiina Lammervo* Centre for Applied Language Studies, University of OR1998 Jyväskylä, Jyväskylä, Finland Impact of TOEIC as a university exit test on English teaching in Vietnam The focus of this study is on candidate attitudes Ha Nguyen and beliefs about the indigenous North Sámi Victoria University of Wellington, New Zealand and Ho language. Communicative language testing Chi Minh City University of Pedagogy, Vietnam highlights real-life language use. The purpose of the study was to find out candidates' usage of This study examined the impact on teaching of the language and their attitudes towards it. Test of English for International Communication, which has recently been adopted as an exit test in OR2086 many Vietnamese universities. Implications for Using the analytic hierarchy process in L2 the test designers and universities regarding the textbook evaluation use of the TOEIC-as-exit test will be discussed in Shigeo Kato detail. , Japan

OR2000 This paper demonstrates the use of the analytic Formative assessment in an English academic hierarchy process (AHP) in the evaluation of L2 writing classroom in Iran: Critical testing, textbooks using a tablet computer application, democratic assessment and critical emotion focusing on the process's potential to theory perspectives systematically integrate evaluation criteria Leila Iranmanesh*, Chris Davison components in various teaching contexts. It also University of New South wales, Sydney, Australia includes feedback from decision-making attempts by Japanese EFL teachers. Considering the learners' voices and emotions and taking a critical action research approach, we will OR2093 discuss part of an in-depth inquiry into the impact The importance of training on pre-service of integrating formative assessment into an teachers' assessment literacy English academic writing classroom in Iran. We Thi Huynh Loc Nguyen will discuss the implications for policy, program Victoria University of Wellington, New Zealand development, practice and future research. Despite its importance, teachers' assessment OR2045 literacy, or teachers' knowledge of testing and Russian speakers taking a Finnish high-stakes assessment, has not been well-investigated. This language test: Candidate pre- and post-test presentation will discuss the importance of reflections and test results training on pre-service EFL teachers' assessment Tiina Lammervo*, Sari Ahola literacy in Vietnam. Multiple research tools were Centre for Applied Language Studies, University of employed. The study has some useful implications Jyväskylä, Jyväskylä, Finland for pre-service teacher education.

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OR2169 This paper will examine whether the rationales The development of a rating scale for a criteria- behind the use of the Test of English for referenced diagnostic writing test for eighth International Communication as an exit test in graders Vietnamese universities were justified by Yun Xu*1, Zunmin Wu2 analyzing policymakers' and employers' 1. Minzu University of China, P.R. China 2. Beijing viewpoints. Implications for policymakers Normal University, P.R. China regarding possible modifications to the English exit test policy will be presented. The presenters will display the procedures for developing a diagnostic rating scale for a criteria- OR2311 referenced writing test for eighth graders. In the real world: Perceptions of the relationship Retrospective protocols and corpus-based analysis between the Occupational English Test and the were used to extract diagnostic indicators to enter workplace the cognitive diagnostic model. The results Susy Macqueen*, Cathie Elder, Catriona Fraser, indicated the rating scale could provide detailed Ute Knoch, John Pill diagnostic feedback for stake holders. University of Melbourne, Australia

OR2210 Current conceptualisations of test validity have Native and non-native judgements of spoken led to increased attention to the social context in performances in a test event which tests are implemented. This qualitative Gwendydd Caudwell study explores the effects of a test designed to British Council, London, United Kingdom assess the English proficiency of healthcare professionals. Implications for test construct as As more and more NNS teachers are used as well as the notion of test impact will be discussed. raters for high-stakes tests, it is becoming increasingly debated as to whether there is a OR232 difference in approach to rating and whether this Evaluating a university Spanish basic language might have an effect on the validity of the test's program in the United States scoring system. This study was designed to Mariche Garcia-Bayonas*1, Holli Bayonas*2 investigate whether there was a difference in 1. University of North Carolina Greensboro, USA 2. approach and where this existed, what impact it iEvaluate, LLC had on student placements and what could be done to mitigate this. Findings suggest that NS The steps involved in designing the evaluation, raters were more lenient overall and that NNS logic model, and some preliminary results of a raters paid more attention to body language, Program Assessment are regional pronunciation and grammar errors. There presented. Of particular interest will be the was also a tendency for NNS raters towards integration of the Student Learning Outcomes normative judgements by comparing performance within the logic model. to students they had encountered in classes at that level. A key implication of this study is that OR2360 institutions should consider rater training and Corpus-based contrastive analysis of lexical standardisation with specific reference to the words in argumentative english writing context and the test population. This, and other, Aiqiong Huang implications are discussed. Tsinghua Univerisity (Beijing), PR China

OR2277 This study aims to explore how lexical words are Is using TOEIC as an exit test in Vietnamese used in the argumentative English writing of universities justified? An employers' perspective Chinese college students and native speakers, the Ha Nguyen patterns, features and improving areas can be Victoria University of Wellington, New Zealand and Ho detected, linguistic features of genre, rhetoric and Chi Minh City University of Pedagogy, Vietnam

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cultural elements are inevitably carried in writing examples and describes reasons it is a suitable which could be instructed in the class. alternative for L2 research.

OR2403 OR2423 Washback effect and language exams between Validating a video-based pragmatic assessment 2004 and 2012: Studies and their methodological John Rylander*1, Rick Derrah*1, Phillip Clark2 procedures 1. Kwansei Gakuin University, Japan 2. Temple Gladys Quevedo-Camargo*1, Matilde Virgínia University, Japan Ricardi Scaramucci2 1. University of Brasília 2. University of Campinas As a pilot, three video-based instruments were (UNICAMP), Brazil given to Japanese learners to assess their receptive knowledge of pragmatic formula for ten Washback effect has long been a concern in speech acts. Rasch analysis produced logits of language testing and researchers have used item difficulty, which were subjected to an different data collecting instruments. The paper ANOVA. Results revealed the category "speech will present an overview of 81 studies conducted act" functions as an indicator of item difficulty. between 2004 and 2012 in several countries, discussing their methodology and efficacy. This OR2548 discussion aims at helping researchers in their Automated evaluation of pronunciation using methodological choices. audio-visual speech Tom Anderson*, Richard Leibbrandt, Trent Lewis, OR2404 David Powers Incorporating test-takers' perspectives into Flinders University, Adelaide, Australia validation research on high-stakes language proficiency tests: A proposed model The goal of this research is to use various streams Ngoc Hoang*1, Obaid Hamid, Richard Bauldauf of information, including audio and video, to School of Education, University of Queensland, produce an automated analysis of pronunciation Australia that goes beyond speech recognition to identify speech problems. Computer understanding of For high-stakes English tests, validity is critical and language, in particular spoken language, has rigorous validation work is imperative. This study dramatically advanced in several ways in recent proposes a comprehensive validation framework years. In this presentation, we describe the that systematically incorporates test-takers' current work, which involves the creation and perspectives. The presenter will delineate the evaluation of algorithms for the automated rationale for this framework, drawing on evaluation of individual differences between theoretical and empirical evidence; and present particular speakers, based on mouth movement, its expected contributions to validation theory rate of speech, and stress. Given a known and practice. utterance, mouth movements are gathered, analysed and phonemically aligned with the OR2417 audio. Past research using audio alone has A Bayesian alternative to traditional statistics in demonstrated that non-native pronunciations L2 research analyses vary in predictable ways. This research extends John Eidswick prior work by establishing how visual elements of Kyoto Sangyo University, Japan lip movement interact with the evaluation of pronunciation, and will be of interest for language Unbeknownst to most L2 researchers, many assessment and testing. statisticians regard using "statistical significance" as a benchmark of experimental success to be OR2549 invalid and assert that analyses based on Bayes' Teachers rating writing: A study of processes and theorem are more appropriate. This presentation consistency in a high stakes context introduces Bayesian statistics with non-technical Gudrun Erickson University Of Gothenburg, Sweden

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a possibility as a measure to distinguish between This paper describes a study of teachers' ratings of NS and NNS writers. their own students' writing within a high-stakes national test of EFL. Contrary to common OR275 expectations, external re-rating showed a high Paired speaking tests in a superdiverse setting degree of consistency. Results are discussed in Maria Rydell relation to context, methodology and processes Stockholm University, Sweden described by raters. This paper discusses paired speaking tests in OR260 Swedish tuition for adult immigrants in a From the traditional to the innovative: How do multilingual and superdiverse setting. Preliminary teachers respond to mandated language findings of an interactional analysis indicate that assessment reform? the test takers use different interactional Martin East resources to give each other support and that The University of Auckland, New Zealand they interpret the tasks and the situation in different ways. In New Zealand, the high-stakes assessment of school students' foreign language spoken OR2884 proficiency has recently shifted from a single Students’ perceptions of the effects of rubric- summative 'interview' test to assessment based referenced self-assessment on EFL writing on a series of peer-to-peer interactions Weiqiang Wang throughout the year. This represents a significant Guangdong University of Foreign Studies, PR China departure from established practice. This paper explores teachers' perspectives on the reform. Within the framework of formative assessment, the study explores Chinese EFL learners' perceived OR2642 effects of rubric-referenced self-assessment on Effects of language functions when assessing their EFL writing. Implications are drawn for paired orals' communicative competence: An building students' reflective knowledge about EFL intercultural communication case writing and designing assessment tasks which may Liqin Yan*, Jing Liu*, Huihui Li* be better integrated into the EFL writing class. National University of Defense Technology, China OR2926 Based on Galaczi's discourse co-construction Assessing absolute proficiency levels in patterns and Bachman's language competence placement tests with predefined item difficulties model, we expect to know how language and Amma Kazuo interactive competence factors work together to Dokkyo University, Saitama-ken, Japan indicate a real communicative competence in assessing paired orals and propose a tentative The assessment of a candidate's proficiency in framework to evaluate paired orals by analyzing traditional placement tests made by the total the discourse of 190 oral paired discussions. score may be unreliable because of the arbitrary combination of items with varying difficulties. OR2654 Given the difficulty level of individual items Understanding the writing abilities of native and predefined, a logistic regression analysis can nonnative English speakers at college level assess the proficiency as well as the confidence Hyojin Jeon interval. Northern Arizona University, Flagstaff, USA OR2989 The purpose of the study is to explore the writing Reading strategies in IELTS tests: What difference abilities of native and non-native English speakers do they make to the outcome? in academic settings and probable sources of James Chalmers*, Ian Walkinshaw variability within college essay writing. The results Griffith University School of Languages and Linguistics, provide evidence that assessment categories have Brisbane, Australia

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effects of rater L1 background on the rating of This presentation will describe a small-scale study these skills will be discussed. into learners' use of reading strategies in the IELTS (International English Language Testing System) OR3261 Academic Reading test. Specifically it will outline Vocabulary recognition knowledge in screening the primary strategies adopted by learners and academic English proficiency in English as a the impact of strategy use or non-use on lingua franca educational contexts Academic Reading test scores. Thomas Roche*1,2, Michael Harrington3 1. Southern Cross University, Australia 2. Sohar OR3041 University, Oman 3. University of Queensland, Australia Development of writing evaluation criteria for novice EFL students This paper examines the use of a ten-minute, on- Chiaki Baba line, recognition vocabulary knowledge test as a Teikyo University Of Science, Japan screening tool for assessing the academic EAP proficiency of applicants (N = 77) enrolled in a There are some criteria to evaluate ESL writing pre-faculty EAP program at a university. Bivariate holistically. One of the famous sets of criteria is correlations between vocabulary measures and the TOEFL Writing Scoring Guide (ETS). However tests, and a hierarchical regression analysis it is not appropriate to evaluate novice EFL showed that both vocabulary size and speed students' short essays. In this study, the measure contribute unique amounts of variance presenter develops reliable and practical new in predicting test outcomes. The potential use of criteria for novice EFL students' essays. the Yes/No recognition test as a tool for measuring EAP proficiency is discussed in terms of OR3164 reliability, usability and cost-effectiveness. Investigating assessment literacy and beliefs of English language teachers: The case of mainland OR3273 China Validating the TOEIC Speaking Test: A look at Barley Mak test-taking strategies Faculty of Education, The Chinese University of Hong Heng-Tsung Danny Huang*1, Shao-Ting Alan Kong, Hong Kong Hung*2 1. National Sun Yat-sen University, Taiwan 2. National Few empirical studies have been conducted to Taiwan University of Science and Technology, Taiwan understand and examine the salient issue of assessment literacy of EFL teachers. This study The session presents a research project that was designed (1) to measure the assessment explored the strategies associated with the taking literacy of EFL teachers; (2) to investigate the of the TOEIC Speaking Test and the relationships beliefs about assessment of EFL teachers; and (3) of these strategies with test performance, in an to identify the factors influencing EFL teachers' effort to offer validity evidence for the score assessment practices. inferences made for performance on this test.

OR3240 OR3371 Investigating the impact of rater language The influence of language proficiency scores on background on the scoring of spoken and written graduate admissions decisions performances Slobodanka Dimova*1, April Ginther*2 Jamie Dunlea 1. University of Copenhagen, Denmark 2. Purdue British Council, London, United Kingdom University, USA

The paper investigates the impact of rater first Current theoretical discussions of validity have led language (L1) background on the assessment of to increased interest in scores use and English as a Second Language. Multifaceted Rasch interpretation in high-stakes decision-making measurement was used to analyze ratings of processes. This presentation discusses the spoken and written performances. The differential influence of language proficiency test scores in

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the graduate admissions process at three large OR618 Research 1 universities on three continents, Writing in test vs. real-life academic situations: Australia, Europe, and North America. Linguistic and discoursal features of texts Mehdi Riazi*, Jill Murray OR3417 Macquarie University, Australia Raters’ decision-making processes in assessing EFL writing performance in a large-scale To what extent written texts produced in test achievement test situations are similar or different from texts Luna Yang*, Zunmin Wu* produced in real-life academic situations in terms Beijing Normal University, China of linguistic and discoursal features? This paper attempts to answer this question by presenting Scoring validity is essential to ensure construct results of the text analysis of 18 sets of texts being adequately represented. Through exploring produced by postgraduate students. raters' decision making processes in assessing compositions analytically, the paper will describe OR623 how decisions are made and underlying factors. The effects of listening strategy instruction on The study implies that raters' holistic scoring the listening proficiency of EFL Vietnamese experience and initial impressions of writing students performances count a lot in scoring process. Nga Ngo The University of Sydney, Australia OR3434 Towards a holistic approach to assessing The research on listening strategy instruction is reflection lacking in the literature, particularly in Vietnam. Ken Lau The presenter will describe the procedure for Centre for Applied English Studies, The University of teaching listening strategies to EFL Vietnamese Hong Kong, Hong Kong students and report on the effects and effectiveness of the program. This study The assessment criteria used to judge reflection contributes to ongoing debate on the adopted by various English enhancement / effectiveness of strategy instruction. academic literacy courses in our Centre will first be compared to identify the similarities and OR661 differences in their focal areas of concern. The Objective indicators for Mandarin fluency presentation will then propose a holistic approach assessment to assessing reflection. Xiao Perdereau Laboratoire Interdisciplinaire Carnot de Bourgogne, OR572 France and Center of Chinese Studies of Burgundy Predicting passive recall vocabulary knowledge University, France using yes-no test real-word and pseudo-word results Recently published fluency indicators were used Raymond Stubbe to investigate Mandarin speaking proficiency. Kyushu Sangyo University, Japan They provided an objective set of tools. An additional variable, the speech rhythm, has Can yes-no test real-word and pseudo-word evident impact on speech fluency. We review its results be used to predict passive recall (L2 to L1 acoustic features and propose a formalism to translation) ability? This presentation will classify it into the main indicators of L2 fluency compare two regression formulas which adjust assessment. yes-no scores so that they are not significantly different from the scores of a subsequently taken passive recall test of the same real-words.

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OR772 results of testees' lack of adaptation to the Speaking practice for the TOEFL iBT Test: The computer-based reading test mode. perception of students in private lessons Renata Simoes* OR946 Pontifícia Universidade Católica de São Paulo (PUC-SP), Humanizing language testing: Voices of IELTS Brazil test-takers M. Obaidul Hamid This paper aims at sharing the methodological The University of Queensland, Australia procedures and some of the initial findings of research on the perceptions of students regarding Drawing on an International English Language their speaking ability for the TOEFL iBT Test (Test Testing System (IELTS) study from the test-taker’s of English as a Foreign Language – Internet-based perspective, this presentation will analyze test- Test) in the specially designed ESP one-to-one takers' perceptions and experiences of the test to preparatory course for the test. argue for humanizing language testing in the context of increased globalization, OR818 commercialization and potential dehumanization Supplementing an original L2 (English) of powerful tests in powerful languages such as essay/paragraph writing rubric with English. interpretations and writing samples Yukiko Kuru*1, Kinshi Kayoko*2, Michiko Masaki*3, OR980 Junko Otoshi*4, Hiroyuki Yamanishi*5 Proficiency xxams at CELE-UNAM: Guidelines for 1. Aichi Medical University, Nagakute, Japan 2. analysis with the Common European Framework University of Hyogo, Kobe, Japan 3. Osaka International Alma Ortiz University, Moriguchi, Japan 4. Okayama University, UNAM, Centro de Enseñanza de Lenguas Extranjeras, Okayama, Japan 5. Kansai University, Suita, Japan México

Rubrics alone may not be sufficient for reliable or This paper shares the results of the analysis of the valid assessment when shared by different users. parameters and referents published in the CEFR to This presentation reports on interpretations and confront them and establish relationships with writing samples supplementing an original L2 the exams produced in CELE, UNAM. The (English) essay/paragraph writing rubric proficiency exams were analyzed in order to developed for classroom use in Japanese higher establish the guidelines for comparison, design education. Such supplementation will contribute and construction of new exams. to better evaluation practice. C1: Business and Professional OR896 Comparative study of testees' meta-cognitive Communication strategy use in paper-based and computer-based English reading tests OR1005 Xiaoling Zou*1, Chunyan Lan2 Exploring the discourse of telephone-based 1. Research Academia for Linguistics, Cognition & financial planning consultations Application, Chongqing University 2. College of Foreign Stephen Moore Languages, Chongqing University, China Macquarie University, Australia

Comparative study of testees' meta-cognitive The discourse of financial planners is changing in strategy use in paper-/computer-based English line with their social practices shifting from reading tests found computer test medium interactions with wealthy, financially literate impacts to some degree on testees with different clients to a much larger pool of workers of modest reading habits in such aspects as planning, means and understandings. This paper discusses monitoring and evaluating of meta-cognitive an analysis of authentic financial planning strategies. However, the impacts are mainly consultations to help improve such professional- layperson interactions.

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OR1643 OR1086 The state of applied linguistics in the United Developing pragmatic competence in adult States: Results of a nationwide survey Omani EFL learners by refining their performance Margaret Malone1, Anne Donovan*1, Francesca Di of speech acts Silvio1 Rajat Ghosh 1. Center for Applied Linguistics, USA Majan College (University College), Oman This paper presents results of a survey of graduate Cultural practices of the first language influence programs in order to describe the current state of pragmatic competence of adult EFL learners. graduate education in applied linguistics in the Omani EFL learners tend to transfer their United States. This session will present findings on vernacular strategies of direct and indirect speech student and faculty perspectives and data acts into English. Instructions and tasks in reflecting what is being taught in the U.S. simulated speech events are planned towards developing pragmatic competence in English OR1996 suitable for business communication. Supply vs. demand: English proficiency of Japanese company employees OR1225 Mako Ishida Differences between professors and professionals Sophia University, Japan and Stony Brook University, in evaluating business presentations USA Misa Fujio Toyo University, Tokyo, Japan The present study investigated the existing gap between social demand for and educational This study tries to identify and bridge the gap supply of English proficiency in Japan. The between professors and professionals in presenter will talk about the results from a evaluating business presentations. The analysis, questionnaire survey conducted on Japanese based on evaluation sheets and comments business professionals. The results suggested collected during a business presentation contest, education reforms to enhance learners' revealed a clear tendency that, whereas confidence, pronunciation, listening, speaking, professors put more emphasis on English fluency, autonomy, and language use. professionals focused on the content itself. OR2015 OR1518 Professional mobility, multilingualism and the art What Chinese professionals expect from a of impression management business English course: Quantitative and corpus Fiona O'Neill data Research Centre for Languages and Cultures, University Mable Chan of South Australia The Hong Kong Polytechnic University, Hong Kong Globalization and human mobility have increased Findings of this study were collected from about dramatically, and the effects of the ensuing 215 working adults in different professions in linguistic and cultural diversity are being felt in Hong Kong. This presentation reports the findings profound ways around the world. This study takes of both quantitative data and corpus data which a narrative approach to explore how multilingual can help bridge the gap between English needs in francophone professionals manage their the workplace and the design of business English movement between languages and cultures for courses. work and other purposes.

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OR2331 OR2974 ELF, gestures and smiling faces. A young Finnish Modelling expertise in written communication engineer’s professional communicative for public information documents repertoire Dana Skopal Tiina Räisänen Macquarie University, Australia University of Jyväskylä, Finland I present the findings from research on the The presenter will describe a young Finnish readability of documents produced by writers in engineer's professional communicative repertoire three Australian government organisations. The during his first stages of socialization into global paper outlines the findings and argues that a working life. She demonstrates that to use such a more detailed model of professional repertoire successfully is to exploit a configuration communicative expertise is required in order to of various resources, for example English as a guide professional writers when writing for a wide lingua franca, gestures and emoticons. audience.

OR2389 OR2990 Self-regulated learning and reflective thinking for Learning ESL through drama activities and online developing employability skills in Omani games graduates Virginie Privas Breaute Vindhya Sathya Singh Université Lyon 3, France Language Centre, Sultan Qaboos University, Sultanate of Oman Drama activities promote the development of general competences and facilitate the Self-regulated learning and reflective thinking improvement of communicative language ones. In allow learners better negotiation of meaning to parallel, IT tools in language learning multiply the develop employability skills. This paper explores strategies to consolidate these competences. whether self-regulated learning enhances the Drama activities and the creation of avatars on employability skills of Sultan Qaboos University online games like Second Life to learn business (SQU) students. Views obtained on self-regulated English become complementary and enable learning and skills enrichment will show whether learners to be autonomous. these enable course objectives fulfillment and transferable employability skills development. OR3289 Oral supervisory feedback: A criterion-driven approach OR2448 Bronwen Dyson An English language needs analysis of Applied Linguistics Association of Australia technology entrepreneurs in Japan Chuanning Huang*1, Lee Knowlton*2 With much research on supervisor feedback 1. Kanazawa Institute of Technology, Nonoichi, Japan 2. revealing problems, this paper takes a fresh look Kanazawa Technical College, Kanazawa, Japan at the feedback and student learning which occur in supervisory meetings. It reports on two A growing base of technology entrepreneurs longitudinal case studies that employed the doing work in Japan but outside of Japanese MASUS writing criteria and the construct of companies has resulted in organizations catering uptake and concludes by suggesting a criterion- to such groups being created across Japan. This driven approach. paper presents the results of a needs analysis project aimed at analyzing the relevance of OR531 English for such technology entrepreneurs. Effects of a communication skills course for international medical students: Unproblematic gains and continuing challenges Rosemary Wette University of Auckland, New Zealand

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gesture, tone, facial expressions and attitudes. This paper reports on findings of pre- and post- The author suggests that non-verbal information course assessments (written tests of lay-medical is part of communication and thus should be English and simulated interviews) of the skills and delivered properly to communicate meaning. knowledge of undergraduate international medical students who had received instruction in OR1389 professional communication skills. Course An approach to exploring the influence of content, areas of easy gain and ongoing translation on validity and reliability in cross- challenges for students will be discussed. cultural language education research Thao Phan OR973 Queensland University of Technology, Australia and A contrastive study on English and Russian texts Thanhdo University, Vietnam of the global economic crisis Huili Wang*, Tamara Runtsova This paper proposes an exploratory study to of Technology, China examine the influence of translation on the reliability and validity of the findings of cross- The presenters will describe a contrastive study of cultural language education research. In the the conceptual metaphors used in Russian and context of globalization, there are more and more English economic texts about the Global Economic studies which are conducted with non-English Crisis in 2008. It has been found that the two informants. However, there seems to be little languages share five basic metaphor models but investigation into the challenges of validity and the metaphorical expressions are more frequent reliability when carrying out such qualitative in English than in Russian. research.

OR984 OR1435 Language-related episodes in an Accountancy Sight translating for skill development and classroom transfer in simultaneous interpreting training Nick Shackleford*1, Helen Basturkmen*2 Kun Yan 1. Unitec Institute of Technology, New Zealand 2. Macquarie University, Australia University of Auckland, New Zealand The current study reports findings of a didactic This paper examines the language learning action research in simultaneous interpreting opportunities that are present for lecturers and teaching. By reflecting on a pedagogical design students within a subject area. It draws on data based on Moser's information processing model collected from a first year course in Accountancy and Gile's effort model, this research provides a in a tertiary institution in New Zealand and on the sight translating-centred task design to facilitate reflections of the subject lecturers during the transition into simultaneous interpreting for stimulated recall interviews. trainees.

C2: Translating, Interpreting and OR1436 Mediation Understanding interpreters' professional identity: An analysis of China's political press OR1013 conferences Delivery of speaker’s illocutionary information in Yi Chen consecutive interpreting Macquarie University, Australia

Qiu Mei Bai China Association of Applied Linguistics In the context of interpreters' identity as "non- conduit" being widely discussed from To interpret is to communicate. This paper sociolinguistic and communicative approaches, attempts to research into the interpreting of a the paper reports its findings based on a speaker's non-verbal information, including comparative discourse analysis of interpreters'

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performance in China's political press OR2023 conferences. The myth of the myth of invisibility? Uldis Ozolins OR1458 University of Western Sydney, Australia Developing a checklist for self-evaluation by practising medical interpreters In translation studies, the critique of the myth of Helen Tebble*1, Mili Plecic2, John Antonopoulos3 invisibility of translators by Venuti and others 1. Monash University, Australia 2. Monash Health significantly advanced that field. However, the (Monash Medical Centre – Clayton/Moorabbin, attempted invocation of a similar 'myth of the Kingston), Australia 3. Monash Health (Dandenong, invisibility of interpreters' in interpreting studies Casey and Cranbourne), Australia has been beset with difficulties, theoretically seriously confusing issues of role and neutrality. Monash Health has pioneered a new form of professional development for its medical OR2142 interpreters who studied the linguistics of their Case studies of Japanese translators in training: interpreting in medical consultations. This paper Tracing the development of the English article outlines the project showing how the interpreters system developed their self-reflective evaluation skills. Masako Terui*1, Shoji Miyanaga*2, Atsuko These checklists are available for quality Misaki*3, Judy Noguchi*4 maintenance and improvement of medical 1. Kinki University, Japan 2. Ritsumeikan University, interpreting. Japan 3. Kwansei Gakuin University, Japan 4. Mukogawa Women’s University, Japan OR1475 Error analysis for students learning court This presentation describes a model of genre- interpreting analysis-based translation that incorporates an Chung-Chien Chang ESP-oriented approach and corpus analysis for the National Taipei University, Taiwan development of systemic literacy by Japanese-to- English translator trainees. The usefulness of the This study reports the first court-interpreting model is demonstrated by tracing the course offered academically in Taiwan. Course development of language use by the trainees. emphases are given to vocabulary lists, case studies, and performance reviews. The OR2434 interpreting sessions are recorded weekly. The Interpretation or transformation? Exploring analyses of six recorded sessions have revealed rhetorical and ritual functions of short vocabulary, grammar, and cultural awareness as consecutive church interpreting the top three areas for more training. Margarita Giannoutsou Hamburg University, Germany OR1620 Students' perceptions of native and non-native Short-consecutive interpreting is widespread in speaking instructors and learner autonomy the under-researched field of church interpreting Shoji Miyanaga and constitutes a practice that is particularily Ritsumeikan University, Japan prevalent in Evangelical churches. I will argue that beyond and above translational considerations Students perceive native speaking (NS) teachers the systematic use of the mode in conversionist of English and non-native speaking (NNS) teachers contexts does in fact fulfil very specific rhetorical differently. This presentation shows examples of and ritual functions. students' perceptions of NS and NNS instructors of a Japanese-to-English translation course, suggesting that such perceptions relate to learner autonomy and influence interactions in the class.

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OR2572 This study adopts a critical stylistic approach to An adventure surrounding Japanese 'Yare-yare' examining the formal distinctiveness of Lee Kuan in English translations of Murakami's short Yew's autobiography and its translation. The stories foregrounding analysis focuses on the deviant Takaaki Goto linguistic choices in the autobiography and its , Japan translation in an effort to expound the representational significance in an evolving Translators exchange words and values, society like Singapore. expressing their stances. Cross-cultural translators' challenging words then can allow high OR3460 flexibility in translation. Accordingly the What happened between 'power' and researcher investigates three translators' stances, 'actualization'? - A case study of a Chinese to analyzing Japanese "Yare-yare" in English English translator trainer translations of Murakami's short stories, showing Lili Qin how this analysis can become an indicator of Minzu University of China, PR China and Beijing Foreign diversity of cross-cultural translation. Studies University, PR China

OR3035 This case study focuses on a Chinese to English Translation: A new linguistic-cognitive approach translator trainer with rich translation experience Juliane House to investigate why he teaches the way he does, Hellenic American University, Athens, Greece and argues that although trainers' translation experience forms real power underlying their Given the current predominance of socio-cultural teaching, the actualization of this power is research into translation, a new linguistic- affected by the teaching context and how much cognitive take on translation seems highly practitioners combine their translator identity relevant today. In this paper, I will describe such a with their teacher identity. new approach. Translation is here considered an important addition to bilingualism studies, and to OR546 enlightened pedagogical uses. The impact of court interpreting on lawyers' linguistic strategies for witness examination in OR3220 Japanese courts Prerequisites for using bilingual corpora to Makiko Mizuno*1, Yumiko Terada*2 discover linguistic translation universals 1. Kinjo Gakuin University, Japan 2. Asunaro Law Office, Shian-Jung Chen Japan National Taiwan University of Science and Technology, Taiwan This presentation discusses what linguistic strategies Japanese attorneys use for witness The study proposes broader contrastive studies of examination and how the way court interpreters bilingual corpora to discover translation universals translate their questions can alter their intentions suggested by Baker. By looking at language and effects expected by them. It also discusses differences from a broader perspective, this study the further ramifications of such alterations for recommends a different set of translation the whole procedure of witness examination. universals obtained from studying Taiwan Panorama parallel corpora. OR683 The effects of a self-directed learning OR3328 intervention on translation competence A foregrounding analysis of an autobiography Nutthaporn Owatnupat and its translation: Whose point of view is this? Macquarie University, Australia Susan Xu SIM University, Singapore, Singapore Self-directed learning is often mentioned in the description of translation competence. However, it is not widely adopted in translation teaching.

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The presenter will report the outcomes of a self- it contributed to the enhancement of learners' directed learning (SDL) intervention on the mediation ability. improvement of SDL readiness and the impact of the SDL development on translation competence. C3: Language and the Law/Forensic Linguistics OR694 An interactional analysis of interpreters' OR2765 gatekeeping when handling non-task oriented Designing a syllabus for an extended language topics in Belgian healthcare settings and skills remedial course for undergraduate law Dorien Van De Mieroop students KU Leuven, Belgium Themba Lancelot Ngwenya

North-West University, South Africa There are two linguistically discernable participation frameworks in interpreted This paper indicates that the current first-year interactions and interpreters are the only ones English and Skills course which is being offered in with access to both frameworks. This gives them the study has not been as effective as was the power to filter out seemingly non-task related expected. It should be extended from the current information and thus act as gatekeepers. In this first to third year. For easier skills transfer and presentation, such gatekeeping sequences are face validity the course should remain genre- investigated from an interactional perspective. based.

OR75 OR3135 Expert interpreters for expert witness Discourse analysis of the guideline for the lay examinations: A case study of interpreter- judge person in the Japanese lay judge system mediated courtroom examinations in South Hiroe Tanaka Korea University of Nagasaki, Japan Jieun Lee Ewha Womans University, Korea Discourse analysis was conducted on "The guideline for the lay judge system" issued by the This presentation will describe the importance of Japanese Supreme Public Prosecutors' office, the role interpreters play in obtaining expert using face threatening acts (Brown and Levinson, witness testimony and the level of interpreting 1978). The results showed that there were many skills required for such proceedings based on a negative politeness strategies in the document. case study of interpreter-mediated courtroom These findings will be compared with documents examinations of two expert witnesses. for other countries' juror system.

OR808 OR823 Pedagogic contribution of subtitle translation to Verbal cues to deception: Forensic Linguistics and enhance mediation competence among Japanese psychological deception detection EFL learners Eilika Fobbe Shoko Toyokura University Of Greifswald, Germany Graduate School of Foreign Language Education and Research, Kansai Univ. Osaka, Japan The determination of deception by evaluating the

language of questionable statements usually falls The ability to mediate between different to social psychology. The presenter will give a cultures/languages is crucial in this era of linguistic analysis of selected deception indicators. globalization. Translation provides ideal The comparison between psychological opportunities to enhance this important assumptions and linguistic evaluation of these competence among learners of foreign indicators clearly indicates the need for closer languages. This presentation will report on a consideration of linguistic research in this field. college subtitle translation class and describe how

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C4: Language and the Workplace This presentation will analyse an airline accident featuring mitigated speech: the 1990 Avianca OR1253 crash. It will examine why mitigated speech was Language exploitation at work on the U.S.- used, and whether it contributed to the accident. Mexico border The findings are relevant to the English Glenn Martinez proficiency programme introduced by the The Ohio State University, USA International Civil Aviation Organization (ICAO) in 2011. This paper explores manifestations of language exploitation in the U.S.-Mexico border region OR1726 through the experience of paraprofessionals Exploring advanced non-native university working in health care. By highlighting the lecturers’ use of general, academic and domain perspectives of workers, the paper will tease out specific collocations the theoretical implications of language Birgit Henriksen*, Pete Westbrook* exploitation at work in late capitalism. The University of Copenhagen, Denmark

OR1356 The presentation describes the collocational use Self and peer assessment of interpersonal skills in of advanced L2 university lecturers teaching in an group work prepares students for the workplace English-medium instruction context, with a focus Radhika Jaidev on technical, academic and general collocations. National University Of Singapore, Singapore We also discuss the operationalisability of the distinction between the collocation subtypes and This paper argues that interpersonal skills the methodological problems of identifying these necessary for the global workplace can be in the data. nurtured at university through peers assessing one another's effective and ineffective behaviour OR1995 during group activities in and outside the Doing patient-centredness: Pragmatic classroom. It also argues that peer feedback and competence for international medical graduates assessment improves both group and individual Maria Dahm*, Lynda Yates* accountability in group tasks. Department of Linguistics, Macquarie University, Australia OR1552 Image avion pred vama na isn...? - Code Given their diverse backgrounds, international switching in the Zagreb mid-air collision medical graduates (IMGs) often face difficulties in Simon Cookson patient encounters. Drawing on analyses of J. F. Oberlin University, Japan complementary sets of medical interactions and qualitative data, the presenters will take a This presentation will analyse an airline accident systematic approach to the identification of these featuring code switching: the 1976 Zagreb mid-air difficulties in order to offer a principled basis for collision. It will examine why the code switching targeted communications training. occurred, and whether it contributed to the accident. The findings are relevant to the English OR2303 proficiency programme introduced by the Investigating English use in the Vietnamese International Civil Aviation Organization (ICAO) in hospitality industry: The language of checking in 2011. and out. Van Vu*1, Katie Dunworth22, Chris Conlan2 OR1554 1. Ho Chi Minh University of Pedagogy 2. School of ‘We need priority please': Mitigated speech in Education, Curtin University, Australia the crash of Avianca Flight 052 Simon Cookson Within the tourism and hospitality industry in J. F. Oberlin University, Japan Vietnam, English is dominant in staff-guest communication. This paper examines

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characteristics of authentic English language used whether to (not) hire job candidates based on in the cross-cultural act of checking in and out of a their English oral communication skills. Vietnamese hotel and the implications this language has for the teaching of English for OR557 Specific Purposes. Coping with multilinguality in the multiprofessional workplace: Language OR2463 management at the German shipyard The discursive demands of patient-centred Howaldtswerke Deutsche Werft consultations and the challenges for overseas- Klaus Geyer trained doctors University of Southern Denmark, Institute of Language Robyn Woodward-Kron*, Catriona Fraser, Neville and Communication, Denmark Chiavaroli University of Melbourne, Australia This paper examines the broad range of internal and external language management activities This paper reports on a discourse analytic study undertaken at the Howaldtswerke Deutsche which examined the interactional demands of Werft, both on the grassroots level and on higher patient-centred doctor-patient interviews. The organisational levels. The matter of an integrated, analysis reveals certain stages of the consultation coordinated language management strategy for that are problematic for overseas-trained doctors, that company is discussed as a model for other and also examines the interactional strategies similar organisations. used to avoid communication breakdown during these problematic stages. C5: Language in the Media and Public OR3459 The discourse of the managerial university: The Discourse case of the word 'strategy' Tim Moore OR123 Swinburne University of Technology, Melbourne, Intertextuality as a strategy of Glocalization: Australia Comparing Nike’s and Adidas’ 2008 advertising campaigns in China I consider the use of the term 'strategy' in Songqing Li contemporary university discourses. The paper Xi'an Jiaotong-Liverpool University, PR China presents data from one Australian university during a time of major structural change. The use This study examines glocal strategies Nike and of the term, as an index of larger discursive Adidas adopted in their advertising campaigns in formations, helps to reveal the radical cultural China during the 2008 Beijing Olympics by changes currently underway within universities. comparing their intertextual practices. The findings of the study will bright to light the OR417 underlying reasons accounting for why Nike is English oral communication skills and employers' more successful than Adidas in the local market of decision to (not) hire China. Mei-Yuit Chan*1, Ngee-Thai Yap1, Paul Chandra Bose Selvarajoo2, Afida Mohd Ali1, Swee-Heng OR1246 Chan1 The making of a televised political debate: From 1. Universiti Putra Malaysia, Malaysia 2. Universiti Tun normative expectations to stylistic credos of the Abdul Razak, Malaysia journalists Marcel Burger Teachers and researchers of Language for Specific University of Lausanne, Switzerland Purposes are interested to know what employers look for in job candidates in terms of their oral This paper analyses the normative expectations of communication skills. In this presentation, we televised debates. One will not adopt an external describe how employers make decisions on perspective of debates as events, but an internal

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perspective of the "making" of a debate. The data OR2272 under analysis (Switzerland 2013) focuses on The use of personal pronouns in political various aspects of the journalistic point of view campaign advertisements in the Philippines (from editorial expectations to stylistic credos). Paulina Gocheco De La Salle University, Philippines OR151 A multi-perspectival model based study of The study investigates the use of personal journalistic stance in Chinese and Australian hard pronouns in television-mediated political news reporting campaign advertisements. In the Tagalog Changpeng Huan language, the preference for certain pronouns Macquarie University, Australia may reveal social distance, politeness, or solidarity. Despite the significance of inclusive Stance taking is the most important social act pronouns in persuasion, the study uncovers the undertaken by journalists in news reporting. The preponderance of the first person singular in the paper begins by discussing the key concept of corpus. stance; then outlines a multi-perspectival model for investigating stance; and finally presents OR2995 findings from Chinese and Australian hard news Spanish in America and Europe through media reporting on risk events. Raul Avila El Colegio de México, Mexico OR1535 Community news online: A corpus study of ESL Media standardises languages. However, there students and professional news writing in Hong are no studies regarding oral standard Spanish at Kong an international level.The research is based on 20 Connie K. F. Ng*1, Dora Wong*2, Janet Ho*3 radio stations, one from each capital of Spanish 1. The University of Hong Kong, Hong Kong 2. The Hong speaking countries. Although ideology marks the Kong Polytechnic University, Hong Kong 3. Lingnan preference for European Spanish, audiences in University, Hong Kong America prefer dubbing in American Spanish.

This study investigates English online news OR883 reports completed by undergraduate ESL Special language for special people in the journalism students from a university in Hong Malaysian print media: How special is ‘special’? Kong between 2008 and 2001. The news reports Pei Soo Ang include interviews and feature articles of mostly Macquarie University, Australia and University of events and people on campus and in the local Malaya, Malayasia community. Students posted the news on a course weblog using information from a three- This paper focuses on a critical discursive inquiry minute radio or video version they had produced. into the use of politically-correct terms to refer to To examine the writing of these campus reports, a disabled persons in the Malaysian print media. corpus of 250,000 words from 557 news articles Findings reveal that 'special language' has been was built. The foci of the study include the overused to categorise 'special people' in a analysis of the semantic fields and linguistic discoursally confining and demeaning way by the features such as the use of adverbs, adjectives, social actors in the corpus studied. conjunctions, nominalization, prepositions and verbs (attributive verbs, modal verbs and strong OR933 verbs). Professional news reports of similar topics Mediating the multimodal exhibition: The were gathered from two leading English museum visit as a literacy event newspapers, the Standard and the South China Jacqueline Widin*, Keiko Yasukawa* Morning Post published in Hong Kong to form a University of Technology Sydney, Australia reference corpus. This presentation focuses on museum exhibitions as richly multimodal literacy environments and

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museum visitors. Public museums consistently member and interpreter in shaping the narrative position themselves as democratic, inclusive or providing additional narratives. institutions yet their typical visitors are highly educated and in well paying professions. We OR2832 study museum exhibitions through a literacy lens Language of obesity, language of culture and discuss the impact of mediated visits. Emma Mohamad*, Abdul Latiff Ahmad, Samsudin A. Rahim Universiti Kebangsaan Malaysia, Bangi, Malaysia C6: Language, Health and Aging Understanding the language of health helps

researchers plan better campaigns and OR1839 intervention programs. This paper focuses on Aged care in linguistic and cultural diversity: A studying the language used in health campaigns study of workplace safety to describe obesity and obese people. Findings of Jonathan Crichton*, Angela Scarino* this study will help improve public education University of South Australia, Australia about obesity and ultimately lead to attitude and This paper presents the findings of a study of how behavioral change. linguistic and cultural diversity affects workplace safety in the aged care sector. The analysis shows OR3272 how diversity creates an intricate environment Cryptic messages in health communication: How that shapes and challenges how staff, residents processing time relates to message effectiveness and managers interpret themselves and each Lennie Donné*, John Hoeks, Patty Huijbers, Carel other in their relations and interactions. Jansen University of Groningen, the Netherlands

OR1886 Little is known about the effects of using cryptic, Linguistic descriptors of symptoms of depression or complex messages in health communication. Helen Tebble The presenters will describe an experiment Monash University, Australia conducted in E-Prime that relates processing time Depression in acute care ward patients is usually of complex messages to the effectiveness of the overlooked thereby prolonging their suffering. message. The results will further increase our The methodology in the Language of Depresson knowledge of effective health document design. project to produce linguistic descriptors of the symptoms of depression is described. Then the OR3355 findings and ways to apply them in the education Coding and decoding health risk & benefits: Text of acute care staff are discussed. analysis meets the reception study Alison Moore OR2313 English Language & Linguistics, University of Wollongong, Australia Voices and power in multi-party medical

narratives In this paper I discuss recent work combining a) Julie Bradshaw*1, Marisa Cordella2, Simon text analytic methods that describe the linguistic Musgrave1, Louisa Willoughby1 and visual resources used to construct available 1. Monash University, Australia 2. University of meanings about risk and benefit in health care Queensland, Australia discourses; with b) reception studies, which Drawing on data from multi-party hospital clinic identify how, and how well, audiences understand consultations with older Italian-Australians, the the messages. presenters examine the ways in which the patients’ narratives are constructed in interaction. OR669 The study explores the doctor's focus on certain Understanding and applying metaphor in events, and the roles of the accompanying family psychotherapy and health communication. A three-phase approach

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Dennis Tay This study investigates the use of reference terms Hong Kong Polytechnic University, Hong Kong, PR to the current President in Taiwan Ma Ying-jeou China by legislators of the two major political parties in Taiwan. Parliamentary interpellations can serve This paper outlines a three phase research particular functions. This paper discusses these approach which emphasizes the complementarity functions and illustrates the relationship between between theory and application, and situates the political parties and the choice of reference terms. analysis of psychotherapeutic discourse within the broader context of healthcare communication. OR1359 Phase One is called 'description', and involves the Winners and losers in Lithuanian as heritage systematic analysis of therapy transcripts to language maintenance identify, analyze, and characterize metaphoric Meilute Ramoniene expressions along several major contextual Vilnius University, Lithuania parameters. Phase Two, 'comparison', is motivated by the more general and prevalent Based on newly acquired quantitative and interest in communication between healthcare qualitative data from research carried out in the professionals and their clients, and involves Lithuanian diaspora in Europe and other comparing the characteristics of metaphors in continents this paper aims at exploring how family psychotherapy with the characteristics of language policy and parental language ideologies metaphors in other doctor-patient contexts. affect the acquisition of Lithuanian as heritage Phase Three, 'application', attempts to translate language, the maintenance of Lithuanian findings from the previous two phases into traditions and identity. applicable guidelines for psychotherapists and other healthcare professionals. The paper uses OR1363 examples of therapist-patient and doctor-patient Comfy shoe wearing gaijin chicks: constructions interaction in Hong Kong, although the key of Western women teaching English in Japan message is that a similar three-phase approach Roslyn Appleby can be fruitfully replicated elsewhere. University of Technology, Sydney, Australia

D1: Sociolinguistics This paper analyses a range of circulating OR1168 discourses about gender, sexuality, and Western EuLaViBar - a new tool for assessing language English language teachers in Japan. Drawing from maintenance popular culture, statistical evidence, and interview Anneli Sarhimaa data, the paper demonstrates significant University of Mainz, Mainz, Germany differences in the way Western men and women are discursively constructed, and points to Several methodical instruments to assess implications for teaching in this context. language vitality have been developed and tested over the past decades. The presenter will OR1368 introduce and critically discuss the so far newest Affiliation and context: Facilitating tool, the European Language Vitality Barometer and hindering effects on second language (EuLaViBar) which was created by the EU-FP7 proficiency development project ELDIA (European Language Diversity for Elizabeth Gatbonton*1, Norman Segalowitz1, All, www.eldia-project.org) in 2010-2013. Larisa Turuseva2 1. Concordia University, Canada 2. Latvia Agricultural OR1347 University, Latvia A study of presidential reference terms in Taiwan: A comparison between KMT and DPP Studies revealing Ethnic Group Affiliation effects legislators on second language proficiency suggest that Li-Jung Huang*1, Ju-Ching Chen*2 perceived tensions between the bilinguals' 1.Providence University, Taiwan 2. Taichung, Taiwan language groups may mediate these effects. Two sets of bilingual groups, one living where language

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tensions exist, the other not, completed OR2136 comprehensive Ethnic Group Affiliation and Construction of second language identities language proficiency questionnaires. Results during study abroad in a globalized society confirmed a mediating role for context. Yoko Nogami Hiroshima University and Hiroshima Shudo University, OR1538 Japan Mapping the multilingual repertoire of generation Y university students: a French- Second language identity research contributes to Australian study appreciating L2 learners who develop Véronique Conte multicultural personhood. The presenter will Université Lumière Lyon 2, France and University of discuss the findings of a longitudinal diary study Technology Sydney, Australia by exploring identity construction during study abroad. The various experiences and voices of the Drawing on the 'one - multiple' paradigm under diarists represent salient matter for how they which the conference is held, the undergoing position themselves in various contexts. research investigates the way university, as a normative space of empowerment – officially OR2411 monolingual in our case – and its generation Y Dialect features of young children in post members handle hyper-diversity. Mobility, tsunami Leupueng, Aceh relocalisation and indexicality are central to this Kismullah Kismullah*, Zosia Golebiowski research. Deakin University, Melbourne, Australia

OR1840 This paper examines dialect features of children in Identities, code-switching, and stance-taking in post tsunami Leupueng, Aceh. Selected multilingual couples’ disagreement phonological variables are tested to investigate Yufeng Chi the retention of the phonological features of the Birkbeck College, University of London, United Leupueng dialect. The contribution of social Kingdom factors to the retention or loss of the examined features is discussed. Multilingual speakers have the capacity of choosing the languages to index their identities, OR2416 attitudes, and beliefs and more specifically, to Towards a multicultural Japan: The introduction highlight the opposite stance. Code-switching of foreign nurses and caregivers in an ageing becomes one of the most readily available society strategies for multilingual couples to achieve their Rika Kusunoki communicative goals in negotiation. The University of Queensland, Australia

OR1927 This project will investigate Japanese native Experiencing inclusive policy in higher education: speakers' perception of and attitudes towards A narrative analysis non-native speakers and communication with Chantel Bongiovanni them. The presenter will describe the results of University of South Australia, Australia questionnaires and semi-structured interview of Japanese native speakers who have been working Inclusion has varied and contested meanings and, with non-native speakers who came to Japan though central to equality policies, is seldom under Economic Partnership Agreement program. referenced to the experiences of those directly affected. This paper presents an analysis of OR2551 narrative data collected in higher education The spread of English in Taiwan in the age of institutions reflecting the experiences of students globalization: A sociolinguistic study with disabilities, and those who help implement Su-Chiao Chen inclusive policies. National Taiwan University of Science and Technology, Taiwan

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sociocultural lens and Lave and Wenger's (1991) English education has recently been dubbed a communities of practice model, this research 'national movement' in Taiwan, driving the investigates how newcomers became experienced country to become more competitive in the learners through interactions by documenting globalized world. However, to what extent English their engagement, participation in classroom has been regularly used and how it has been discussions, and self-reflection. perceived in the age of globalization is yet to be investigated. This study is guided by the following OR2982 research questions:(1) How frequently is English Influence of social network on sociolinguistic used by whom for what purposes and in what competence in second language acquisition domains? (2)What are Taiwanese English Rozenn Gautier*1, Jean-Pierre Chevrot1 & 2 proficiency and attitudes toward English? 1. Laboratoire Lidilem, France 2. Institut Universitaire de France, France OR2776 Multilingual Cityscape: language, politics and How L2 learners benefit from social life in the host urban space in Astana (Kazakhstan) country is a major issue in SLA. We studied the Irina Moore influence of social networks on the use of University of Wolverhampton, United Kingdom sociolinguistic variables by learners during a study abroad. Learners with daily contacts with native This paper examines the linguistic landscape in speakers decreased their use of formal variants. Astana (Kazakhstan). It compares the written use of languages on signs in three districts of the OR3105 city,one central and two peripheral. It Chinese as a foreign language learners' identity demonstrates the insights that analysis of the negotiation in China: A case study linguistic landscape can provide into language Li Mao*, Joe Wu policy debates in the post-Soviet space. University of , Canada

OR2798 This case study chose two American Mandarin The linguascape of urban youth culture in the learners in North China and investigated their context of Mongolia language learning environments, socialization and Sender Dovchin identity negotiation in local social networks. The University of Technology, Sydney, Australia findings showed the complexity of their identity negotiation process in China and the key social In its search for a post-Socialist identity, after the factors that influenced their linguistic and identity collapse of the Soviet Union in 1990, urban investment. settings in Mongolia have been largely caught between emerging transcultural flows. This paper OR3117 examines how modern urban young Mongolians ESL international student's identity negotiation construct new identities and new languages by in ESL service learning experiences manipulating locally available cultural and Li Mao*, Donna Chovanec linguistic resources such as popular culture flows. University of Alberta, Edmonton, Canada

OR2957 Drawing upon one international student's service Classroom as Community of Practice: How ESL learning (SL) experiences, the presenters will learners as newcomers become experienced critically examine SL as an English-speaking social learners network and its influences on ESL international Akiko Nagao students' identity negotiation. They will also Ritsumeikan University, Japan provide suggestions for facilitating ESL international students's linguistic and This study examines the process of English as sociocultural needs during their SL experiences. second language learners joining different academic learning communities. Using a

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OR3276 Communicative competence involves more than Home language exposure effects on Mandarin whatever is encompassed by the linguistic aspect competence of Chinese children in Singapore of language. The presenter will show research Hock Huan Goh*, Chunsheng Zhao, Siew Hoon data which indicate the amount of humour of a Kwek sitcom which is lost due to lack of sociocultural Singapore Centre For Chinese Language NTU, competence. The findings evidence the need to Singapore include other competences in L2 instruction.

Singapore policy makers acknowledge the relation OR697 between Mandarin competence and exposure to Beware: Coder bias! Mandarin at home. To affirm and understand this Marjoleine Sloos relation, this study draws data from two oral Aarhus University, Denmark corpora of Singaporean Chinese children, and examines their Mandarin output. It was found In some fields of linguistic research, qualitative that Mandarin exposure correlated with indices of data are obtained by native speakers who judge Mandarin competence. the pronunciation of recorded speakers. The presenter will show that coders are easily biased OR334 towards their expectations of the pronunciation ‘Save dialects’: An analysis of the mass media of the variety they perceive. This requires more coverage in China carefulness and standard practices in these fields. Xuesong Gao The University of Hong Kong, Hong Kong OR739 Scoping out scapes: The explanatory power of ‘Dialects' are endangered by the promotion of scapes in research on language, identity and standard language and mass . culture This analysis of recent media coverage examines Kerry Taylor-Leech*1, Donna Starks*2, Louisa the motives of various social agents in their Willoughby*3 efforts to 'save dialects'. The findings are 1. Griffith University, Australia 2. La Trobe University, indicative of the rising roles of civil society and Australia 3. Monash University, Australia individuals in preserving 'dialects'. Notions of scapes are widely used in the social OR485 sciences. This presentation reviews the different Keepin' it real online: Hip hop, authenticity and uses of scapes as an analytical tool to provide (dis)identification nuanced understandings of social identity and Elina Westinen critiques their varied explanatory power. As an University of Jyväskylä, Finland illustrative case, we use data collected in a study of adolescent Australian nicknames. This paper aims to explore how three Finnish rap artists construct their authenticity online through OR742 a range of semiotic resources, operating on Sexualities in web 2.0: Metapragmatic several scale-levels and orienting towards indexicalizations, queer performances and multiple centers of norms. Drawing on alternative futures sociolinguistics and discourse studies, the paper Luiz Paulo Moita-Lopes contributes to research on translocal hip hop Universidade Federal do Rio de Janeiro, Rio de Janeiro, cultures, globalization and multilingualism. Brazil

OR658 By relying on queer theories and on interactional What are they laughing about anyway? A study data generated through virtual ethnographies, the of competence to make sense of sitcoms presenter analyzes a conversation between two Virgilio Almeida men in MSN and among several men in a blog University of Brasilia, Brazil ('Life in the closet'), trying to understand how male performances in interaction are

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metapragmatically indexicalized through different OR1118 sociolinguistic power-invested scales. Peacebuilding: A new paradigm in language planning? OR845 Joseph Lo Bianco The social meaning of style-shifting between University of Melbourne, Australia three varieties of Belgian Dutch in parent-child interactions Conflict and language education in South East Dorien Van De Mieroop*, Eline Zenner, Stefania Asia: a focus on Malaysia, Myanmar/Burma and Marzo Thailand. The paper reports research conducted KU Leuven, Belgium for the Education for Peace- building project, addressing questions of both We investigate the social meaning of the three macro and micro language policy, especially layers of Belgian Dutch by analyzing over 50 hours national citizenship, language of instruction, script of dinnertable conversations of 16 families with and access to foreign and national languages. young children, integrating a quantitative and qualitative perspective. The variation in linguistic OR1179 codes is related to demographic features of the Flexible models of multilingual education: The interlocutors and local contextual elements. withdrawal of top-down language planning Fiona Willans OR983 King's College London, London, United Kingdom Prestige shifts in the linguistic landscape: The geosemiotics of linguistic capital in Hawai'i This presentation will examine the potential for a Christina Higgins model of multilingual education in which teachers University of Hawaii at Manoa, USA and learners are given the freedom to negotiate teaching and learning through whichever linguistic This paper discusses how linguistic landscape resources are available to be used. It will argue analysis can expand current understandings of that success relies on the withdrawal of formal symbolic capital (Bourdieu, 1991). It illustrates top-down planning procedures. how geosemiotics (Scollon & Scollon, 2003) can shed light on the the movement of languages OR1308 from low to high prestige domains, and how such Constructs of ESOL learners in adult migrant shifts relate to language attitudes and ideologies. language education policy in New Zealand, 1999- 2013 Yulia Khan*, Sharon Harvey D2: Language Policy and Planning Auckland University of Technology, New Zealand

The presentation examines adult migrant OR1109 language education policy in New Zealand and The use of English as a medium of instruction in analyses the discursive constructs of adult ESOL Indonesia: Is it a threat? learners using methods of critical discourse Dyah Sunggingwati analysis. It will highlight salient omissions and Mulawarman University, Indonesia insertions in the policy documents and the The presenter will describe some disputes of the differences between the adult ESOL and adult implementation of English as a medium of literacy learners. instruction in Indonesia. She will present the findings from 120 questionnaires of secondary OR1491 students. It is hoped more research is carried out Bilingual children's language use and linguistic to consider the decision the policy makers have identity: Home contributions and family with regard to the use of English language policy. Naashia Mohamed Maldives National University, Maldives

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Children's literacy, linguistic identity and language news excerpts and recommend the choice depend on the synergy evident within the deconstruction of discourses about NNST outside sociolinguistic ecology of the family. The data the Linguistics field. from the case studies presented here will highlight the language roles within the home and OR2033 the factors that affect their development. The Dilemmas and contradictions faced by need to promote positive bilingualism is explored. universities regarding foreign language education policies: The case of Colombia OR157 Doris Correa*, Jaime Usma* The textbook as a change agent: Factors Universidad de Antioquia, Colombia influencing the appropriate use of innovative textbooks This presentation aims at exemplifying through a Simon Humphries discussion of the Colombian case, the dilemmas Doshisha University, Kyoto, Japan and contradictions that many public Latin American higher education institutions are now Although textbooks can provide visible facing regarding how to make government frameworks for teachers and students to follow imposed foreign language education policies more during curricular innovation (Rubdy, 2003), if responsive to local conditions and more teachers do not understand and take ownership democratic and fair for all. of the changes they may continue using previous methods (Nur, 2003). This presentation outlines OR2050 factors inhibiting teachers' adoption of new Whither ‘official English?' The implications of methods from a communicative textbook. census data for US educational and language policy OR1741 Sandra Gollin-Kies*1, Daniel Kies*2 Internationalisation of Higher Education and the 1. Benedictine University, USA 2. College of DuPage, role of languages USA Sabine Ylönen University Of Jyväskylä, Finland This paper analyzes US census and other survey data from 1980 to 2010 and couples those results University language policies seem to support with a critical analysis of 'official English' and English as THE language for internationalisation of 'English only' discourse. The study examines the Higher Education (HE). This paper focuses on HE linguistic framing of the ideological agendas of language policies in Finland, exploring questions English protectionists (of all political bents) and such as the impact of language on research, based negates their claims. on extensive survey data, and discusses how internationalisation and multilingualism could be OR2053 concerted aims. Knowledge transmission and sustainable language use OR1838 M Paul Lewis Bilingualism, globalization, non-native speaker SIL International, USA English teachers, and the media: The case of The sustainable transmission of life-crucial Adriana Gonzalez*1, Enric Llurda*2 knowledge is the primary concern of non- 1. Universidad de Antioquia, Colombia 2. Universitat de dominant language communities. Language and Lleida, Spain media choices follow from the knowledge transmission decisions that a community makes. News in the media often question the quality of The Sustainable Use Model (SUM) proposes English teaching in Latin America, placing a major concrete steps a community can follow to achieve responsibility on the role that non-native speaker their knowledge transmission goals. teachers (NNST) have in the achievement of bilingualism. The presenters analyze critically

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OR2105 Drawing on Letters to the Editor data, this In pursuit of intercultural competence: English presentation examines discursive identity language education policy in Indonesia contestations of two groups of students from two Jonathan Newton*, Fenty Siregar*, David Crabbe* medium of instruction systems (English and Victoria University of Wellington, New Zealand Bangla) in Bangladesh. It also demonstrates how the discursive battle is influenced by and This paper reports on research into the extent to influences macro social factors in a divided which Indonesian language policy and instruction society. in the tertiary sector provide 'fertile ground' for an interculturally informed approach to language OR2522 education. Findings from language policy analysis Can the Common European Framework of and an ethnographic study of language instruction Reference for Languages achieve its objectives? in an Indonesian university will be reported. Philippe Valax Wenzao Ursuline College of Languages, Taiwan OR2200 Wrong side of the tracks: Inequitable access to The Common European Framework of Reference language education in New Zealand schools has become a reference for language teaching, Jocelyn Howard learning and assessment in Europe and beyond. University of Canterbury, New Zealand The presenter will detail the main issues associated with the CEFR, its impact on language This large scale study conducted with 371 school teaching and curriculum design, and examine principals in New Zealand provides new insights whether this document can achieve its stated into relationships between schools' objectives. socioeconomic status, principals' views about the value of language learning, and students' OR2753 differential access to the full curriculum. The Fine-tuning MOI policy In Hong Kong: A policy research provides a valuable platform for approach plus a cultivation approach? longitudinal and comparative studies. Anita Y.K. Poon Department of Education Studies, Hong Kong Baptist OR2345 University, Hong Kong Fractionating English language proficiency: Policy and practice in Australian higher The study investigates Hong Kong's use of education language policy to raise English standards. The Michael Harrington*, Paul Moore* data and findings will be presented. The University of Queensland, Australia implications of the study: a policy approach together with a cultivation approach is likely to Policy-makers and practitioners in Australian solve language problems; Content and Language higher education increasingly view English Integrated Learning can support students' language proficiency (ELP) as a tripartite construct learning through L2. consisting of proficiency in academic, interpersonal, and more recently, workplace OR2754 English. This assumption is examined and ‘Holes' vs 'free spaces' in language planning: implications for the Australian context discussed. Language policy design in Estonia and Denmark The findings are also highly germane to English- Maarja Siiner medium higher education internationally. Institute of Journalism and Communication, University of Tartu, Estonia OR2385 Medium of instruction and struggles for identity Inspired by Giddens’ structuration theory and its Iffat Jahan mutually constitutive character of structure and The University of Queensland, Australia agency, the present paper offers a different and interdisciplinary approach to the analysis of the language policy efficiency in terms of analysis of

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the flexibility of language policy design. Flexibility surveys with 1000 students enrolled in EMI in a language policy design can be measured by courses at four universities in Vietnam. The how different agents on interstate, state, local surveys explore student attitudes towards EMI municipality and institutional level are left with and identify challenges facing them in EMI possibility of agency, i.e. possibility to be involved courses. in identification and solving of local and contextual language problems. Key points of the OR3151 paper are highlighted through contrasting Quechua and Aymara going global examples of Estonia’s overt (or thick) and Serafin M. Coronel-Molina Denmark’s covert (or thin) language policy design. Indiana University, Bloomington, USA

OR2781 From the language policy and planning Enriching Official French Terminology, 1930- perspective, this presentation demythifies the 2013: The timescales of evolving attitudes views and beliefs of Quechua and Aymara as only Danielle Candel ancient and local languages, and demonstrates, CNRS, Laboratoire Histoire des théories linguistiques, through archival research carried out virtually for Université Paris Diderot, France eight years, that they are global languages in process of development and revitalization to face Progress in Science enhances terminology. Helped new challenges. by scientific field experts, France officially aims at replacing new English words by French OR3171 equivalents, associating descriptive lexicography Language policy and language practice: The case and prescriptive linguistics. This presentation of German in Luxembourg (1795-1920) focuses on attitudes about language and provides Peter Gilles, Evelyn Ziegler* guidelines to better respond to current challenges University of Luxembourg, Luxembourg and University in Terminology and Language Planning. of Duisburg/Essen, Germany

OR2997 By drawing on aspects of Language Management Attitudes of teachers and students towards Theory, language planning in general and China's foreign language policy on tertiary language standardization in particular will be English education investigated for German in 19th century Jiani Li Luxembourg. The analysis will focus on official Wuhan University, P.R. China documents concerning language use and meta- linguistic data of the time-span from 1790 to The presenter will examine the implementation of 1920. China's foreign language policy on tertiary English education issued in 2007, specially focusing on the OR3292 attitudes of students and teachers towards the Discursive construction of medium of instruction policy. With reference to these attitudes, debates in Malaysian Higher Education policymakers could amend the policy to assure Moses Samuel that it facilitates tertiary English education. University Of Malaya, Malaysia

OR3059 The paper compares discursive construction of English Medium Instruction in Vietnamese medium of Instruction debates in Malaysian universities: Trend or triumph? Higher Education from two vantage points: first Thi Thuy Nhung Le the legal battle in the late 1960s to establish School of Education, University of Newcastle, Australia Merdeka University, a Chinese-medium university; and second the conduct of university education in The paper reports on the current state of English languages other than the national language. Medium Instruction (EMI) implementation in Vietnamese universities with a focus on student experiences. It discusses findings based on

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OR453 The notion of language planning can be viewed Teachers’ language perceptions, preferences, from a different perspective taking the local and practices in a multilingual context, and the undeveloped languages into consideration with implication for language policy and planning their linguistic practices and their socio-cultural Aziz Khan set-up. This will awaken a revitalization of most The University of Auckland, New Zealand languages and create an awareness of what is happening to untampered languages. This paper presents ethnographic research in three rural primary schools, all located in the same area but each following a different language D3: Bilingualism and Multilingualism as medium of instruction. It looks into the

languages teachers use in the three schools, why OR111 they make these choices, and what implications Typology of Russian-Estonian code-switching their decisions hold for language-in-education Anastassia Zabrodskaja policy. Tallinn University, Estonia

OR467 In , I will discuss proposed constraints on Equalizing educational systems of Bangladesh code-switching – the Equivalence Constraint and Tania Hossain the Matrix Language Frame model – and explore Waseda University, Japan their relation to morphosyntactic contact-induced

changes on the example of Russian-Estonian The purpose of this presentation is to provide an code-switching. The subjects are speakers of overview of how language and education create Russian as L1 and Estonian as L2 attending inequalities in the Bangladeshi educational Estonian secondary schools. systems. It shows that government agencies

should apply complementary historical-structural OR455 theories to attain excellence in an educational Comparing the use of code-switching among system fraught with pedagogic inequalities and three generations of Brunei Malay-English social disparities that perpetuates rural-urban speakers in Brunei divide. Debbie Guan Eng*1 1.Universiti Brunei Darussalam, Brunei OR844 Legislative ideologies at ‘the top’, and their This paper investigates the phenomenon of code- implementational consequences: The case of switching (henceforth CS) in Brunei, a tiny Malay- Indonesia English bilingual speaking country located on the Lauren Zentz north-western part of Borneo Island in South-east University of Houston, USA Asia (SEA). Specifically, itattempts to compare the

phenomenon between three distinct age groups This talk examines how Indonesian legislators' of bilingual speakers: adult speakers, young adult language ideologies impact their legislative speakers and teenagers. Based on naturally decisions and what these decisions look like "on occurring data taken from everyday conversations the ground". Implications will be drawn in the by speakers in the three age groups, the paper interest of providing information that will examines CS in terms of language choice, enhance language policy decision making at frequency of CS, types of CS and CS morpho- national, regional and local levels in Indonesia. syntactic patterns, all of which could contribute to

issues pertinent to CS and the bilingualism, such Language management in the absence of as its role in changing contexts, language language policy in Cameroon. The Bafut acquisition and language maintenance. language community

Sirri Elsie Chebe

Resaerch student, University of Buea, Cameroon

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OR1133 OR1657 The language comprehensive competitiveness of Tensions and conflicts in literacy use in Textile Chinese and it implications for the global Crafts and Social Studies language system Eva Lindqvist Jeffrey Gil Department of Language Education, Stockholm Flinders University, Australia University, Sweden

This presentation uses the conceptual framework In order to better understand the reasons for the of language comprehensive competitiveness to different achievement patterns in different analyse what drives the macroacquisition of subjects, a case-study of two multilingual pupils in Chinese and its implications for the position of secondary school was conducted, focusing on the Chinese within the global language system. relationship between knowledge, language and Economic, political and population learning through comparison of literacy events in competitiveness most strongly drive the two school subjects, Textile Crafts and Social macroacquisition and could lead Chinese to Studies. become a future global language. OR1804 OR1401 Multilingual literacies - modes, profiles, practices The influence of L2 and L3 proficiency on Spanish Gudrun Ziegler*1, Jin Choi*1,,2 L3 learners' motivation 1.DICA-lab, Luxembourg 2. multi-LEARN institute Diana Hsien-Jen Chin Wenzao Ursuline University of Languages,Taiwan Various forms and trajectories of literacy are available around the globe. However, most This study investigates the influence of Chinese literacy studies have been devoted to language (L1)-English (L2)-Spanish (L3) learners' L2 and L3 competence of (subsequent) bi-linguals mainly in proficiency on their motivation for learning school settings, resulting in only a handful of Spanish. The results indicate that L2 proficiency is theories of multi-literacies being at hand (e.g., an important motivational factor for learners with Grosjean; Bialystok). This experimental study low L3 proficiency. For the high L3 groups, provides empirical insights into the reality and instrumental factors are influential for learners' nature of multi-literacies with regard to theory motivation. building of multilingualism, Grosjean's “language modes”. OR1438 Mother tongue classes in superdiversity: OR1979 Understandings of language, mother tongue and Bimodal bilingualism in Arnhem Land belonging Dany Adone*1, Elaine Maypilama*2 Martha Karrebæk 1. University of Cologne, Germany 2. Charles Darwin University of Copenhagen, Denmark University, Australia

This presentation focuses on two mother tongue In this paper we investigate a case of bimodal classes (Farsi, Arabic) in Copenhagen, Denmark. It (speech-sign) bilingualism as witnessed with the explores the usefulness of the concept of Yolngu people in Arnhem Land, Australia. The superdiversity (Vertovec 2006) and uses 'the Total study focuses on the contexts of bimodal Linguistic Fact' (Silverstein 1985) as an analytic bilingualism and the nature of code-switching and lens. Overall the presentation aims to uncover code-blending. The average person speaks usually understandings of language, Mother Tongue and several traditional Aboriginal languages, Kriol and belonging. Aboriginal English and uses the sign language of the community.

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OR2048 OR2364 Assessing correlations between types of input Reaching out to migrant and refugee and language dominance in child bilingualism communities to support childhood bilingualism Eleni Agathopoulou*1, Marina Mattheoudakis*1, and home language maintenance Aspassia Chatzidaki2, Christina Maligkoudi2 Andrea Schalley*, Susana Eisenchlas 1. Aristotle University of Thessaloniki, Greece 2. Griffith University, Australia University of Crete, Greece In order to foster home language maintenance in Language dominance in Greek-German bilingual Australian migrant/refugee communities, the children was investigated through questionnaires researchers developed workshops explaining the and verbal tests. Correlations between results advantages of bilingual upbringing. These from the two types of instruments indicate the workshops were adapted both culturally and significance of various factors, such as formal linguistically to a number of languages and education. These results point to the importance delivered by bilingual facilitators in their own of educational support for the native language of communities. This presentation reports on the children. experiences made.

OR2223 OR2462 Affordance of an English-taught program: Roles Can I be a happy bilingual? Voice of a non-native of peers speaker of English Yi-Ping Huang Lan Anh Le National Chengchi University, Taiwan La Trobe University, Australia

This presentation will describe the roles of peers The presenter argues for an inclusive and additive in NNES students' learning of subject matter via view of bilingualism. She also highlights thinking English by drawing on van Lier's (2004) notion of and speaking in two languages as a complex affordance. Factors influencing students' choices phenomenon. By giving evidence from her study about types of peer support and affordance, as of Vietnamese-English bilinguals’ conceptual well as the corresponding vicious circle, will be restructuring processes, she will contribute to the discussed. understanding of bilinguals’ experiences in cross- linguistic and cross-cultural communication. OR2255 Investigating young Yogyakartans' local and OR2499 national identities through their language English-Kazakh code switching within the context attitudes and behaviour of the EFL classroom environment Erna Andriyanti*1,2,3, Verna Rieschild1 Damira Akynova*, Sholpan Zharkynbekova, Atirkul 1. Macquarie University, Australia 2. The Directorate Agmanova General of Higher Education of Indonesia, , 1. L.N. Gumilyov Eurasian National University, Indonesia 3. Yogyakarta State University, Yogyakarta, Kazakhstan Indonesia The present paper investigates the issues of This study investigates young speakers' identities English-Kazakh code switching in the EFL in multilingual Yogyakarta. The presenter will classroom in tertiary education. The study is explain their search for local and national based on classroom observations, discourse identities, as reflected in their language attitudes analysis, interviews with teachers and students. and behaviour. The findings assist our Some peculiarities of English-Kazakh code understanding of the identity-language choice switching are investigated and based on it some links and the current status of Javanese and recommendations are given. Bahasa Indonesia in Yogyakarta's youth.

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OR2751 OR2947 Language attitudes of plurilingual Mexican English in Indonesian higher education: learners Resources and challenges E. Desiree Castillo*, Nora Pamplon*, Adeline Amirullah Amirullah Perez*, Elizabeth Rios*, Dania Villalobos* Victoria University, Australia and Universitas Negeri Universidad de Sonora, Mexico Makassar, Indonesia

In order to understand what motivates learners to The purpose is to explore English as a medium of study several FLs, a questionnaire was applied to instruction (EMI) in Indonesian higher education 1022 learners who had studied up to seven FLs. It contexts. The adoption of EMI aims to promote seems learners have different attitudes about the universities becoming internationally recognized. languages they have experienced, and because of However, it might be a threat to Bahasa Indonesia these differences, the L2 self varies depending on and vernacular languages. Consequently, some each language. universities prefer the use of Indonesian-English bilingual modes. OR2864 Cross-border linguistic landscapes between China OR3076 and Myanmar Exploring language choice and identity Jia Li construction in 'in-between sites': Community Macquarie University, Australia languages school and ethnic media in Australia Ken Cruickshank*, Antonia Rubino* Two cross-bordering cities between China and University of Sydney, Australia Myanmar will be selected as research locations with an aim of understanding the ideologies Drawing on micro-sociolinguistic data, we show displayed by various patterns of linguistic how in the 'in-between' sites of community landscapes (LLs). Comparisons are to be made languages school and ethnic media language between different public signs by classifying, choice is a matter of negotiation, and issues of documenting and characterising the signs language use and identity are foregrounded. observed, and interviews will be employed for Implications for the conduct of research in pedestrians' emotional and visual perceptions of multilingual contexts, including micro- vs macro- LLs. The implications for doing LLs at the sociolinguistic links, are considered. bordering cities are to be made for the further theoretical and methodological developments of OR3404 language use. Code switching in repair sequences among students-repatriates in the EFL classroom OR2930 Damira Akynova*, Sholpan Zharkynbekova External and internal visual multilingualism in L.N. Gumilyov Eurasian National University, Kazakhstan the Ruhr Area / Germany Evelyn Ziegler*1, Haci Halil Uslucan*1, Klaus Peter The paper presents research on the issue of Strohmeier*2 English-Kazakh code switching among repatriates 1. University of Duisburg-Essen, Germany 2. Ruhr- in repair sequences in conversations in a foreign University Bochum, Germany language classroom environment. The results of the study show that code switching in repair The paper deals with visual multilingualism and sequences is used as a means of understanding in asks how the occurrence of regional varieties, solving problems. minority and majority languages in the Ruhr-Area / Germany shapes and distinguishes public spaces. OR381 In a multi-method approach that combines data What is being switched and why it is being of visual multilingualism with meta-linguistic data switched: Codeswitching in Indonesian bilingual and urban sociological data, human-geographic classrooms and attitudinal issues will be addressed. Hilda Cahyani University of South Australia, Australia

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The study discusses new findings about classroom codeswitching in bilingual content classrooms at OR500 tertiary level in Indonesia. The presenter will Fidelity to the model: Bilingual programs and discuss reasons for teachers' and students' high-stakes testing in Australian and US primary codeswitching between English and Bahasa schools Indonesia: a strategy for showing national and Lesley Harbon*1, Ruth Fielding*1, Deb Palmer*2, cultural identity, facilitating communication, Dori Wall*2 building rapport, emotional support and 1. Faculty of Education & Social Work, The University of professional learning. Sydney, Australia 2. Department of Curriculum & Instruction, University of Texas at Austin, USA OR405 Bidirectional language learning in migrant This comparative research examines challenges in families implementation of bilingual education programs Shiva Motaghi-Tabari at primary schools in NSW, Australia, and Texas, Macquarie University, Australia USA. Researchers report on case studies in these two contexts, discuss competing policy discourses This study investigates bidirectionality in second in high stakes testing years, and reflect on the language learning in migrant families in Australia, benefits of cross-national dialogue to tackle these utilising an ethnographic methodology. The issues. findings of this study have implications for the development of efficient language educational OR527 policies and services for migrant families. Bilingualism in New York City's public spaces Sue Dicker OR456 Hostos Community College, City University of New Students’ attitudes towards code-switching in York, USA the bilingual classroom of Accounting English Jianjun Ma The presenter is conducting an on-line survey of Hunan Unversity of Finance and Economics, PR China adult English-Spanish and English-Chinese speakers in New York City. In this presentation The presenter will describe attitudes in bilingual she will focus on the experiences subjects classrooms, key factors in determining persons’ describe in which other New Yorkers responded behaviors. By presenting the results of the study negatively to their use of their native or heritage in a newly upgraded university in PR China, the language. Reasons for these reactions will be presenter finds that the students’ attitudes vary a explored. lot and the mother tongue is their crutch in their immature stage, OR591 Connectors and sentence openings in an OR498 expository essay by first year university students Experience and learner autonomy: Locus of of French control in multilingual language learners Maarit Mutta Ron Peek Department of French, University of Turku, Finland Birkbeck, University of London, United Kingdom This presentation deals with cross-linguistic By drawing on data from an online language influence on the sentence openings in students' learning beliefs survey (n=841), defining language texts in French. The presenter will describe how learning experience in terms of multilingualism, students with a non-Indo-European language and using language learning locus of control background construct their text and what the (LLLOC) as an indicator for language learner source of cross-linguistic influence is. This has an autonomy, this paper shows that more impact on creating research methods and experienced language learners also tend to be appropriate teaching materials. (50) more autonomous learners.

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OR60 these two countries will evolve in the face of Understanding psychological traits affecting social, cultural and linguistic diversity in this 21st fluency in foreign languages and adapting to century. foreign cultures Tim Keeley OR856 Kyushu Sangyo University, Fukuoka, Japan Diglossia in the revitalization and maintenance of Doukhobor Russian in British Columbia The presenter's empirical study demonstrates the Gunter Schaarschmidt robust links between foreign language acquisition University of Victoria, Canada (FLA) and cultural adaptation. The validated cross- cultural competency psychometric scale (Kozai The present investigation explores the Group's Global Competency Inventory) employed revitalization and maintenance of Doukhobor significantly predicted individual differences in Russian (DR), a minority language in Canada, in FLA and helps identify the most salient social, the diglossic situation DR / Standard Russian (SR) psychological and affective factors involved in in British Columbia. Present efforts in preserving FLA. DR need to be supplemented by having DR introduced in grades 1-3 in addition to SR. OR705 Investigating the contextual factors of language OR866 delay in Taiwanese mixed families from a Contesting through parental perspective of racial microaggresssion discourse strategies Sa-Hui Fan*1, Hao-pai Ni*2 Melanie Revis 1. National Taichung University of Education, Taiwan 2. Victoria University of Wellington, New Zealand Da-Chien General Hospital, Taiwan This paper examines Spanish maintenance in This project attempts to document and explore Colombian refugee families at a micro-level by how racial microaggressions, the modern subtle investigating parents' use of discourse strategies racism newly defined by Sue et al (2008, 2007a, & to create a monolingual or bilingual context for 2007b), targeting the Southeast Asian immigrant children's interactions. The analysis suggests that mothers in Taiwan, possibly results in language parents need to be made more aware of how delay in their children. their discourse strategies impact on their children's bilingualism. OR803 Contemporary migration and multilingualism in OR927 Japan and Singapore: A 21st century approach When does language matter? Applied and to 'super-diversity' perceived norms in bilingual formal meetings Catherine Siew Kheng Chua*1, Patrick Chin Leong Merja Koskela*, Gun-Viol Vik* Ng*2 University of Vaasa, Finland 1. NIE/NTU Singapore 2. University of Niigata Prefecture, Japan Drawing from sociology of language and sociolinguistics, the presenters will describe how This paper examines how 'super diversified' meeting participants in bilingual formal meetings contemporary migration has altered the comment on language use. The aim is to explore demographic composition of Japan and Singapore. which applied and perceived social norms are It looks at how the different actors, groups and actualized. The results of the study offer communities in the two countries define and implications for the organization of meetings in position multiculturalism in the educational multilingual settings. systems and in the societies. It discusses the problems and challenges of managing multiculturalism through policies of assimilating

and integrating migrants. It also provides some concluding remarks on how multiculturalism in

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D4: Intercultural Communication reveals some resulting similarities and differences between these two groups and describes, among OR113 other things, possible causes of Hot and cold ethnicities in the Baltic states miscommunication. Martin Ehala*1, Anastassia Zabrodskaja2 1. University of Tartu, Estonia 2. Tallinn University, OR1418 Estonia Communication style transfer of EFL learners: An analysis of topic-development style by Japanese The paper discusses the ethnic temperature of the English learners main ethnic groups in the Baltic states. It is Mami Otani hypothesised that for ethnicities of equal size, Kyoto Women's University, Japan groups that are hot are more vital and sustainable than cold ones. The findings are interpreted to In order to investigate the indispensability of forecast the nature of ethnic processes in the socio-cultural competence in English for Japanese Baltic states. EFL learners, this paper analyzes their communication style in English, especially OR1214 focusing on topic-development style. More than Impacts of internationalization on EFL students’ 10 conversations between Japanese and North international willingness to communicate and Americans were examined, as well as follow-up international posture interviews, which are used as data. Lilian Cheng Department of Applied English, Ming Chuan University, OR1679 Taiwan A comparison of English and Japanese conversation: Offering an opinion in question This paper presented the results of an empirical forms investigation exploring the potential impacts of Yuka Shigemitsu internationalization on EFL students' international Tokyo Polytechnic University, Japan willingness to communicate (IWTC) and international posture (IP) in Taiwan higher The presentation analyzes how the question education. ANOVA indicated significant difference forms function as offering an opinion based on in IWTC and IP between the students at an the recorded natural conversational data in international college (IC) and those in non-IC English and Japanese in the framework of program. Multiple regression further revealed conversational analysis. It is found that Japanese students' confidence in communicating prefer to use question forms to offer an opinion internationally and their IP together significantly because their concern is to avoid conflict. predicted their IWTC. As predicted, students at IC tended to have higher IWTC and IP than their non- IC counterparts. The findings have implications for international programs offered at the tertiary OR1698 level in the EFL context. Many languages, one team: Intercultural groupwork in English-medium Master's OR1382 programmes at WU Vienna English refusals: Perceptional differences Miya Komori between native and Japanese speakers regarding WU Vienna, Austria politeness and appropriateness Junko Yamaai As business becomes more global, universities are Tokai University, Hiratsuka-city, Japan internationalizing. Research in this field is flourishing but there is still a need for more This research investigates how native speakers of classroom research. This study explores how English and Japanese speakers of English perceive business students at WU Vienna work in refusal statements in terms of politeness and intercultural teams, combining research appropriateness in various pragmatic situations,

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perspectives from English as a Lingua Franca with unpacked her international experience in an diversity management theories. intercultural transitions course. The session will emphasize the benefits of reflexivity in OR1868 L2/intercultural education. Self-presentation practices in interactions between Australians and Americans getting OR2158 acquainted Portrayal of the Northeastern Japan Earthquake Michael Haugh*1, Donal Carbaugh2 2011 in five news programs from five countries 1. Griffith University, Australia 2. University of Margit Krause-Ono Massachusetts, U.S.A Muroran Institute of Technology, Japan

This paper examines self-presentational The presenter will describe how five news interactional practices by which Australians and programs in five countries reported on the Americans get acquainted in both intracultural Northeastern Japan Earthquake 2011. and intercultural settings. "Credentialing" is Comparative analysis of televised news under the contrasted with "self-presentation occasioned premises of intercultural communication is a field through other-initiated pre-topical sequences". It still little explored. The comparison will show how is argued these interactional practices can be news content and its presentation are influenced evaluated differently depending on the values by cultural norms. attached to "talking about oneself" by participants. OR2164 Impolite' - 'Polite' - 'More Polite'? Degrees of OR1875 politeness from a pragmatic, intercultural and Vietnamese and Australian interpretations of language acquisition perspective. silence: Differences and accommodation Martina Rost-Roth Phuong Do University Of Augsburg, Germany School of Languages and Comparative Cultural Studies, University of Queensland, Australia Analyses of politeness are of interest to researchers of both language and culture, hence, Silence as perceived by Vietnamese and intercultural communication. The proposed paper Australians has barely been considered in draws on experimental data and authentic emails previous studies. In this presentation, in order to compare views on politeness strategies participants' silence perceptions will be described, and formulations of polite requests by and interpreted silences will be identified and participants of different cultural backgrounds compared. The study challenges past stereotypes (Germany, Japan, Russia, Gabon). and gives a detailed analysis of cultural differences involving silence, thus helping OR2291 Vietnamese and Australians overcome intra- A case study on the identity change of Confucius and/or intercultural problems associated with Institute Chinese teachers in Britain silence. Wei Ye*, Viv Edwards Institute of Education, University of Reading, United OR1897 Kingdom Becoming reflexive and intercultural: Insights from a multilingual sojourner This case study focuses on L2 identity repertoires Jane Jackson in the context of globalization. The presenter will The Chinese University of Hong Kong, Hong Kong explore the identity trajectory of Confucius Institute Chinese teachers using a range of Drawing on poststructuralist notions of identity, multimodal data. This research will fill a gap in L2 experiential learning theory, and current literature, shedding light on ESL classroom understandings of intercultural communicative teaching. competence, this presentation will center on a case study of a multilingual Chinese student who

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OR2400 Teletandem and Transculturality: OR2882 Cross/intercultural communicative Teach like you're hosting a dinner party! telecollaboration in a virtual environment Rethinking social inclusion using the small Maria Do Rosário Silva culture paradigm UNESP, Assis-SP, Brazil Brie Willoughby-Knox Macquarie University, Australia We will describe some social communicative interactions using ICTs (audio and video The presenter will share her findings from communication on the Internet) which have been ethnographic case studies on 'mixing' between currently developed between Brazilian university local and international students in university students and university students from several classrooms. Practitioners that are interested in other countries around the world, particularly encouraging social inclusion in their own (but not exclusively) from the USA, focusing on classrooms will particularly benefit from the talk the cross/intercultural telecollaborations. and discussion.

OR2632 OR2888 Attribution, stereotyping and miscommunication Exploring intercultural communication in between Malaysian employers and foreign Thailand: Perspectives of foreign students and domestic helpers teachers from a pedagogical context Francisco Dumanig*1, Rodney Jubilado*2 Wilailak Riach 1. University of Malaya, Malaysia 2. University of Udonthani Rajabhat University, Thailand Hawaii at Hilo, U.S.A This study explores the issues of intercultural Attribution and stereotyping in communication communication within a Thai instructional between Malaysian employers and foreign context, by demonstrating how Vietnamese and domestic helpers must be explored to trace the Chinese students communicate with Thai teachers causes of miscommunication which sometimes via verbal and nonverbal communicative modes. result in physical, mental and emotional abuse to Moreover, the presenter will discuss the employees. This study will analyze how Filipino perceptions of Western teachers when engaging and Indonesian domestic helpers assign attributes with Thai students. to their employers and how such attribution influences the creation of stereotypes which OR3200 results in miscommunication. The findings of the Metalinguistic L2 learner talk-in-interaction in a study will provide an explanation on the common study abroad context causes of miscommunication between employers Janice McGregor and foreign domestic helpers. Kansas State University, USA

OR2758 This paper investigates how L2 learners talk about Linguistic B/orders: Intra-national linguistic language in interaction with others in study possibilities for South Africa and Zimbabwe abroad contexts. I am primarily interested in the Muchativugwa Liberty Hove discursive and social functions of learners' North-West University, South Africa language use in interaction with local German interlocutors, and how these functions both shape South Africa and Zimbabwe share national and and are shaped by one's individual desires and linguistic b/orders. This paper describes and beliefs. analyzes the roots/routes of Tshivenda, isiZulu, chiShona and isiNdebele across the b/orders to allow for the exploration of emerging identity matrices in the spaces above that are characterised by an increased post-2008 migrancy.

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OR3254 OR3447 The comparison in the evaluations of group Building intercultural competence: Brazil, U.S. discussions between native and non-native and Qatar use English to create video together in speakers of Japanese the Cloud Ikuyo Morimoto*1, Etsuo Mizukami2, Naomi Claudia Batista Yanagida3 University Of Brasilia, Brazil 1. Kwansei Gakuin University, Japan 2. National Institute of Information and Communications High-school students in Brazil, Qatar and the Technology, Japan 3. Hitotsubashi Univerisity, Japan United States used English to create a video together in a ground-breaking international Recently people have had more opportunities to collaboration project in the Cloud. Novice video- discuss with those who have different makers, including Special Education Needs backgrounds. This study shows viewpoints that students, showed their creations to one another native and non-native speakers of Japanese use to in an online film festival that inspired an empathic evaluate discussions, and the interactional discussion among cultures. features in the discussions that may affect to form their impressions, resulting in the difference in OR414 their evaluations. Creation of a framework and instructional models for teaching intercultural communication OR3361 to Japanese University Students Translating the ‘gaps’: The plurilinguistic theater Kahoko Matsumoto*1, Yukie Koyama*2, Hideki Mai Yoshino Ohno*3 Gakushuin University, Japan 1. Tokai University 2. Nagoya Institute of Technology 3. Daitobunka University This presentation will trace the process of translation and scriptwriting of El Don Juan This is a report on a publicly-funded study in directed by Omar Porras for Shizuoka Performing Japan, aimed at developing a framework, teaching Arts Center which I witnessed as translator and materials and evaluation tools for intercultural scriptwriter to show how the gaps between each competence and critical thinking for Japanese party concerned bring artistically interesting fruits university students. The results of various to the stage. statistical and qualitative validations will be presented with examples of teaching materials OR3425 and assessment tools. The development of students majoring in intercultural communication as they prepare to OR486 study abroad Toward an ethnography of communication: Ron Martin Insights from a multilingual performance in Rikkyo University, Japan eighteenth century India Urmishree Bedamatta This longitudinal study tracks the beliefs of Assistant Professor, Ravenshaw University, Cuttack, university intercultural communication majors India who take part in a for-credit study abroad program. Qualitative and quantitative data show: This paper approaches Mughal Tamsa, a (a) the study abroad decision-making process, (b) multilingual folk theatrical performance in expectations with regard to L2 or L3 competency; eighteenth century Odisha, India, as a and (c) students' beliefs about intercultural communicative event in which the main competence prior to departure. characters are an exploitative mirza (Mughal prince) and his servants. How an encounter between them helps develop a specific organization of verbal means will be discussed.

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OR571 OR112 Service interactions in Persian ethnic shops in Russian in the Baltic States: Dominant language Sydney in subordinate position Dariush Izadi Anastassia Zabrodskaja Macquarie University, Australia Tallinn University, Estonia

This study examines service interactions in Persian The general aim is to throw light on Russian shops in Sydney by drawing on a corpus of language practices in the Baltic states with a more than 80 hours of audio-recorded service special focus on transformation from post-Soviet interactions. These findings have implications for socio-cultural and linguistic environment to the enhancing our understanding of service encounter status of a EU member. I demonstrate what the interactions and for learning the regional diversity use of Russian indicates about its relative value of cultural values pertinent to such encounters. and ideologies around it.

OR620 OR1143 Enhancing intelligibility in international Ideological dilemmas in Chinese women's communications: How native English speakers narratives of domestic conflicts learn international English Gecheng Zhang Phiona Stanley School of Foreign Studies, South China Normal School of Education, University of New South Wales, University, PR China Australia The presenter will describe the results of her In international English-language APPRAISAL analysis on the Chinese women's communications, research shows native English narratives about domestic conflicts, based on speakers to be among the least intelligible for which, she proposes the dilemmatic nature of the non-native language users to understand. This women narrators' ideological positions in their session presents findings from a study that discursive construction of personal experiences. examined how native-English-speaking teachers learn to communicate interculturally in English. The context is Cambridge CELTA courses.

OR115 D5: Language and Ideology The power of English in the internationalization of Chinese Higher Education: A case study from OR1004 the Mainland 1,2 The role of privilege in attitudes toward Wei Zhang* language learning: The case of ‘ Kids’ Lancaster University, United Kingdom and Xi'an Jiaotong Liverpool University, PR China Stephanie Vandrick

University of San Francisco, USA The presenter will analyze causes and processes

of language policy by addressing globalization as a This paper examines the role of privilege in general sociopolitical, cultural dimension of such determining attitudes toward language learning. discursive events. It combines CDA with It focuses on North American "missionary kids" ethnography to uncover tensions between the learning local languages in countries where their power of policy to normalize English-only parents worked. An analysis of missionary kid educational practices and the power of local memoirs employs postcolonial and social class participants to implement and appropriate this lenses, and explores implications for applied policy. linguistics and language teaching.

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OR1153 OR1406 Chinese language study topics in Japanese Guest workers, foreigners, fellow citizens: What business and women's magazines: A rivalry is in a name? Changing migration ideologies in against global English? Germany Yoko Kobayashi Martina Mollering Iwate University, Japan Macquarie University, Australia

Departing from English-dominant language This paper explores the relationship between research, the study examines the quality and language and ideology in the context of migration quantity of Chinese language study topics in in Germany. Following a critical discourse- business and women's magazines published in analytical approach, applying corpus-linguistic Japan since 1990. Although the English supremacy methodologies to public documents and print remains unshaken numerically, many articles are media, the concept of "othering" is explored in found to situate Chinese on par with English as a the context of linguistic choices made in reference global business language. to migrants living in Germany.

OR1173 OR1473 Great expectations: Stakeholders' perspectives Language and social analysis: A total linguistics on the English-medium option in the Upper approach Secondary School Bob Hodge BethAnne Yoxsimer Paulsrud University of Western Sydney, Australia Department of Language Education, Stockholm University, Sweden and English Department, Dalarna This paper uses ideological analysis to critique University, Sweden mainstream linguistics to identify limiting assumptions about linguistics, language and This paper presents a study on how stakeholders society, and the boundaries and exclusions it (students, parents, teachers, administrators) view sustains to achieve 'disciplinary sovereignity' English-medium instruction (EMI) in the Swedish (Bourdieu). It proposes instead an inclusive upper secondary school context. The focus is on disciplinarity, total linguistics, to promote new understanding their expectations of EMI, through forms of social analysis using linguistic data. an investigation into why EMI is offered, why it is chosen, and how it is experienced. OR1615 Dilemmas of multilingualism in Swedish OR1240 preschools The dialogicalities of capitalism: Tünde Puskás Representations, discourses, and hegemony Linköping University, Sweden Christian Chun City University of Hong Kong, PR China The paper explores how ideological dilemmas manifest in two Swedish preschools in which the In contrast with other disciplinary research on majority of children are multilingual. The analysis capitalism's discourses, it has only begun to be shows that ideological dilemmas around inclusion addressed in applied linguistics. This presentation versus exclusion and group versus individual addresses the ways in which these are mediated learning are recurring themes regardless of in the classroom and the everyday world, and whether the preschool is positively oriented to explores if a critical Self can escape the discourses multilingualism or not. of the capitalist Other. OR1710 Whose ethics? Whose politics? A discourse-based approach to the depathologization of transsexuality Rodrigo Borba Universidade Federal do Rio de Janeiro, Brazil

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an American spoken English program. By Grounded in a 13-month fieldwork in a Brazilian illuminating linguistic hegemony and its relation hospital, this paper aims at discussing the to identities, the findings of this study are hoped dynamics of discourse and identity in doctor- to contribute to raising critical awareness in transsexual interactions. It problematizes the language education practices. ethics of the sociolinguist`s role in this politically infused context, marked by diverging ideologies OR2185 regarding transidentities and the medical control Persuasive voices in English and Persian of their bodies and subjectivities. Editorials: Nuclear discussion between the U.S. and Iran OR1751 Hossein Shokouhi*1, Fatemeh Akbarzadeh2 Emergent multimodal curriculum as social justice 1. Deakin University, Australia 2. Chamran University of education: Towards successful integration of Ahvaz, Iran older immigrant youth Roumiana Ilieva Using Martin & White's (2005) appraisal theory of Simon Fraser University, Canada engagement in a few American and Persian editorials regarding nuclear discussion, this study This paper reports on the experiences of students found that the American editorials tended to and staff in an innovative program for older preserve neutrality and objectivity with respect to immigrant/refugee youth with multiple barriers in their ideologies, while the Iranian newspapers a metropolitan Canadian city. It discusses policy preferred to naturalize their ideological stances implications regarding ESL programming for and remained subjective. successful integration of older youth from a social justice education perspective. OR2441 “I am not Chinese, I mean I don’t speak the OR1797 language”: Authenticating identities in CTO = Central Taking/Takin’/Taken Over: A local Singapore controversy over Southern American vernacular Wai Fong Chiang English National University of Singapore, Singapore Catherine Davies The University of Alabama, USA This paper examines how Chinese Singaporeans look at the intersection of their ethnic Chinese This paper tracks and analyzes from a language- identity, national linguistic identity, and ancestral ideological perspective a local controversy in linguistic identity. Speakers construct the Alabama involving the ambiguous grammar of a "realness" of their various identities through the slogan used by a championship high school semiotic act of authentication and football team, and documents an attempt by a denaturalization, or by collapsing ethnic/racial local academic sociolinguist to participate identity with national/ancestral linguistic identity. appropriately following Wolfram's principle of linguistic gratuity. OR2996 English in Iceland: A microcosm of the Nordic OR2162 Countries Negotiating language ideologies and identities Birna Arnbjörnsdóttir*, Hafdis Ingvarsdottir* among international teaching associates in a University of Iceland, Reykjavik, Iceland University Spoken English classroom Jungsook Kim Results of a nation-wide study of the spread of School of Teaching & Learning, the Ohio State English in Iceland will be presented. Findings University, Columbus, Ohio, USA provide a convincing picture of the changing linguistic context in a country with high exposure The presenter will offer a critical discourse to English. The results do not support the notion analysis of language ideologies and identity of parallel-lingualism in Iceland (and the Nordic negotiation of international teaching associates in countries?).

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Whilst bilingual education in the early childhood OR3081 sector has been largely neglected, the presenter Imag(in)ing the nation: A Critical Discourse fills this void by exploring the challenges faced by Analysis of Singapore’s National Day Rally a bilingual early childhood education centre in Speech Sydney. She will describe how Australia's language Ruiguo Cui ideologies mitigate against a successful Hebei University of Economics and Business, PR China implementation, with the aim to illustrate means to facilitate such attempts. This paper examines the discursive construction of national identity through a National Day Speech OR758 delivered by Singapore's Prime Minister in 2010. Exploring standard English ideology: Critical By using a Critical Discourse Analysis framework, praxis in English language education the paper will analyse the discourse features of Pei-Hsun Emma Liu the speech in terms of transitivity, specific Kainan University, Taiwan references and evaluative lexis. This critical praxis aims to develop Critical OR3201 Language Awareness (CLA) in an EFL course in English education in North Korea: Insights from Taiwan, which invites students to advocate for the high school English textbooks acceptance of non-native varieties of English. The Yu Kyoung Shin, Eun Sung Park* presentation reports the possibilities that emerge Sogang University, Korea when introducing CLA to the language course and gives examples of their transformational process There has been a dearth of research on English in this course. education in North Korea. This presentation will examine the contents and educational objectives OR768 represented in English textbooks used in North Semioticizing neoliberal values in corporate Korean high schools (10th-12th grades) and branding discourse: The case of Singapore's illustrate how the North Korean ideology pervades corporatized universities English language education in North Korea. Carl Jon Way Ng Lancaster University, United Kingdom OR359 The cross-border multilingual practices at a This presentation examines how a post-Fordist, primary school in Ruili: A sociolinguistic neoliberal ideology is verbally and visually ethnography enacted in the corporate branding discourse of Jia Li Singapore's corporatized universities. The use of Macquarie University, Australia semiotic features like metaphor and modality is analysed to show how the organizations are The study will investigate the intersection associated or imbued with neoliberal values like between language policies, language use and dynamism, competitiveness and empowerment. language ideologies in a multilingual-centred primary school at a cross-bordering city between OR849 China and Burma. By critically examining the Native speaker ideology, agency, and multilingual practices based on a one-year in- international students’ identity negotiation in a depth fieldwork, the implications of border- TESOL program in Canada language policy-making are to be provided. Roumiana Ilieva*, Sepideh Fotovatian* Simon Fraser University, Burnaby, Canada OR664 Implementing a bilingual programme in the early This paper presents data from two childhood sector in Australia complementary studies, which investigate Victoria Benz possibilities for agency among international Macquarie University, Australia students in negotiating and appropriating the discourses circulating in a TESOL program in a

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Canadian university. The implications of this also depends on obstacles or resources in the research for TESOL programs in "Centre" particular school context. universities in this era of internationalization will be discussed. OR119 The Open University of The Third Age: Sailing, seeking, learning, in a sea without end D6: Language, Culture and Socialisation Elizabeth Pereira FATEC Cruzeiro - Prof. Waldomiro May, Brazil

OR1115 This research aims to describe and interpret the A female blogger’s narrative performance: phenomenon of learning for mature adults and Becoming black, a second birth elderly students in two Open University of The Glenda Cristina Valim De Melo Universidade de Franca, Brazil Third Age classes of São Paulo State. The purpose was to collect subsidies to be used in educating This research aims at contributing to the narrative teachers for instructional contexts which aim at studies and language, gender and race area. The developing practices focused on education for presenter will describe the interactional that age group, providing the elderly students not positionings which construct the narrative only with integral development, but also equal performance of race of a black woman in the blog: opportunities and social inclusion. Eu, Mulher Preta (I, a Black Woman). OR149 OR1119 A case study of Japanese college students’ You cannot not show respect: Sociolinguistic attitudes toward studying abroad and learning constructions of politeness within the African English American speech community Rie Adachi Denise Troutman Aichi University of Technology, Japan

Michigan State University, East Lansing, USA This presentation reports on the attitudes toward In this paper, I argue that a socially real system of studying abroad and toward English learning politeness within the African American speech among Japanese college students. It concludes community exudes from broader social rules that that not only learning English but also learning shape behavior within the speech community. other foreign languages may be useful to help Thus, the sociolinguistics of (im)politeness seems Japanese students enhance their awareness of the vital: Who may say what to whom, when, where, globalized society and to develop their and how? intercultural competence.

OR1178 OR1623 Shifting the language of instruction and school The language culture conflict system: Challenges for teachers with ‘foreign’ Sudharani Subramanian teaching certificates Mahasarakham University, Thailand

Aina Bigestans The presentation will suggest ways teachers and Department of Language Education, Stockholm University, Sweden learners can come together by respecting each others’ cultures and experiences. The purpose of This presentation investigates the experiences this presentation is to do away with the dogma and challenges of newly employed immigrated that in order to learn a language, learning its teachers when they encounter the Swedish school culture is a requisite. system. The research shows that the capacity to perform linguistically and pedagogically is partly due to the individual teacher's capabilities, but

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OR1855 OR2412 English learner's attitude to third (especially Language, hatred, (in)humanity: Linguistic Asian) languages diversity and discourse as instruments of Yukiko Ideno oppression Toyo University, Japan Joseph Comer RMIT University, Australia The purpose of this research is to examine how Japanese university students' attitude to third The development of a world that is hospitable to languages (eg Chinese, French, German, Korean) all its citizens requires an understanding of the change and to investigate the relationship instrumentality of language. This session between their motivation and English proficiency. characterises linguistic abstraction as scaffolding – The survey was conducted at three universities in precursor to the inculcation of social division and July 2012 in Japan. The findings showed that there the marginalisation and dehumanisation of was much difference in the motivational items to minority/indigenous communities – and highlights third language related to TOEIC scores. Students shortfalls in current international development who had either high or low English proficiency practice. were highly motivated to learn the third language, but the low scorers chose a similar language to OR2428 Japanese. Both groups of students were The affective dimension in the teacher-student motivated to learn the third language, but their relationship: A survey of Asian students intrinsic motivation was different. Elli Suzuki Université Bordeaux 3, France

OR2095 Teacher-student relationships have a significant Negotiating self in social spaces: Learners’ visual impact on a student's studies and motivation. representations of their self-concepts Observations and analysis of these relationships Jane Kehrwald contribute not only to cultural mediation but also University of South Australia, Australia to a student's socialization in his learning of languages in a globalized context. When individuals participate in social and learning communities their self-concepts are OR2432 (re)constructed through the discursive practices Age and cross-cultural influences on vocabulary of those communities. This paper reports on a and lexical-semantic organisation in Australian longitudinal case study of a language learner in children. New Zealand. Through the learner's visual Natalie Munro*1, Susannah Borg1, Elise Baker1, representations we see how he negotiates his Karla McGregor2, Joanne Arciuli1 self-concepts along his learning trajectories. 1. The University of Sydney, Australia 2. The University of Iowa, USA OR2205 Minority children's literacy socialization in and Children's lexical-semantic knowledge is out of school influenced by age. The role of cultural background Ulla Lundqvist is less well understood. The presenters will University of Copenhagen, Denmark provide an overview of semantic fluency data from Australian-English speaking children aged 5- Contemporary language socialization studies have 9 years from three cultural backgrounds. Our argued that very little can be assumed with regard results raise questions about factors that to the course of children's individual trajectories influence children's lexical-semantic organisation. of language socialization. I discuss the intersection of different arenas of participation in literacy OR2497 practices of minority children, and how their Addressing the native speaker role in native- participation change over time. nonnative communication through a half-hour online training

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Maxi-Ann Campbell*2, Stephanie Lindemann1, Department of German Studies, University of Graz, Jason Litzenberg1, Nicholas Subtirelu1 Austria 1. Georgia State University, USA 2. University, P.R. China The project "Youth language(s) in Austria in urban and rural areas" surveys age-related language Multiple versions of a brief online training were variants in their interaction with dialect and other developed to improve native speakers' attitudes varieties/languages, which is an urgent towards and comprehension of nonnative speech. desideratum in Austria. The presenters will Participants who completed one of the training describe the corpus-based method and discuss programs demonstrated improved attitudes and selected examples of youth communication from perceived ease of understanding Korean-accented a sociolinguistic and pragmatic perspective. English in comparison to the control group. OR2878 OR270 Contested discourses of a ‘migrant’ identity in Doing culture, doing race: Everyday discourses of one suburban school in China ‘culture’ and ‘cultural difference’ in the ESL Enmou Huang classroom Faculty of Education, the University of Hong Kong Ena Lee Simon Fraser University, Burnaby, Canada The presenter will demonstrate the contested nature of discursive processes of identity This paper presents a case study of a Canadian construction of internal migrant students in one post-secondary ESL program which specifically suburban middle school in China. The emphasized in pedagogical and curricular design presentation is expected to shed light on the significance of learning language through understanding the heterogeneous and culture/a dialogic process of cultural analysis. indetermine identification and education Observations, however, revealed how everyday processes of the migrant students. commonsense discourses of "culture" and "cultural difference" can become a proxy for OR2894 "race". Hawaii Creole English: Articulating variation in language use and perceptions in Hawaii OR2773 Georganne Nordstrom Different methods of filming dialect in University of Hawaii at Manoa, USA audiovisual dialectology Herta Maurer-Lausegger A significant body of scholarship on Hawaii Creole Alps-Adriatic University of Klagenfurt, Austria English (Pidgin) focuses on the language as an inferiority marker. To counter this monolithic SUMMARY: The techniques of audiovisual perception, based on fieldwork conducted on the dialectology have been developed in the course of outer Hawaiian Islands, this presentation a pilot project under the heading 'Audiovisual discusses Pidgin in terms of agency and efforts to Dialectology: Documentary records of past folk resist colonizing language assimilation efforts. culture in dialect" www.kwfim.com. The videos of the film project concentrate on audiovisual OR3066 documentation of terminology and spontaneous Temporary return migration as a strategy for spoken speech. The working methods and the the bilingual language socialization among Chinese- trial of a classification of different methods will be Canadian families presented. Klara Abdi University of British Columbia, Canada OR2839 Youth language(s) in Austria in urban and rural Through the discourse analysis of life history areas interviews, this session examines how Chinese Melanie Lenzhofer-Glantschnig*, Arne Ziegler* parents characterize education as a key reason for moving between Canada and China. Furthermore,

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it focuses on how their expectations related to in which learners come to inhabit the social education, bilingual development and cultural categorization of "student". identity materialized differently than planned, including marked differences among siblings. OR3385 Participating in the margins: Academic OR3189 socialization in a second language Producing silencing: Portuguese Michael Hood teaching/learning in rural schools in the Italian Nihon University, College of Commerce, Japan Colonial Region, Brazil Carmen Maria Faggion*, Terciane Ângela This multiple-case study examines the Luchese* participatory practices of 12 Japanese students as Universidade de Caxias do Sul, Caxias do Sul, Brazil they sought to gain access to academic communities in U.S. universities. Co-constructed Narratives of rural students and teachers of the narratives suggest that informal relationships with Italian colonization region produced in the time peers and sympathetic insiders were significant when Portuguese teaching became compulsory factors in overcoming institutional, cultural, and (1937-1950) were studied. Social and historical linguistic barriers to academic success. movements of this period, and studies about language extinction indicate that, besides cultural OR509 emergences, the school was crucial (but not Connecting L1 older migrants and L2 language totally effective) in silencing Italian dialects. learners: A model to foster language development and social inclusion OR3279 Marisa Cordella1, Hui Huang2, Brigitte Lambert2, Children's journal writing: A vernacular literacy Yanying Lu*2 practice for understanding their social world and 1. University of Queensland, Australia 2. Monash character development University, Australia Sau Kew Chong National Institute of Education, Singapore We present the research outcomes of an ARC Linkage project that connected older Chinese, This presentation demonstrates how journal German or Spanish migrant speakers and upper writing serves as a dynamic written conversation secondary school students who were learning the between teachers and pupils in classroom first language of the seniors. This project has interactions where speech is central. The clearly demonstrated social and educational presenter will explain how such written benefits of connecting L1 older migrants with L2 communication provides teachers' access to the language learners. pupils' social world and character development. A broader conception of children's journal writing is OR640 suggested. A longitudinal study of mainland Chinese students’ learner autonomy development in a OR3280 Hong Kong university Learning to use English like a student: Schooled Ding Feng*, Phil Benson voices and the chain of metapragmatic Hong Kong Institute of Education, Hong Kong representations Takeshi Enomoto This study is one of the very few studies aiming to Kanazawa University, Japan study the development of learner autonomy from a long term perspective and to understand how This case study from a Japanese high school social expectation for students to become more explicates how certain denotational texts autonomous might be a real pressure on them extracted from one speech event move through and challenge both their academic and class activities with a particular role regimenting psychological well-being. effect. Different de/recontextualizing processes are considered to identify a sequential unfolding

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OR691 This study examines the perceptions of students Effecting the domestic-mindedness of Japanese and teachers in edu-tourism language programs in college students using materials on UNESCO’s which language learning is paired with learning World Heritage Sites culturally relevant dance styles, such as Spanish Hisako Yamauchi*1, Jeol Hensley*1, Mariko Oda*2, and tango in Argentina. Findings underline the Takahiro Kawamata*1 importance of the study of 'other motivations'' in 1. University of Nagasaki, Japan 2. Kurume Institute of addition to traditionally emphasised instrumental Technology, Japan or integrative motivations.

One of the major problems arising in Japanese OR560 higher education today is that fewer students Interface of language and culture: The Mandaya wish to go abroad for study. Moreover, an phenomenon increasing number of young Japanese Leorisyl Siarot professionals are inclined to resign from their Davao Oriental State College of Science and companies when they are assigned to overseas Technology, Philippines offices or factories. This trend is known as domestic-mindedness. To help reverse this recent This study aimed to generate a theory on the trend of domestic-mindedness among Japanese interface of Mandaya language and culture. This is college students, we have developed multimedia composed of four general principles namely: uses CALL materials and text-based materials dealing language to transmit culture and heritage; uses with UNESCO's World Heritage Sites both in- and language as a symbol for cultural realities; lexical outside of Japan. We have implemented use of semantics as grounded on culture; and discourse both CALL and text-based materials with various as grounded on culture. levels of students at the University of Nagasaki, Siebold, and examined whether any changes are observed in regard to students’ domestic- D7: English as a Lingua Franca and Word mindedness and their motivation for studying Englishes English.

OR1120 OR713 What is 'correct' English? Nonnative creativeness Academic literacy socialization: An ethnographic and its pedagogical implication case study of EFL graduate students in their Yasukata Yano home country Waseda University, Japan Ya-Fen Lo

National Kaohsiung University of Applied Sciecnes, Usage overrides correctness in language use Taiwan ('pronoun,' 'subject and verb'). However, language Informed by the theories of language socialization has changed toward 'regular' and 'general,' i.e., and communities of practice, this research adopts 'unmarked' through time. The 'unmarkedness' is an ethnographic multiple case approach to study crucial for higher learnability and useability and three cohorts of EFL graduate students studying in for rule-based nonnative creativity. Based on their home country. The results can contribute to 'unmarkedness' (common denominator), lingua- theory-building about academic literacy cultural markedness (numerator) must be taught socialization in the Asian EFL context. in English teaching.

OR863 OR1198 Two to tango: Language learning in edu-tourism Becoming a lingua franca user: Young learners in programs Asia in transborder spaces 1 2 Karen Woodman Hiromasa Tanaka* , Ethel Ogane* , Aya 3 4 Queensland University of Technology, Australia Sugiyama* , Kurumi Okuyama* , Takanori 1 Kawamata*

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1. Meisei Univesity, Tokyo, Japan 2. Tamagawa interview study examines how English teachers at University, Kanagawa, Japan 3. Houya daini Elementary Japanese universities construct "English School 4. Meisei Elementary School identities." "Native" and "non-native" may have limited usefulness in describing these teachers; The presenters will describe learner identity participants have incorporated usages from development in Asian children utilizing lingua different English varieties. franca English (LFE) in transborder spaces. Data include interviews, video recordings, and OR1871 participant-created narratives. Analysis of the University teachers’ and employees' attitude data appears to point toward the critical role of a toward English diversity and intercultural lingua franca-user identity in enhancing sustained communication in promoting international language learning. education Chaochang Wang*1, Chu-Tai Ho OR1543 Ming Chuan University, Taiwan Is English the Queen’s? Language choice by Heads of State at UN Meetings This study investigated attitudes toward ELF of Tomoyuki Kawashima university teachers and employees in promoting JACET, Japan international education. Questionnaire and interview analysis shows positive attitudes toward The presenter reports on research conducted to ELF, a preference for native-speaker models, and investigate trends in language choice by Heads of a contradiction between teacher participants' State in UN meetings. The languages monarchs, acceptance of English diversity and their teaching. presidents and premiers chose to address the Results have educational and research high-level meetings were examined to determine implications. whether a change has occurred in the status of English in international contexts. OR1910 A blind spot: Chinese English as a Lingua Franca OR1685 users and their English article usage A study of expected standards of ELF Yuan Qian*1, Shu Liu*1, Yan Duan*1, Christopher communication for international communities Hall*2, Rachel Wicaksono*2, Xiaoqing Xu*1 1 2 Yuko Ikuta* , Reiko Takahashi* 1. Suzhou University of Science and Technology, PR. 1. Bunkyo University, Japan 2. Gukushuin Women's China 2. York St John University, York, UK College, Japan When English learners leave school, do they still This study will investigate the expected standard use English in the same way as they do with of English as a Lingua Franca among proficient teachers? In order to answer this question, the English communicators, particularly among those presenters will take English article usage as an who come from the Expanding Circle and who example, to reveal the difference between work for the United Nations. Based upon field Chinese ELF users and Chinese English learners. research data, the authors will discuss logic and intelligibility as crucial elements of OR2097 communication. Chinese English users' emergent identification with English as Lingua Franca (ELF) OR173 Weihong Wang*, Xuesong (Andy) Gao How English teachers at Japanese universities Hong Kong University, Hong Kong construct 'English identities' Ian Willey The prevalent use of English among non-native Kagawa University, Japan speakers leads to the emergence of English as Lingua Franca (ELF). This study examined the Japanese universities typically assign separate discourses Chinese netizens use to align/disalign roles to Japanese and non-Japanese English themselves with ELF in their online discussions teachers, and focus on native English models. This about an authentic ELF communication event. The

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findings reveal Chinese users' emergent OR256 identification with ELF. English, imagined community and media: The linguistic construction of the community of OR211 The current status of English worldwide: A study Songqing Li of Vietnamese ELT teachers’ reflections Xi'an Jiaotong-Liverpool University, PR China Ngan Phan Monash University, Australia This study amis to present a sociolinguistic profile of the role of English in the everyday lives of This study discovers the reflections of English Chinese people, by examining English in Chinese teachers from Vietnam on the implications of the advertising with the question of how English is current status of English worldwide for their utilised to construct an "imagined community" profession. The presenter will discuss the (Anderson 1983), to which Chinese people have a implications for teaching models, cultures, personal sense of attachment or whereby materials and constraints facing teachers, collective identity of Chinese people is ascribed. suggesting some pedagogical directions for English teaching in Vietnam and similar contexts. OR265 Non-standard Englishes and their place in the OR2392 Japanese classroom A Dynamic Approach to Language Proficiency: Iain Lambert Principles, practices, and possibilities Kyorin University, Japan Ahmar Mahboob1, Lydia Dutcher*2 1. The University of Sydney, Australia 2. University of Although raising awareness of varieties of English Sydney Centre for English Teaching, Australia is an often-stated pedagogical goal, World Englishes are rarely taught at university level. This This paper presents the Dynamic Approach to paper describes the design, implementation and Language Proficiency (DALP), a model of language assessment of such a course, and the results of a proficiency that accounts for the varying patterns pre/post course questionnaire suggesting an of language that emerge in multilingual contexts. improvement in students' perception of non-Inner DALP bases proficiency upon the ability to select, Circle Englishes adapt, and use a range of linguistic resources that are appropriate in the context rather than a OR3088 speaker's adherence to 'standard' English norms. Mutual face preservation among Asian speakers of English as a Lingua Franca OR2477 Ian Walkinshaw What influences the perceptions of English School of Languages and Linguistics, Griffith University, pronunciation held by EFL learners? Australia Yihui Chiu National Taipei College of Business, Taiwan Responding to calls for research into rapport management in English as a lingua franca (ELF) in Previous studies indicate that a native-like accent Asia, this presentation draws on the Asian Corpus should not be over-emphasized in the EFL context, of English to identify communicative strategies but it is not clear whether EFL learners prioritize employed by Asian ELF speakers to maintain or native-speaking accents. Results from repair rapport in talk. confirmatory factor analysis showed that four factors influence EFL learners' perceptions of English pronunciation: native accent, criteria for good pronunciation, curriculum and environmental factors.

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OR3288 OR3369 Global Englishes - Bridging the gap between Rhetorical patterns in cause-and-effect essays theory and practice produced by Taiwanese EIL students Nicola Galloway*1 Li-szu Agnes Huang*1, Fu-Hsing Su*2 1. The University of Edinburgh, Scotland 1.National Kaohsiung First University of Science and Technology, Taiwan; 2. .National Chiayi University, The growing importance of Global Englishes (GE) Taiwan as a research paradigm has important ramifications for English Language Teaching (ELT). This study contrasted the rhetorical patterns in This presentation examines Global Englishes cause-and-effect essays written by Taiwanese EIL Language Teaching (GELT), which represents a students and native English speakers. The results move away from a focus on native English revealed unique characteristics of Taiwanese speaking norms, and a move to a more ELF- English, such as favoring inductive reasoning but oriented view, in-depth. Examples from the lacking coherence, adopting various strategies to Japanese context that showcase how GE can be start or end an essay and presenting incorporated into the curriculum (Galloway, 2011; causes/effects in a random order. Galloway and Rose, 2013; Galloway and Rose, forthcoming) are discussed, and the presentation OR3451 also addresses the various barriers to Kangasharju’s 'alignment' as a conversational implementing change in ELT. management device in the linguistic action of multilingual teams OR3318 Adriana Sabatino Syntactic features of students' academic texts in Zurich University of Applied Sciences, Switzerland teacher education institutions Arceli Amarles This functional-pragmatic study aims to show that Philippine Normal University, Philippines cooperative working processes of a multilingual team are closely related to conversational Syntactic features employed by student writers in management structures. The presenter is here their academic texts are not only symbols in the introducing the concept of 'alignment' by communication system, but are present facts that Kangasharju (2002) and applying the same onto indicate the situation of the student writers an authentic segment of Lingua Franca knowingly and deliberately employing features communication, using audio data and disfavored by native users of English for the transcriptions. purpose of achieving solidarity and identity. OR478 OR3338 Does Russian English exist? The production of English vowels by Chinese Olga Bondarenko speakers The Moscow State Institute for Tourism Industry n.a. Fu-Hsing Su*1, Li-szu Agnes Huang*2 Yu. Senkevich, Russia

1.National Chiayi University, Taiwan; 2. National Kaohsiung First University of Science and Technology, The researcher attempts to describe some Taiwan characteristic features of English as used by Russian EFL learners. Russified English in use is This paper investigated the production of English regarded as a cross-linguistic and cross-cultural vowels by Chinese speakers. Data analyses phenomenon. The research is based on the showed that the participants failed to analysis of a considerable data of mistakes in differentiate the duration of vowels in different English used by Russians, which were gathered by contexts and created various deviant realizations. the author during the years of teaching practice. It is proposed that EIL learners should achieve a competent grasp of the phonological cores of English vowels.

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OR783 D8: Language and Technology /t,d/ deletion in Hong Kong English Jette Hansen Edwards OR1205 The Chinese University of Hong Kong, Hong Kong Digital curation as an emerging literacy: Storify and 'O Estado de S. Paulo' This study examines /t,d/ deletion patterns in the Nayara Barros conversational data of Hong Kong tertiary Universidade Estadual de Campinas, Brazil students to examine whether /t,d/ deletion patterns exist in Hong Kong English (HKE), and the The presenter will describe what is considered an extent to which patterns are similar to those emerging digital literacy: digital curation. The case found for other varieties of English. This study will studied is the platform Storify, which allows users enable us both to have a greater understanding of (such as a Brazilian newspaper) to embed dynamic universal and variety-specific constraints on /t,d/ images, tweets, even Facebook status updates, deletion. and then knit these all together with background and context provided by themselves. OR789 Wearing English: Wordings on t-shirts in OR1215 Singapore Utilization of on-line Coursera and a TOEIC David Caldwell training kit to enhance EFL learning National Institute of Education, Singapore Hiroyuki Obari Aoyama Gakuin University, Japan This paper will examine one of the most common uses of English in popular culture in Southeast E-mobile learning technologies have created new Asia: the wordings on printed t-shirts. Discourse opportunities for learning and interaction. Two analysis will be applied to a small corpus of t- blended-learning activities, (1) viewing online shirts from Singapore with an aim to examine Coursera lectures and (2) an On-line TOEIC issues of language and identity in a Singaporean training kit, were implemented to determine if the context. blended-learning environment incorporating m- learning was effective in assisting Japanese OR917 undergraduate students in improving their overall Cultural identity and language use: An English proficiency. investigation of the status of Singlish among Singaporean youth OR1307 Tsui Eu Sandra Lam Asymmetrical and symmetrical second-person Nanyang Technological University, Singapore pronoun use in quasi-synchronous moderated computer-mediated communication This proposal of a questionnaire survey cum focus Lee Abraham group interview study which seeks to identify Columbia University, USA factors influencing the macro-cultural orientation of Singaporean youth and explore the relationship This study analyzes a corpus (104,913 words) of between a speaker's macro-cultural orientation quasi-synchronous moderated computer- and his language choices, is based on Alsagoff's mediated communication (CMC) in order to (2010) Cultural Orientation Model which demonstrate the extent to which Spanish second- encapsulates two opposing orientations towards person pronoun use is symmetrical and Singlish. asymmetrical. Comparisons are made between moderated CMC and non-moderated CMC to show how the notion of politeness is instantiated differently.

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OR1765 Focusing on concepts and models which Emerging conventions in electronically-mediated constitute digital artifacts and user interface as communication: An analysis of language use over objects of study in two transdisciplinary areas in time computing science (HCI and Information Systems), Markus Bieswanger our aim is to contribute to the discussions in the University Of Bayreuth, Germany applied field of language studies regarding technological mediations in language practices. The growing body of linguistic studies of electronically-mediated communication (EMC) so OR3197 far includes very little systematic empirical Using iPads in a comprehensive and creative way research on the development of language use in for English language teaching and learning EMC over time. The present paper reports Yan Ge findings from such a study and illustrates University of South Australia, Australia applications in several areas including new media literacy and media competence. The study investigated the use of iPads to mediate English language learning in an Intensive English OR2080 Language Program (IELP) at a secondary school in Social networking in an EFL classroom: Promises South Australia. The presenter will discuss findings and challenges about how iPads were integrated in a Hsin-I Chen comprehensive and creative manner for English Tunghai University, Taiwan language learning.

This study examines the use of Facebook in a OR3270 college-level EFL classroom. The analysis showed Promoting EFL oral presentation performance that social networking sites like Facebook provide through video blogging opportunities for EFL learners to engage in using Shao-Ting Hung*1, Heng-Tsung Huang*2 the L2 and to develop socio-pragmatic 1. National Taiwan University of Science and competence, a sense of community, and learner Technology 2. National Sun yet-san University, Taiwan motivation. Pedagogical implications are discussed. The current study investigated the utility of employing video blogs to promote EFL oral OR3127 presentation performance. The results indicated a Multimodal literacy: Using iPhones and iPads to significant increase in students' overall enhance the teaching of writing presentation performance. More specifically, Mutuota Kigotho students' performance on projection, intonation, University of New England, Australia posture, introduction, conclusion and purpose saw the most substantial improvement. The internet has all content available to teachers and students alike. This paper looks at how mobile OR3374 devices engage students in producing multimodal Hybrid texts, hybrid identities: A case study of an texts. iPhones and iPads produce still and motion Indonesian English language learner's literacy pictures to create digital narratives and improve practices and identity construction on Twitter students’ literacy skills, satisfy their curiousity and Dian Marissa help them stay engaged in class. Gadjah Mada University, Yogyakarta, Indonesia

OR3155 Using the New Literacy Studies (NLS) framework Digital artifacts, languages in use and and discourse analysis methods, this study technological mediation examines how an Indonesian college student uses Marilda Cavalcanti*1, Ines Signorini* English in the social media Twitter. Findings Universidade Estadual de Campinas, Brazil demonstrate that Twitter affords opportunities for second language learners to engage in new kinds of intertextual practices and identity

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construction and raise critical questions on OR717 learning in the digital age. A study on opening sequences in Japanese casual cell phone conversations OR3410 Sayo Nakamura The Interactive Study Abroad Text (ISAT): Helping Gunma Prefectural Woman's University, Japan students prepare to study abroad Tony Cripps The presenter will discuss how and in what way Nanzan University, Japan cell phones have changed communication in Japanese society. The discussions will focus on the Educators can help students who are planning to opening sequences of casual cell phone study abroad through the creation of self-study conversation. In the session, some patterns of materials that provide exposure to authentic casual openings distinctive to cell phones will be situations. This paper examines the creation of a examined and explained. multi-touch textbook designed to give students exposure to cultural and linguistic scenarios that OR848 they are likely to encounter when studying Subtle Twifferences: A comparative study of abroad. American, Australian, and British Twitter communication OR42 Netaya Lotze*1, Saskia Kersten*2, Ernesto Diaz- Analyzing Opinion Mining (OM) from Internet Aviles3, Resources: the Case of the 2011 Pan American 1. Leibniz University, Germany 2. University of Games. Hertfordshire, United Kingdom 3. L3S Research Center Liliana Ibeth Barbosa Santillán*1, Inmaculada / Leibniz University, Germany Alvarez de Mon y Rego2 1. University of Guadalajara, México 2. Universidad This presentation discusses the results of a project Politécnica de Madrid, Spain which analysed Twitter messages from different varieties of English, comparing and contrasting We present a method to analyse internet features of computer-mediated communication of resources in real time focused on a specific event users who self-identified as either Australian, and based on four components: a crawler, a filter, British or US American. a synthesizer and an OM analyzer. This OM analyzer uses an expert assisted custom made OR885 lexicon for evaluating the sentiment of the Facebook for informal language practice: content. Perceptions of university language students Antonie Alm OR422 University of Otago, New Zealand Technical communication in intercultural contexts: Challenges in designing user interfaces The presentation explores the use of Facebook for products on global markets (FB) for informal language practice amongst Catherine Badras*, Martin Schuler, Kathrin Beyer university language students. It reports on a study ZHAW Zurich University Of Applied Sciences, of students of Chinese, French, German, Japanese, Switzerland Portuguese and Spanish on 1) their perceptions of FB as multilingual environment, 2) their FB How do cultural differences impact on the language practices, and 3) their views on the application of a user interface? How can technical educational value of their experiences. The study communication, as part of applied linguistics, aims to contribute to the recognition of informal contribute to the efficient, safe use of products language learning through social media and its and their acceptance in a global environment? place in formal language education. This paper will present selected aspects of this topic and illustrate these through examples.

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OR966 interdisciplinary projects developed by PLIEP Open access resources to build virtual learning participants. communities: An experience in Mexican public higher education OR1313 Shelick Garcia Galván*1,2,3, Nevin Siders3 ‘Off-the-point remarks’ by hearers in talk-in- 1.Universidad Autonoma Metropolitana, Mexico 2. interaction Universidad Nacional Automoma De México, Mexico 3. Tomo Yanagimachi Universidad Pedagogica Nacional, Mexico Hokusei Gakuen University, Japan

This paper presents how digital open resources This paper, using the framework of conversation can be integrated to build an interschool analysis, investigates hearers' reactive tokens community virtually. Linguistic skills can be which force speakers to face the simultaneous applied while strengthening competencies in tasks of acknowledging the untimely remarks and technology, interculturality, teamwork and keeping the flow of their talk moving. Based on L1 reflective thinking. Advancement shown by and L2 data, this paper demonstrates what students in these skills, as well as in intercultural participants are interactionally achieving through and online interactional sensitivity, will be this phenomenon. presented. OR1501 E1: Language and Social Interaction On academic identities and the discourse of persuasion OR1111 Salme Kälkäjä Mock impoliteness and humour during social University of Oulu, Finland visits in France and Australia Kerry Mullan*1, Christine Béal2, Véronique The presenter will discuss academic identities and Traverso3 the discourse of persuasion from a nomadic 1. RMIT University, Melbourne, Australia 2. Université perspective, based on theories of identity Montpellier 3, France 3. Université Lyon 2, France formation and negotiation, and mediated discourse analysis. The focus will be on the tacit This study will present and compare selected social aspect of academic writing with the aim of examples of humorous mock impoliteness from understanding the frequent communication two corpora of naturally occurring conversations disconnect between paradigms. during social visits in France and Australia. The analysis of the examples will be linked to the OR1638 respective underlying ethos and cultural values of Classroom learning as finding solutions to the participants. knowledge gaps Teppo Jakonen OR1257 Centre for Applied Language Studies, Finland Multiliteracies at public schools in Rio de Janeiro, Brazil: Redesigning knowledge construction Conversation analytic studies of language learning through interdisciplinary projects conceptualise learning in different ways. This Paula Szundy presentation combines interactional and written Universidade Federal do Rio de Janeiro, Brazil and data to examine how task aspects which students Brazilian Association of Applied Linguistics, Brazil problematize relate to the task and the answers they are formulating. The significance of this This paper discusses the results of a project connection for a theorization of learning in named PLIEP (Language practices in classrooms is discussed. heterogeneous knowledge areas at public schools), which involved the Federal University of OR1775 Rio de Janeiro and three public schools located in Stances given, stances taken Rio de Janeiro, Brazil. The analysis focuses on the Luk Van Mensel University of Namur, Belgium

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Language Integrated Learning in higher education. Through the detailed analysis of a narrative by a The presenters use conversation analysis to Francophone respondent living in Brussels, the analyze how the student negotiate roles, initiate officially bilingual (French-Dutch) but effectively actions, and display affiliation. The results show multilingual capital of Belgium, this paper that students skillfully use available resources. illustrates how the concept of 'sociolinguistic stancetaking' (Jaffe 2009) may enhance our OR2518 understanding of how individuals deal with Transformation of children’s language use in conflicting language ideologies. Swedish preschool halls Polly Björk-Willén OR1885 Linköping University, Sweden Learners’ engagement with language during peer interaction from a socio-semiotic This paper draws on a video study focusing on perspective in an EFL context everyday talk and social interaction between Thu Hien Nguyen parents, children and teachers in the hall of Lecturer at Vietnam National University, Vietnam 2. Swedish preschools. The analyses show how the PhD student at University of Wollongong, Australia children's language use was interactively transformed from mother tongue into Swedish In the context of language teaching and learning, and vice versa at the event of delivery. learners' engagement with language is critical in their language development. This paper presents OR3083 how learners' engagement with language during Motivational readiness and interaction in L2 oral peer interaction can be described, drawing on the proficiency development during a study-abroad socio-semiotic perspective. Implications for program ESL/EFL teachers and researchers interested in Mikami Hitoshi the field are also included. Nagoya Univeristy, Japan

This study investigated the relationship among OR215 motivational readiness, interaction and gains in L2 Social epistemics and identity for analyzing oral proficiency during a one-semester study- language learner development abroad (SA) program sampling L2 as foreign Aki Siegel language learners. This study attempts to broaden Rikkyo Univeristy, Japan the understanding of the prerequisites for the development in L2 oral performance during SA Utilizing conversation analysis to analyze the participation. management of the rights to knowledge, this study attempts to investigate the development of OR3169 language learner identity from a longitudinal Asking a question of no one: Japanese ‘doo + perspective. Through analyses of word search copula' type questions prefacing responses sequences, participants' identities were found to Masanobu Masuda be co-constructed in interaction as well as Koshien University, Japan changing across time. This paper examines the practice of prefacing a OR2175 response with a 'doo (how) + copula' type Content and language integration evidenced in question in Japanese conversation. This interaction: A micro level analysis conversation analytic study describes how Heidi Jauni*1, Nina Niemelä*2 respondents display their stances in interaction. It 1.Tampere University of Technology, Language Center, is demonstrated that respondents highlight with Finland the questions that they are being affiliative to the prior utterance. In this session the presenters discuss the use of a video conference program in Content and

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OR3194 E2: Pragmatics Negotiating agreement and disagreement in Mandarin conversations OR1464 Yang Zhang*, Carsten Roever* For an information structure typology: Cleft The University of Melbourne, Australia sentences in a Gallo-Italian dialect Ada Valentini Almost no study has investigated features of University of Bergamo, Italy interaction order in Mandarin agreements and disagreements. The study draws on conversation This contribution studies cleft sentences in analysis to describe the methods and resources Bergamasco, a Gallo-Italian dialect. Typological that Mandarin native speakers use and rely on to studies show a tight relation between IT-clefts and produce agreements and disagreements, and also contrastive focalization. In Bergamasco, however, explore how they understand the contributions of most clefts actually focus a temporal adverbial others in interaction. which corresponds to a new information focus. We will show that these temporal clefts are highly OR3405 grammaticalised in Bergamasco. How supervisors and teachers co-construct and negotiate face threat through interaction in post- OR1544 observation meetings A corpus-based study of apology expressions for Helen Donaghue apologies and non-apologies Sheffield Hallam University, United Kingdom S. Kathleen Kitao*1, Kenji Kitao2 1. Doshisha Women's College 2. Doshisha University The post-observation meeting can foster teacher development but also involve face threat for Using a corpus developed from the US situation teachers whose professional competence may be comedy Modern Family, we did a study of which challenged by a supervisor's feedback. Using data apology strategies are common, how they are from recorded meetings, this paper will examine combined, and how apology expressions are used how participants co-construct and negotiate face in speech acts other than apologies. In this threat and consider the implications of this for presentation, we will report on the study. teacher learning. OR1730 OR938 Analysis of pragmatic features in ELT textbooks Toward collaborative construction and narrative Chie Kawashima development: Self-repetition by story recipients Tochigi Prefectural Sano Shou-ou High School, Japan in English conversational narratives Lala Takeda Pragmatic competence is required for successful Toyo University, Japan communication in foreign language, and textbooks are primary sources of input and This paper aims to examine the function of story practice. This study looks at pragmatic recipients' self-repetition and to analyze its information presented in ELT textbooks and the influence on progress in English conversational analysis reveals characteristics of presenting narratives. Furthermore, the author explores pragmatic features and discusses defects of collaboration that is encouraged by self-repetition pragmatic information in materials. to indicate that self-repetition by story recipients facilitates contextual collaboration, which helps to OR1866 clarify the story content. Implicature as social action Michael Haugh Griffith University, Australia

Implicatures are generally theorised in pragmatics as cognitive objects, and so the relationship between implicatures and social action is

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generally neglected. In this paper, it is argued that production process demonstrates how Brown and an examination of implicatures in talk-in- Levinson's Politeness diagram is outlined and interaction shows they are doubly action- processed. constitutive: implicatures arise through meaning- actions, as well as interdependently with social OR52 actions. Providing a rationale for the teaching of listenership in the Japanese EFL classroom OR2103 Pino Cutrone Studying the semantic and pragmatic aspects of Nagasaki University, Japan Arabic as a foreign language: A corpus-based approach The study described in this presentation Seham El Kareh*1, Sherine Hassan*2 contributes to the field of applied linguistics, 1. Faculty of Arts, Alexandria University, Egypt 2. Arab providing robust evidence to support the teaching Academy For Science, Technology and Maritime of listenership to Japanese L2 learners of English. Tranport, IEP, Egypt The presenter will demonstrate why this neglected aspect of pragmatic competence should Corpora are new to discourse analysis and be taught and will outline instructional methods pragmatic studies. The session focuses on for doing so. studying the semantic and pragmatic aspects of Egyptian Colloquial Arabic using corpora. The OR579 presenters will show the importance of Developing pragmatic competence: Before, pragmatics in learning Arabic as a foreign during, and after study abroad language using corpora and will propose some E- Joseph Siegel learning techniques based on electronic corpora. J. F. Oberlin University, Japan

OR3226 This presentation reports a study of pragmatic Acquisition of Korean sentence ending in ‘- ney’ development that used speaking tasks to measure as a politeness device pragmatic competence at three points: before, Jiyoon Lee*1, Jinyoung Choi*2 during, and after study abroad. Responses were 1.University of Georgia, USA 2. multi-LEARN Institute & rated and examined using conversation analysis Univ. of Luxembourg, Luxembourg techniques, providing attendees with insights on benefits of study abroad and the development of This study examined learners' acquisition of pragmatic competency. Korean sentence ending in ‘-ney’ as a politeness marker. While the control-group learned the OR587 target form as an evidential marker, the How did Chaucer regulate space and time? treatment-group learned it as a politeness device. Pragmatic analysis of Middle English spatio- The post-test revealed that the treatment-group temporal systems outperformed the control-group in noticing and Minako Nakayasu producing the target form. Hamamatsu University School of Medicine, Japan

OR469 This paper aims to investigate the spatio-temporal ‘Catch operational face maintenance on tap’: systems in Chaucer along the lines of historical Online chatters’ initial intention, text production pragmatics. Quantitative and qualitative analyses process, and publicly displayed messages are conducted on how expressions of space and Phalangchok Wanphet time evolve and are interrelated in discourse. It 1.KMUTT, Thailand and City University of New York, will be shown how the Middle English speaker USA interacted with spatio-temporal systems.

The study looks at how pragmatics in general and OR615 politeness theory in particular can be observed A pragmatic analysis of English learners' moment-by-moment in chat-rooms. The text- planning for speech act production

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Chi-Yin Hong Department of Applied English, Kun Shan University, By analyzing long stretches of overlapping talk in Taiwan the 2012 US presidential debates, this paper presents a set of multimodal turn-taking practices This study investigates the pragmatic planning of that enable the speaker to change the turn English learners of three proficiency levels for trajectory of their co-participant. speech act productions. The results show that the intermediate and advanced learners' planning was OR2030 similar in nearly equal concentration on The audiovisual micropolitics of memorization: pragmatics and conversation management and Analyzing TV-Year-in-Reviews from a multimodal appeared to be more well-rounded than the low and intercultural perspective learners' planning. Michael Klemm Culture Studies - Media Studies, University of Koblenz, OR1235 Germany Coherence or chaos? Multimodal practices across multiple timescales and spaces In this paper will be compared TV-Year-in-Reviews Leena Kuure from several countries, e.g. from the US, Australia, University Of Oulu, Finland Arabia, Russia or Germany to show how the multimodal repertoires and so the messages differ This study examines the multimodal practices of a from each other and which different historical, participant and his collaboration partners in situ, political and cultural readings of this same event reaching across longer timespans. Video are offered. recordings from online sessions, media diaries and documents are analysed from a mediated OR2942 discourse perspective. The results provide The Hinting Game: A pragmatic-cognitive understanding of the complex, mediated, investigation of strategic general reference multimodal practices and their challenges for Fuli Hou*1 research. 1. Communication University of China, PR China

OR1752 Strategic general reference as a hinting device is Microecology of ICT-supported L2 deliberately used to refer to activated referents in classrooms:Multimodal analysis of Japanese as a conversation. The paper aims to disclose its Second Language setting pragmatic-cognitive mechanism in drama Keiko Ikeda*1, Kuniyoshi Kataoka*2, Adam conversations. This work would be theoretically Brandt*1 and practically significant to reference, 1. Kansai University, Japan 2. Aichi University, Japan indirectness, style, and discourse studies.

This study investigates interactional dynamics in OR3445 two types of ICT supported L2 classrooms, Wallace & Gromit: How are intraiconic texts drawing upon spatial-orientational relations working in bilingual multimodal discourse? (Kendon, 1990) and ethnomethodology/CA Tomoko Nagayama informed multimodal analysis of interaction. Faculty of Foreign Languages, Kanagawa University, Findings shows that information and Japan communication technologies function not just as learning tools but as resources for teachers and Intraiconic texts play significant part in students to shape their interaction. multimodal discourse, compensating dialogues. The presenter will demonstrate how they work in OR1844 one English-Japanese animated film. Can Multimodal management of turn-taking in subtitling convey their devices? Sociocultural presidential debate ‘Crosstalk’ knowledge of the audience decides whether they Di Yu are able to appreciate them. Films like this could Teachers College Columbia University, USA be learning materials for language learners.

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OR1330 Differences of first-person pronoun use between E4: Corpus Linguistics TESOL and Engineering research papers 1 2 3 Keiko Kawaguchi* , Ritsuko Ohta* , Tae Ito* , OR1056 1. Shibaura Institute of Technology 2. Keio University 3. Toyota Technological Institute What happens when they write bilingually? An

analysis of an English-Japanese bilingual essay EAP/ESP instructors often tell students to avoid corpus first-person pronouns in their papers, believing Miho Yamashita that academic writing should be objective. Does Kansai University, Osaka, Japan this belief hold true in reality? The presenters will

discuss chronological, disciplinary and functional This study aims to clarify lexical, syntactic, and differences in the use of first-person pronouns in rhetorical features of essays written by Japanese TESOL and Engineering research papers. university students in both English and Japanese.

In addition to product-oriented analyses of the OR1481 target bilingual corpus, video recordings of A software selecting articles from VOA Special students writing were also scrutinized to reveal English based upon wordlist coverage and user the nature of their online process of writing. options

Lee-Yen Wang OR1136 Department of English, Xiamen University, Tan Kah Kee Constructing linguistic knowledge utilizing the College, PR China Oxford Bookworms library series corpus designed for data driven learning Some EFL high school and college students in Kunitaro Mizuno Taiwan and China regard articles from the VOA Fukuoka Prefectural University, Japan Special English, which claims that its content only

uses 1,500-word vocabulary, rich in unknown Graded readers provide a language learning words. This research builds computer software to environment where learners can construct select VOASE articles based upon the input linguistic knowledge in a bottom-up manner while wordlist and user options. reading the graded texts. The Oxford Bookworms library series corpus is designed for "data driven OR1548 learning", so learners can utilize it to discover A corpus-based analysis of nuclear engineering lexico-grammatical patterns inductively in the English graded language environment. Daehyeon Nam

Ulsan National Institute of Science and Technology, OR1318 Republic of Korea Corpus design of the outer case attributive modifier in Japanese Drawing upon the recent attention to EAP and ESP Kazuko Tanabe research and education using corpora, the current Japan Women's University, Japan preliminary research explores the lexical and grammar patterns of English for nuclear This research is to investigate the modification engineering. relations (Comrie, 1998) that are distictive in Asian languages by focusing on the outer relative OR1785 clause, using a parallel newspaper corpus. Based A corpus-based lexical semantic classification of on the results, we consider the lexical- underpassivized verbs in Hong Kong learners’ L2 grammatical condition of the outer case English attributive modifier in Japanese. Suzanne Wong The Chinese University of Hong Kong

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Previous studies have investigated L2 under- and identify interesting patterns of language passivization using a syntactic approach but development. neglected verb meaning. This lexical semantic study analyzes underpassivization using argument OR2439 structure and the cause-effect dynamics in Supporting minority languages: Issues and transitive events. The presenter identifies four problems with creating and using spoken types of verbs in a learner corpus whose lack of language corpora transitive/causative features may have led to David Kroik*, Christian Waldmann, Mikael Vinka, under-passivization. Kirk Sullivan Umeå University, Umeå, Sweden OR1787 Learning prepositions through corpora, with This presentation considers the creation of special reference to phraseology and register spoken minority language corpora and how these Atsuko Furuta Umesaki can be used to support minority language Kwansei Gakuin University, Japan education. We illustrate how corpora can be used to support the development of teaching materials This paper concerns the use of complex for language revitalization, and how corpora prepositions in academic written papers. Certain misuse can result in linguistically incorrect complex prepositions, often problematic for non- teaching materials. natives, are analysed. Theoretical and practical considerations for the teaching of such OR2493 prepositions are presented, based on a self- English for Buddhist Purposes: A corpus approach compiled Corpus of English Academic Papers, the to collocational and morphological preferences COCA, ukWaC and others. of loanwords Jessica Frye OR1870 Manchester Metropolitan University, Manchester, The design, development and purpose of a United Kingdom learner corpus based on first drafts Tim Marchand*, Sumie Akutsu* Buddhist English has been widely neglected within J. F. Oberlin University, Tokyo, Japan the field of English for Specific Purposes. The presentation will provide insight into the textual This presentation outlines the compilation of a genre of Buddhist commentaries by using a learner corpus developed from the first draft corpus approach. These insights will enhance the writings of university students in an EFL course in field of English for Specific Purposes by proposing Japan. The presentation discusses the advantages an addition of Buddhist discourse. of using first drafts for corpus building and examines the results of preliminary analysis from OR2569 the first year of developing the corpus. Corpus-based Critical Discourse Analysis of divergent viewpoints on the controversial issues OR2197 between Korea and Japan An audio-visual pedagogic corpus: Viewing Myongsu Park young learners' language acquisition in an , Republic of Korea instructed L2 context Thomas Zapounidis, Marina Mattheoudakis* The study will compare and analyze two opposing Aristotle University of Thessaloniki, Greece discourses on territorial disputes surrounding the so-called Dokdo (Dakeshima in Japanese). Based This paper aims to present an original audio-visual on a Dokdo Corpus taken from English corpus of young (9-year-old) learners of English in newspapers published in both Korea and Japan, an instructed context. The transcribed audio- this paper analyses corpora of Korean and visual material allows us to measure both Japanese English newspapers to investigate how quantitatively and qualitatively the language input differently or similarly the same issue is as well as the language output produced in class represented in English.

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OR3038 OR2601 The non-deictic use of 'previous' and 'last' Corpus-based teaching materials on collocations followed by a temporal noun for trainee translators and foreign language Isaiah WonHo Yoo learners Sogang University, Korea Adriane Orenha-Ottaiano*1,2 1.Universidade Estadual Paulista 'Júlio de Mesquita The prototypical example of 'previous' usually Filho' 2. Fundação de Amparo à Pesquisa do Estado de occurs with the past perfect, e.g. 'I was sure I had São Paulo/ Foundation For Research Support of The seen him the previous week.' Based on corpus State of São Paulo (FAPESP) findings, however, this presentation shows that such prototypical examples are not typical at all This presentation will discuss the collocational and that 'previous' also occurs in future and aspects extracted from a parallel corpus timeless contexts. 'Translation Learner Corpus' and will propose some corpus-based collocations exercises, OR3065 specifically designed for L2 learners of English A corpus-based approach to causal markers in whose L1 is Portuguese. The purpose of this written English by Asian learners material is to help learners and trainee translators Nozomi Miki use collocations more accurately. Komazawa University, Setagaya, Tokyo

OR2934 The presenter conducts a contrastive A corpus-based comparison of English and interlanguage analysis (CIA) as an approach to Spanish polysemy networks causal markers such as 'so' in Asian learners' Karen 'Kari' Sullivan written English. The statistical results indicate the University of Queensland, Australia similarities and diversities of these uses by Asian learners, prompting a reconsideration of L1 English 'smooth' and Spanish 'suave' are not as transfer and the influence of the English-speaking similar as they might appear. Agglomerative environment. cluster analyses of these words' senses reveal that superficially similar senses of 'smooth' and 'suave' OR3116 are connected to their related senses in Building web-corpora of patients' online mental completely different ways. These connections health communication for mixed-methods pinpoint hidden meaning differences between investigation pairs of senses. Daniel McDonald*1, Robyn Woodward-Kron2 1. University of Melbourne, Australia 2. University of OR2970 Melbourne General reference in pollution reports about China - A corpus-based approach Web-corpus linguistic methods have yet to be Fuli Hou*1 widely adopted in health communication 1. Communication University of China, PR China research. The presentation includes an overview of nascent web-corpus-building software. This The author attempts to investigate the leads to a discussion of key discursive features of distribution pattern of general NPs in China lay discourses of bipolar disorder, as revealed in a pollution reports in New York Times, and to corpus created with these tools. analyze the hidden meanings of this distribution pattern, using Wordsmith as the corpus OR3260 processing tool. This study hopefully contributes Using speech corpora in language teaching to critical discourse analysis theoretically and to Nora Binghadeer media literacy practically. Princess Nora University, Saudi Arabia

The study investigated students' comprehensibility of accented speech as they

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practiced basic consecutive and simultaneous OR548 interpretation. They were trained through online The new general service list: Celebrating 60 years corpora representing nonnative world Englishes. of vocabulary learning The findings showed considerable changes in their Charles Browne interpretation as they spent less time and made Meiji Gakuin University, Japan less errors in oral comprehension and production. This presentation introduces a substantial update OR487 to Michael West's well- known 1953 General Teacher talk: Use of metadiscourse in L2 Service List (GSL). Based on a carefully selected classroom lessons 273 million word subsection of the Cambridge Joseph J. Lee English Corpus (CEC), our interim New General Department Of Linguistics, , USA Service List (NGSL) provides a useful core vocabulary for second language learners. This paper presents findings of a corpus-based analysis of ESL teachers' use of metadiscourse in OR775 classroom lessons. Analysis suggests that teachers A multi-feature, multi-dimensional analysis of utilize metadiscursive devices in order to provide web genres learners with coherent and cohesive lessons, but Jeff Connor-Linton more importantly to demonstrate their stance Georgetown University, USA toward lesson content and students. New technologies are claimed to create and OR536 address new audiences and purposes for language The quantification of nautical written English use. The functional characteristics of five 200,000 vocabulary word samples of internet language use Tweets, Lina Liu Blogs, Forums, Ads, and (pop culture) 'Articles' are Qingdao Ocean-Shipping Mariners College, PR China compared to the functional profiles of previously described genres, using Multi-Feature/Multi- The presenter will indicate how many extra CEB4 Dimension analysis (Biber 1988). words, and which words, the students need to know receptively in order to understand the nautical reading materials on the basis of a large E5: Discourse Analysis representative corpus of written text, the NEC (Nautical English Corpus). OR1185 Teacher discourse in the film Freedom Writers: OR547 Empowering the students English preposition learning and conceptual Josefa Mardijono transfer: Collocation and colligation of most Petra Christian University, Indonesia frequently used prepositions Huiping Zhang*, Yongbing Liu The presenter will describe a discourse analysis of Northeast Normal University, Changchun, China the teacher discourse used in the film Freedom Writers, based on Erin Gruwell's true story. It is to This study identifies the systematic and unique reveal the teacher's illocutionary acts and features of the most frequently used English perlocutionary effects through the students' prepositions by beginning Chinese learners of responding acts, revealing how the students got English from a conceptual transfer perspective, empowered through the teacher discourse. which laid a foundation for further research on Conceptual Transfer and offered some implications for English learning and teaching.

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OR1306 research in research articles by analyzing moves Evaluation and instruction in PhD examiners' and steps, and lexical bundles, compared with reports: Roles and functions native English scholars. Sue Starfield*1, Brian Paltridge*2, Robert McMurtrie*1, Allyson Holbrook3, Sid Bourke3, OR1447 Margret Kiley4, Terry Lovat3, Hedy Fairbairn3, , Construing knowledge structure in ESL/EFL test 1. University of New Soutrh Wales, Australia 2. writing University of Sydney, Australia 3. University of Aki Nakamura Newcastle, Australia 4. Australian National University, Meiji Gakuin University, Japan Australia The paper analyzes the demonstration of writers' Interpreting the discourse of PhD examiners' knowledge in ESL/EFL exam essays from the reports requires an understanding of the multiple perspective of Legitimation Code Theory. Specific roles examiners adopt. The presenters will discuss attention is paid in relation to writers' ways of these roles and give examples of how these are unpacking and repacking knowledge and given taken up in examiners' reports. The study grades. The analysis suggests practical highlights the importance of examiners using implications for English language courses, by unambiguous language in the reports that they revealing raters' 'hidden' expectations. write. OR1580 OR1390 ASL please: A descriptive analysis of the Formality and politeness markers in English and discourse features of synchronous chat Japanese corpora of scientific lectures and Maria Corazon Saturnina Castro presentations University of the Philippines, Diliman, Philippines Judy Noguchi*1, Kazuko Tojo2, Hiroko Hayashi3, Nilson Kunioshi4 Using a combination of methods in Discourse 1. Mukogawa Women's University, Japan 2. Osaka Analysis, this paper provides evidence for Jogakuin University, Japan 3. Osaka University, Japan dysfunctional conversational management in 4. Waseda University, Japan English chat rooms. It examines the discourse

strategies that chatters use to maintain This study compared words and phrases used to conversation and manage turn-taking and how mark formality and politeness in corpora of these strategies are operationalized to realize lectures and presentations in science and various communicative functions and socio- engineering in English and Japanese. The findings cultural meanings. revealed specific differences between the two

languages. Making students aware of these OR1600 differences should aid their reception and The stories we tell: Teacher personal narratives production in academic settings. in the English language classroom

Suzanne Bonn OR1407 Aston University, United Kingdom Establishing a niche in Korean postgraduates' research articles: Indicating a gap or following With potential significant implications for tradition? language teaching, this session focuses on teacher Yeon Hee Choi personal narrative (TPN) use in the language Ewha Womans University, Republic of Korea (South classroom. Characteristics of TPNs, i.e., stories or Korea) anecdotes, will be examined, as well as when and

how teachers intersperse their lessons with these. L2 postgraduates undergo a challenge to establish Opportunities created for student learning will be a niche incorporating effective evaluation of the discussed. previous studies with appropriate lexical bundles.

This paper aims at exploring how Korean

postgraduates establish the necessity of their

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OR1865 OR2043 Dreaming big in a small-story world: How Digressiveness and linearity in academic writing: narratives of undocumented youth transform Native language and discourse community U.S. immigration policies perspectives Angela Haeusler Zosia Golebiowski University of Hawai'i at Manoa, USA Deakin University, Faculty of Arts and Education, Australia Conceptualizing narratives as sites of engagement, this paper investigates how The study examines the relationship between undocumented youth embrace Grand Narratives textual structure and cultural rules of such as "The American Dream' and 'The Good appropriateness in academic discourse. It Immigrant' to change U.S. immigration policies. investigates digressive relational structures The stories show how narrators' positioning utilised by native English speaking and native between micro and macro is used to renegotiate Polish speaking scholars. The paper aims to social relations, accruing symbolic capital for contribute to the studies of intercultural variation transformation. of the organisation of academic texts.

OR1873 OR2202 Understanding the communication challenges in Engendering neo-feminist identity reflection in a bilingual emergency department: a linguistic Japanese female undergraduates through critical perspective discourse analysis Diana Slade*1, Jack Pun*2 Kristie Sage*, Tomoko Sugihashi*, Sumiko 1. Department of English, Hong Kong Polytechnic Miyafusa* University 2. Faculty of Arts and Social Sciences, Showa Women's University, Japan University of Technology Sydney The presenters will describe the degree of neo- The paper reports on discourse analytic research feminist identity reflection in cohorts of Japanese of recorded interactions between clinicians and female undergraduates studying in America and patients in bilingual emergency departments in Tokyo. Through Critical Discourse, Conversation Hong Kong. The analysis of different types of and Corpus Based Analyses we seek to elicit and exchanges and salient language choices used by elucidate contemporary perceptions shaped by clinicians and patients in construing pain and Japan's emerging neo-feminism and the socio- managing treatment is detailed to demonstrate economic revolution of career females. causes of misunderstanding. OR2262 OR1887 Discourses of sustainability and unsustainability Re-examining Bakhtin's discourses: Fine-tuning a in print media texts: International students, methodological approach to discourse analysis higher education and sustainability Warren Midgley Radha Iyer University of Southern Queensland, Australia Queensland University of Technology, Australia

Bakhtin's theoretical work has played a significant This paper undertakes a critical discourse analysis role in informing discourse analysis. This of the discourses of sustainability and presentation examines the Bakhtinian concepts of unsustainability in newspaper articles on internally persuasive discourse and authoritative international students in higher education. discourses as tools for discourse analysis. In Theories of discourse, power and governmentality particular, the paper draws a distinction between illustrate the serious implications such discourses 'implicit' and 'explicit' authoritative discourses and have on international student populations and demonstrates their application in analysis. higher education programs in Australia.

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OR2295 I show how writers discursively construct an A genre-based investigation of business and identity from the repeated rhetorical choices management research articles made available by their disciplines. Yihui Chiu National Taipei College of Business, Taiwan OR2959 Discourse and creativity: Toward a socio- The study identifies the rhetorical moves and pragmatic and cognitive account of product steps of 50 SSCI-ranked business and storytelling management research articles. The two specific Ming-Yu Tseng moves, establishing a research niche and National Sun Yat-sen University, Taiwan commenting on results, are analyzed and compared with previous findings. This study addresses Chinese discourse creativity exemplified in "product storytelling" in Taiwan's OR2316 cultural and creative industries. Using "creative Brazilian homeless people: Ways of self- potential" as its key analytical concept, the narration presenter argues that seven aspects of creativity Maria José Coracini corresponding with five types of discourse acts Universidade Estadual de Campinas, Campinas, Brazil work together in the design of creativity exemplified in product storytelling. This paper aims at presenting partial results of an analysis of the discourse of twenty Brazilian OR3011 homeless people, paying attention to the ways of Describing and assessing negotiation in spoken (self)-narration. They speak about themselves in interaction the third person, mainly when they refer to Lori Zenuk-Nishide*1, Andrea Paul*2, Donna something dangerous to them. Hesitations, Tatsuki*1 silence and modal verbs are also analysed. 1. Kobe City University of Foreign Studies, Japan 2. Monash University, Melbourne, Australia OR2370 When South African police become This study describes and evaluates student postgraduates: A Critical Discourse Analysis of performance of negotiation discourse (moves, academic writing functions, language) using an instrument for Sibusiso Ndlangamandla teaching, and formative and summative University of South Africa, South Africa assessment of spoken interaction. This approach streamlines the relationship between learning, The analysis of written discourse uncovers the feedback and assessment. This instrument is intersection of social and discourse practices based on Systemic Functional Linguistics, when students struggle to complete studies. The interactional sociolinguistics, and intercultural presenter will describe and explore the communication theory. professional and academic identities that impact on research writing of proposals by postgraduate OR3073 students. Implications for research and writing Upholding and promoting the city’s core values instructions are explored. by the Hong Kong Special Administrative Region (HKSAR) Government through discourse OR279 Victor Ho*, Amy Suen* A corpus approach to academic identity 1. The Hong Kong Polytechnic University, Hong Kong, Ken Hyland HKSAR University of Hong Kong, Hong Kong The paper combines textual and multimodal This paper takes a novel approach to identity by analyses in identifying discursive resources used in seeing it as the repeated performance of a constructing public promotional discourses. The disciplinary idiom. Focusing on three corpora of presenters will discuss the types, frequency, and academic bios, homepages and prize applications, effects of such resources. The study will inform

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discourse practitioners of the way to produce and University of Canberra consume promotional discourse containing both textual and multimodal elements. This paper discusses how L2 writers position themselves in the results and discussion chapters OR3078 of their doctoral thesis using stance and Exploring the discursive space for teaching engagement strategies (Hyland, 2005). The paper thinking: A study of classroom discourse in also explores the L2 writers’ experiences in Singapore developing arguments and presenting themselves Peter Teo in the result and discussion chapters through Nanyang Technological University, Singapore semi-structured interviews.

This paper examines the discursive process of OR3249 teaching critical thinking in the context of a pre- An analysis of the methodology and results university class in Singapore. Through a close sections of the Design Science research articles of analysis of lesson transcripts, it makes visible and Information Systems explicit the discursive structures that encourage Becky Kwan students to negotiate, question and thereby co- Department of English, City University of Hong Kong, construct knowledge. Hong Kong

OR319 This paper presents a study which examines the Citation in research articles: A cross-linguistic methodology and the results sections in Design and cross-disciplinary study Science research articles published in Information Guangwei Hu*1, Guihua Wang2 Science journals. Findings show that few texts 1. Nanyang Technological University, Singapore 2. display a distinct results section. Most results China West Normal University, Nanchong, China reported by the authors are embedded in what appears to be a methodology section. In a notable This paper reports on an empirical study designed number of result statements, authors admit to investigate cross-disciplinary and cross- different types of contingencies arising in the linguistic variations of multiple citation features in research reported (e.g., problems, failures, research articles from the unifying perspective of challenges and obstacles) that necessitated Bakhtinian dialogism. further design actions. Implications for future research and teaching of research writing will be OR321 discussed. How teachers' disciplinary background and teaching experience influence their use of OR3265 evaluative language Informing the future, critique of the past: A Li Lin Choo*, Guangwei Hu critical discourse analysis of Australian literacy Nanyang Technological University, Singapore policy Debra Edwards Drawing on APPRAISAL, a theoretical framework La Trobe University, Australia grounded in systemic functional linguistics, this paper reports on an empirical study designed to In this paper a critical discourse analysis lens is examine how teachers' disciplinary background used to examine the construction of literacy and and teaching experience may influence their use of the successful literate student in Australian of evaluative language resources in their written Commonwealth Government literacy policy. I am feedback on students' projects. interested in exploring the potential of using critical discourse analysis for a textual analysis of OR3211 literacy policy documents for informing future The positioning of L2 thesis writers: Stance and policy. Specifically in this paper I intend to engagement strategies examine the competing discourses evident in the Emmaline Lear*, Lydia Li, Linda Li*, Sue Prentice, constructions of literacy and the successful Garry Collins, Joelle Vandermensbrugghe literate student in the policy documents.

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other readers, demonstrate improvement of OR3301 critical thinking skills. Meaning genesis: Functional dynamic modeling of semantic structures for discourse analysis OR358 Mahé Ben Hamed Acquisition, development and evaluation of BCL - Database, Corpora and Language Lab, CNRS- discursive competences in EFL (pragmatics): A University of Nice, France study of corpus linguistics Wilder Escobar*1 Computational discourse analysis identifies El Bosque University, Bogota, Colombia semantic structures through static descriptive approaches. We reintroduce dynamic and This is a discourse analysis study of linguistic functional aspects to their identification by corpora from EFL students’ oral productions, and combining the analytical power of dynamic the production of native speakers where adaptive networks and the functional realism of comparisons, co-occurrence statistics and semantic priming, allowing for a direct functional benchmarking exercises are at core in identifying interpretation of these structures and of their sociolinguistic patterns. In addition, the project evoked semantic content. We argue that such an seeks to propose a corpus-based methodology to approach offers a direct functional interpretation mitigate pragmatic failure in sociolinguistically of the cognitive impact of a semantic discursive distant contexts. construct, and access to the implicit in discourse. OR451 OR3331 Cohesion and coherence-related features in Fostering Content and Language Integration with postgraduate student writing an online corpus of science and engineering Helen Basturkmen*, Janet Von Randow* lectures University of Auckland, New Zealand Nilson Kunioshi*1, Judy Noguchi2, Kazuko Tojo3, Hiroko Hayashi4 At postgraduate level some student writers may 1.Waseda University, Japan 2. Mukogawa Women's struggle to produce text that is clear and well- University, Japan 3. Osaka Jogakuin University, Japan 4. connected throughout. The presenters report a Osaka University, Japan study examining higher and lower graded samples of postgraduate student writing collected in a An online corpus of science and engineering diagnostic writing task. The samples were lectures equipped with a user-friendly search examined for cohesion and coherence-related interface was developed to support lecturers and features, including rhetorical relations. students who are nonnative speakers of English (NNS). It can offer support for the integration of OR472 content and language in delivering and receiving Foreigner talk discourse induced by Japanese scientific knowledge by NNS. female university students Satoko Hamamoto OR342 Yasuda Women's University, Japan Readers' blogs in college-level EFL classrooms in China This study examines the learner strategies of Yingliang Liu Japanese female university students as non-native Wuhan University of Technology, P.R.China speakers (NNSs) during foreigner talk discourse (FTD), by looking at the methods and signals used The presenter will describe a study on the use of to trigger simplified input, and evaluating the blogs in college-level EFL reading classrooms in extent to which FT input facilitates the China. The analysis of blogs suggests blogging comprehension of NNSs. about readings creates an interactive and collaborative classroom community where learners, actively engaged with the readings and

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OR584 OR992 Alignment in learner-learner discourse in Beyond structuralism: Reconceptualising Integrating Content and Language in Higher pedagogically-oriented descriptions of languages Education (ICLHE) in Japan: A corpus-based - A focus on New Zealand Ma-ori comparative study with EFL interaction Michael Taiapa Keiko Tsuchiya The University of Waikato, New Zealand Tokai University, Japan Since the 1970s, approaches to the teaching and This presentation will report a comparative study learning of second/additional languages have on learner-learner interaction in Integrating become less syntactically-driven and more Content and Language in Higher Education (ICLHE) communicatively-oriented. With reference to two with a general English class at a Japanese languages from different families (English and Ma- university. Two five-minute conversations in these ori), this paper demonstrates one way in which two settings were examined using a small-scale pedagogically-oriented descriptions can reflect time-aligned corpus. Different discourse this change and discusses teacher responses to frameworks, alignment in ICLHE and narrative in them. the English class respectively, were observed. E6: Rhetoric and Stylistics OR629 Communication strategy research among OR128 Japanese EFL learners Richard Connell’s ‘The Most Dangerous Game’: Christian Burrows Analyzing spoken language in a short story Japan Association of Language Teachers, Japan Maria Dolores Paculanang Negros Oriental State University, Philippines This research represents a year-long longitudinal study into the affects of communication strategy Teaching literature in the Philippines makes wide (CS) instruction on Japanese EFL learners' use of short stories. This paper attempts to shed speaking proficiency. The paper replicates light in developing students’ critical understanding research carried out by Nakatani (2005) and aims of structures and meanings in spoken language in to equip learners with the linguistic and problem- short stories following Bahktin’s Dialogical solving skills to overcome linguistic barriers. The Rhetoric. With additional techniques from other findings indicate clearly that the influence of prolific writers, a sample of critical analysis is prominent socio-cultural factors has to be presented. considered in order to maximize the full effectiveness of CS strategy use. OR1854 Contrastive rhetoric across the genre: OR889 Expressions of stance and engagement in English Chinese university webpages: A comparison of and Japanese Chinese and English texts Nagiko Iwata Lee Wenchao Tu Ritsumeikan University, Japan The University of Sdyney, Australia This paper examines the presenter's observation This study compares Chinese university webpages from an earlier study that writers in English vary in Chinese and English from the point of view of the frequency of engagement and stance macro-genre and micro-genre. The analyses were expressions between journalistic writing and supplemented by interviews with the producers of academic writing whereas those in Japanese the texts. A context-sensitive, audience-designed remain constant. The study has been conducted discourse style was seen to be applied in each of based on the taxonomy of metadiscourse markers the versions of the texts. presented in Hyland (2005).

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OR2516 OR1595 What makes for an effective voice in the written Towards a Russian national dictionary of stylistic analysis? quotations Anne Isaac Lydia Polubichenko University of Canberra, Australia Lomonosov Moscow State University, Russia

Voice (the writer's self-portrayal), is a key concept The deliberate intertextuality of modern discourse in writing theory and pedagogy. This paper necessitates compiling a thoroughly examines a study that provides a linguistic comprehensive nationally recognized Russian description of voice in the stylistic analysis, a dictionary of quotations. The presenter will useful genre for developing academic writing describe the momentous transformation from the skills. Findings regarding evaluative language in scanty Soviet repertoire of books of winged successful texts have pedagogical and theoretical words, tags and witticisms to a proper dictionary implications. of quotations and demonstrate its potential for linguocultural studies. OR3006 Citation patterns and practices in grant proposals OR2171 of graduate students From field to class: Dictionaries for the teaching Ling Shi*, Ismaeil Fazel, of endangered Austronesian languages in University of British Columbia, Canada Taiwan Jozsef Szakos This study explores the citation practices and The Hong Kong Polytechnic University, Department of functions in grant proposals of six doctoral Chinese and Bilingual Studies, Hong Kong students at a Canadian university. Analyses of students' grant proposals and interview data This report on the emerging lexicography of illustrate how doctoral students use citations to Formosan indigenous languages introduces how balance between their student identity and a the results of field-work are integrated into the potential scholarly identity in grant writing. teaching (materials) of the Tsou and Saaroa languages. Both languages could disappear soon, E7: Lexicography and Lexicology as the elderly speakers die, but the educational efforts to maintain them in school may also be OR1232 successful. One of the keys to preserving the Does the advent of new mobile technologies aboriginal wisdom is the lexical, traditional affect pedagogical environments? Smartphone knowledge. The presentation is about the dictionary apps vs. E-dictionary problems of directly transplanting fieldwork Toshiko Koyama results into classroom teaching. Osaka Ohtani University, Japan OR551 The present paper examines how the new mobile Introducing the OGTE: Your Online Helper for technologies affect pedagogical environments. Writing and Grading EFL Texts Participants who were Japanese university Charles Browne students were asked to install an English-Japanese Meiji Gakuin University, Japan dictionary application in their smartphones. The difference in learners' look-up behavior between This presentation introduces a new free tool for the use of E-dictionary and the smartphone writing and editing graded materials called Online dictionary apps were compared. Graded Text Editor (OGTE). Similar in function to Tom Cobb's wonderful VocabProfile tool, the OGTE places less emphasis on analysis, and more on helping teachers and authors to be able to write and edit texts.

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No Sub-Theme Allocated a tailor-made textbook has been published and this process will be described in the presentation. OR1093 Phrasal borrowing in academic writing: OR1331 legitimate intertextuality? What’s in a face? The impact of nonlinguistic John Morley ‘ethnic’ features on accent perception The University of Manchester, United Kingdom Susana Eisenchlas*, Rowan Michael School of Languages and Linguistics, Griffith University, This paper reports on two small-scale studies Australia which aimed to gather the views of academics of different disciplines, in two British universities, as Can a speaker's ethnicity, evidenced by to the acceptability and usefulness of reusing nonlinguistic factors, play a role in listeners' phrases from other writers. These findings are of perception of accent and comprehension? A relevance to those who have an interest in modified matched guise technique was used to language and writing development. test participants' responses to a recorded speech sample paired with photos of a Caucasian or a OR1156 Chinese speaker. Findings across the conditions Introduction of the Center Listening Test: are analysed. Perceptions of English teachers and students Kozo Yanagawa OR1362 Hosei University, Japan Creativity and language learning: Instigating a creative zone The purpose of this study was to document the Tan Bee Tin current situation of the teaching and learning of The University of Auckland, New Zealand listening at Japanese secondary schools. More specifically, this study explored how stakeholders, In order to increase student desire to explore including high school English teachers, students, language within and beyond their ZPD, this paper and college English lecturers perceive the discusses how language learning tasks can be introduction of the listening comprehension transformed into creative tasks. It discusses component of the Japan National Center Test findings from a project conducted with Indonesian (henceforth, Center Listening Test) and to what students, using a variety of creative tasks with extent the Center Listening Test affects their different degrees of constraints. teaching or learning. The results showed that while teachers have reacted positively to the OR1392 introduction of the Center Listening Test, the Input delimited differences in heritage speaker students have not. This suggests that the bilingualism: The case of reverse psychological introduction of the Center Listening Test has so predicates in Spanish as a heritage language 1 2 far had limited positive effects on the Jason Rothman* , Diego Pascual y Cabo stakeholders, particularly students. 1. University of Reading, Reading United Kingdom 2. Texas Tech University, Lubbock, USA

OR117 This studies examines the syntax of reserve psych- An English education curriculum reform focusing predicates (RPP) (gustar "to like" type verbs) in on EGAP at a Japanese university heritage speaker (HS) Spanish. In general, these Tamami Wada*, Masayuki Ohkado*, Hiromi verbs differ from regular agentive verbs in that Imamura*, David Laurence* Chubu University, Japan they only subcategorize for the thematic roles of an and a instead of an This presentation will describe how a Japanese and a . 122 participants (18 university has reformed its English language child & 54 adult HSs, 16 1st generation curriculum to meet the needs of 29 different immigrants, 15 child & 19 adult Spanish departments by focusing on English for General monolingual speakers) completed a 1-4 scalar Academic Purposes. To meet these diverse needs, grammaticality judgment task (GJT). The results

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reveal that no attrition is attested nor is OR1578 incomplete acquisition supported since HS The effects of a suprasegmental approach in a children vs. adult comparison reflects continued Japanese EFL high school class development and the adult HSs perform the same Makoto Suzuki*1, Hiromi Kawai*2 as the immigrant population that provides them 1. Saitama Prefectural Kawagoe Girls Senior High input which reflects input delimited differences. School, Kawagoe, Japan 2. Kanda University of International Studies, Maihama, Japan OR1441 Trajectories of L2 academic writing development: This study investigates the effect of a Japanese What students say and what their texts reveal high school English speaking class on the level of Neomy Storch*, Janne Morton*, Celia Thompson* learners' English speech production and University of Melbourne, Australia awareness of English pronunciation. This study suggests the necessity of instructing in Few studies have brought together student suprasegmental aspects of English and raising perspectives and textual analyses in looking at the awareness of English prosody and pronunciation trajectories of L2 students as academic writers. and willingness to use English. This paper focuses on the writing development of three L2 first year university students by reporting OR1584 on interview data and an analysis of their Gender agreement in Greek-English & Greek- assignments. German bilingual children Maria Kaltsa, Maria Andreou* OR1496 Aristotle University of Thessaloniki, Greece Instruction and evaluation of communication strategies to develop learner autonomy Our study investigates the development of gender Emiko Izumi agreement marking in Greek by comparing Kyoto University of Education, Japan production data from Greek-German and Greek- English bilingual children. We compare our This study focused on instruction and evaluation participants' performance in elicited production of Communication Strategies that Japanese EFL tasks along with data from narratives to induce learners often use in both L1 and L2 potential correlations between the type of communication. Communicative tasks were bilingualism and the languages involved. implemented in pairs and their conversations were videotaped, transcribed and analyzed. OR160 Several characteristics were observed and how to The challenges faced by L2 postgraduate thesis evaluate them will be discussed. writers and their self-initiated writing strategies Fiona Hyland OR1510 Faculty of Education, University of Hong Kong, Hong The effects of model texts on learners' noticing Kong and uptake in argumentative essay writing Osamu Hanaoka*1, Yoko Kanazawa*2 This paper reports on a longitudinal case-study 1. Tokyo International University, Japan 2. Hoshi investigating ESL postgraduate students' writing University of Pharmaceutical Studies , Japan problems and the self-initiated strategies they developed to meet these challenges. The paper While the role of reformulations has been suggests students' major challenges related to examined in a number of SLA-oriented writing linguistic, institutional and disciplinary issues and studies, the potential of model texts have been that they employed a wide range of strategies to underexplored. To address the gap, the deal with these issues. presenters report on a study that investigates the effects of model texts on learners' noticing and OR1664 uptake in argumentative essay writing. A cross-disciplinary study of PhD thesis examination reports: Do examiners provide assessment or feedback?

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Elke Stracke*1, Vijay Kumar*2 1. University of Canberra, Australia 2. University of The objective of this session is to describe the Otago, New Zealand steps involved in the translation of a questionnaire. An instrument created to collect A doctoral examination report consists of both data on technology integration in the classrooms summative assessment and a formative of higher education courses in Modern Foreign component. This paper investigates how PhD Languages in Brazil will be used to illustrate the examiners from different disciplines approach the process. examination report in the Australasian context. Findings indicate that examiners often stopped OR1836 with summative assessment, hence the Outcomes for written production in primary presenters' call for a stronger focus on feedback. language programs: Immersion vs non- immersion OR1687 Robyn Spence-Brown*1, Noriko Iwashita*2 The impact of in-class training in corrective 1. Monash University, Australia 2. University of feedback on second language learning Queensland, Australia Eva Kartchava*1, Nicholas Walker2, Melvin Shantz2 1. Carleton University, Canada 2. Collége Ahuntsic, This study compared writing task performances Canada from Year 6/7 students in immersion and non- immersion Japanese programs. Immersion This study investigated whether training in recasts students generally far outperformed those prior to their provision would make their enrolled in regular programs but learner corrective intent more noticeable to ESL learners, background was also a significant variable. The yielding increased uptake and larger gains on the paper examines the nature of the competence post-intervention scores. The results indicate achieved and suggests implications for pedagogy higher uptake and test scores for the trained and assessment. group over the "recasts only" and "control" conditions. OR1862 Sensitivity and specificity of the English School- OR1737 Age-Sentence-Imitation-Task (SASIT) in Extreme first language acquisition: Replacing the monolingual and bilingual children notion of a steady state for a state of Theodoros Marinis*, Daniel Gibbons equilibrium? University of Reading, United Kingdom Michael Iverson*1, Jason Rothman*2 1. Macquarie University, Australia 2. University of Sequential bilingual children have low scores in Reading, United Kingdom widely used Sentence Repetition (SR) tasks not controlled for psycholinguistic properties. This talk We present data from a case study that examines will present sensitivity and specificity results from L1 attrition of Spanish after 30 years of the SASIT, a SR task that controls for age-of- naturalistic exposure to a typologically related acquisition, frequency, and length. The findings language, Brazilian Portuguese. Data reveal that have implications for language assessment in all areas tested (morphosyntax and its interfaces educational/clinical settings. with semantics, the lexicon and pragmatics) attrite. We argue based on this that the notion of OR1902 a steady state for L1 acquisition is inaccurate and Brazilian cultural diversity vs. stereotypes: should be viewed more as a state of equilibrium. Ideological discourses in textbooks for Portuguese and English teaching OR1828 Ariovaldo Pereira Data collection instruments in foreign language State University of Goiás, Brazil research: The translation process Claudia Beatriz Martins*, Herivelto Moreira This paper presents the results of a qualitative UTFPR, Curitiba, Brazil research project whose main objective was to

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investigate how the cultural diversity of Brazilian Standard Australian English (SAE). We present society is dealt with in textbooks of Portuguese findings of the ways that Australian Indigenous and English adopted in Brazilian schools. The students use Facebook and how this enhances CS study analyzed implicit and/or explicit ideological skills. discourses of stereotypical representations in these materials. OR2063 Collocation research based on corpora collected OR1950 from lower secondary school textbooks in Japan The effect of strategy instruction on Thai Taeko Koya learners’ listening comprehension and self- Hosei university, Japan efficacy Nantikarn Simasangyaporn The presenter will describe the results from University of Reading, United Kingdom collocation research based on corpora collected from lower secondary school textbooks in Japan The impact of listening strategy instruction on and suggest effective ways of teaching learners' L2 listening proficiency and on their self- collocations in the classrooms. This is based on efficacy for listening is an important but under- the trend in foreign language teaching where researched area. The presenter will discuss collocations should be taught to cultivate learners' findings from a study investigating this issue communication abilities. among Thai university learners of English. The investigation has implications for listening OR2064 pedagogy and curriculum design. Effective English-medium instruction (EMI) for Korean undergraduate engineering students and OR2006 their attitudes toward EMI classes The role of abstract grammatical concepts in Eun Gyong (E.G.) Kim*, Jeong-Ro Yoon*, second language (L2) development: Do they Korea Advanced Institute of Science and Technology make a difference? (KAIST), Korea Carl Ord University of Queensland, Australia The presenters will compare the effects of EMI (English-medium instruction) and Korean-medium This paper reports the findings of a longitudinal instruction of the same content by the same multiple case study of 5 advanced French learners instructor taught at a Korean engineering school. and their use of conceptual knowledge to mediate They will also discuss students' attitudes toward second language (L2) production. Findings suggest EMI classes and make suggestions for effective that a deeper understanding of the concept leads EMI for Korean engineering undergraduate to more accurate communication in a L2. students.

OR206 OR2071 Code switching on Facebook: Developing Foreign language education focusing on subject Standard Australian English (SAE) proficiency content and individuality with CLIL and MI theory through the expression of personal and cultural Yoshihiro Nigo identity Japan Coast Guard Academy, Kure Hiroshima, Japan Rhonda Oliver*1, Ellen Grote1, Judith Rochecouste2, Bich Nguyen3 Based on CLIL and MI theory, this research 1. Curtin University, Australia 2. Monash University, describes the importance of subject content and Australia 3. Curtin University, Australia individuality in learning a foreign language. The presenter will clarify how effective practicing Code switching (CS) is extremely useful for these combined ideas are for elementary children bilingual/bi-dialectal speakers. However, in terms of motivation and communication skills, accessing meaningful opportunities can be and finally suggest an innovative theory from this difficult, especially for Aboriginal English (AE) mixture. speakers because of the blurred distinction with

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OR2083 Do learners' affective factors influence the The proposed research intends to bridge the gap effectiveness of metacognitive strategy between cognitive semantics and the acquisition intervention? of Chinese as a foreign language (CFL). The Maiko Ikeda*, Osamu Takeuchi researcher will describe a polysemous network for Kansai University, Japan ‘sheng’ (climb) and present the acquisition sequence of polysemous senses of ‘sheng’. The This study aims at clarifying the influence of research can provide a new approach to CFL learners' affective factors on the effectiveness of lexical research. metacognitive strategy intervention. Latest results obtained from questionnaires and participants' OR2245 study journals will be reported in full detail in the Fluency of lexical access in second and foreign presentation and implications for future language literacy metacognitive strategy intervention will be Sanna Olkkonen discussed. Centre for Applied Language Studies, University of Jyväskylä, Finland OR2146 Extending the Cognition Hypothesis: Thought Fluency and its development have been complexity and language complexity researched widely in first language environments, ZhaoHong Han*, Eun Young Kang but in second language acquisition much less so. Teachers College, Columbia University The current study examines the development of fluency (accuracy and speed) of word recognition This study extends the Cognition Hypothesis in both L1 and L2, and their relation to (Robinson, 2011) by examining the connection second/foreign language reading and writing between task-induced thought and learner skills. output. Data comprise six communicative tasks and learner output from Tarone and Swierzbin OR2249 (2009), and were analyzed quantitatively and Literacy effects on the acquisition of grammatical qualitatively, guided by extant frameworks. Main gender across bilingual settings in Germany and findings will be reported and implications briefly Greece explored. Christiane M. Bongartz1, Theodoros Marinis*2, Ianthi M. Tsimpli2 & 3 OR2178 1. University of Cologne, Germany 2. University of To what extent are language skills transferable? Reading, United Kingdom 3. Aristoteles University, An insight into migrant children’s language Greece development Carlos Pestana*, Amelia Lambelet* The role of literacy in child L2 acquisition of Institute of Multilingualism, Switzerland grammar is poorly understood. This talk will present results from oral and written tasks Research with migrant Portuguese children in addressing how Greek gender is acquired in Switzerland investigated two aspects of linguistic German-Greek and Greek-German children. The transfers. The first one consists of reading findings have implications for the role of literacy comprehension skills learned in one language and in child second language acquisition. transferred to another one, the second one focus on transfers in a written production task and OR2259 questions the effect of language closeness. Salience in oral and written narratives of young Greek-German-English Bilinguals OR2191 Maria Andreou*1, Christiane M. Bongartz2, Eva M. Acquisition of polysemous ‘sheng’ (climb) in Knopp2 Chinese as a foreign language 1. Aristoteles University, Greece 2. University of Haiyan Liang Cologne, Germany University of Queensland, Brisbane, Australia

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With the onset of schooling, the linguistic description task to determine the extent to which development of discourse abilities and literacy L1 scores and L2 proficiency can explain L2 scores. skills concur. By examining patterns of discourse salience in the oral and written story retellings of OR2440 10-12 year-old, biliterate bilinguals in both Becoming a Brazilian researcher: An analysis of respective languages, we seek to establish the the context, the literature and the activities effects of literacy across languages and modes. performed by senior researchers Raquel Gamero OR2306 State University of North of Paraná, Brazil Variation in the characteristics of peer- interaction and level of teacher involvement How is identity constitution understood in Brazil? according to group size Convergent ideas, arising from post-graduation Phung Dao*1, Noriko Iwashita*2 research, deal with identities as fluid and multiple 1. An Giang University, Vietnam 2. The University of instances discursively constituted (Gamero, 2011). Queensland, Australia In accordance with those findings, the presenter will focus on the psychological, ideological and The study compared characteristics of peer political factors of the teacher as a researcher's interaction and level of teacher involvement identity constitution. according to group size. More Language Related Episodes (LREs) and teacher intervention were OR2484 found in the large-group interaction than in pair Evaluation of presentation order of grammatical and small groups. The teacher's timely assistance items in junior high school English textbooks in drew learners' attention to the form and Japan facilitated more target-like production. Tetsuo Baba Tokyo Gakugei University, Japan OR2367 Russian heritage pupils’ writing in Finnish and The purpose of this study is to analyze and discuss Russian: A longitudinal perspective the presentation order of grammatical items in Riikka Ullakonoja*1, Lea Nieminen*1, Ari Huhta1, the junior high school English textbooks Eeva-Leena Haapakangas1, J. Charles Alderson2 authorized by the Ministry of Education, Culture, 1.University of Jyväskylä, Finland 2. University of Sports, Science and Technology in Japan and to Lancaster, United Kingdom propose some suggestions for the future development of EFL textbooks. This 2-year-longitudinal study focuses on Russian heritage pupils' (n=60) writing performances in OR2528 Finnish and Russian. The aim is to examine the Engagement and second language learning change in the performances and the possible Jenefer Philp*1, Susan Duchesne*2 reasons behind it. The study expands our 1. Lancaster University, United Kingdom 2. Wollongong understanding of the relationship between the University, Australia skills in heritage and second languages. This presentation aims to refine our OR2397 understanding of learner engagement in L2 Can L1 speaking scores and L2 proficiency explain language classrooms, and the role of engagement L2 speaking scores? in L2 learning outcomes. Based on classroom Fumie Noguchi observations and interviews, we provide evidence Daito Bunka University, Japan of learners' engagement and disengagement through behavioural, cognitive and affective The presenter will discuss how individual speakers indicators during whole class, group and pair state the same content in their first language (L1) work. and second language (L2). This study evaluated L1 and L2 utterances of 30 participants in a picture

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OR2701 A total of 141 EFL undergraduates from three L1 Preliminary study: English language acquisition backgrounds, Chinese, Japanese, and Spanish, and classroom activities of L2 in Vietnamese participated in this research. The results indicated children, Grade 5 that there was an effect of L1 on word Thanh Vi Son learnability. Lund University, Sweden OR2886 This study attempts to see how English teaching A needs analysis of Legal English in Brazil and learning methods in Vietnamese classrooms Fabricio Oliveira Da Silva affect learning output. Classroom observation GEALIN Pontifícia Universidade Católica de São Paulo using COLT (the Communicative Orientation of (PUC-SP), Brazil Language Teaching) and recordings of four Vietnamese children made after the lesson were English for Specific Purposes theory highlights the conducted to see how and if the children acquired importance of needs analysis as an ongoing subject-verb agreement. process in a language course. In this session, the researcher will present the results of a needs OR2703 analysis of Legal English conducted with lawyers in Norms of structure in explorative texts written by Brazil as well as its implications for course and young adolescents materials design. Trine Gedde-Dahl Sør-Trøndelag University College / Oslo University OR2945 College, Norway Learner development in a Japanese as a second language classroom The study is related to the implementation of Yoshio Nakai writing as a key competency and is based on Osaka University, Japan explorative texts written by 11-13 year old adolescents. The aim is to investigate what effects EPA caregiver candidates are studying Japanese as an integration of shared explicit standards in a Second Language (JSL) before working at teaching may have on the norms of structure in institutions for caregiving. This paper reports on their writing. how learners changed their attitude, and became more autonomous through collaborative learning OR2706 in the 6 month programme. I will elaborate on Time and work in science Twitter how to design the course and discuss what Greg Myers promoted autonomous and collaborative learning. Lancaster University, United Kingdom OR3019 I consider a corpus of ten Twitter feeds from Effects of individualized vocabulary review in a research scientists, and argue the representation reading program: Integration of incidental and of time affects the portrayal of scientific work. intentional learning The use of present tense verbs, continuous Makoto Yoshii aspect, adverbials, and references to time-bound Prefectural University of Kumamoto, Japan activities link science to the cycles of days, weeks, the academic year, and careers. This study is an attempt to integrate intentional and incidental vocabulary learning in a reading OR2834 activity without sacrificing the enjoyment of The impact of L2 learners’ first language (L1) on reading. The presentation will report on the result word learnability of a quasi-experimental study on the effectiveness Chen-Chun Camille Lin of a review exercise in a reading program on the The University of Sydney, Australia. web.

The current study aims to investigate the effects of L2 learners’ first language on word learnability.

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OR3037 The effects of modality and accent in grammaticality judgment tasks Silvina Montrul University Of Illinois, USA

We investigated the role of modality (written vs. auditory) and of accent (native vs. non-native) in aural grammaticality judgment tasks in 2 experiments. Results show that L2 learners perform higher on written than in aural modality. Foreign accent slows down processing in native speakers but does not affect L2 learners.

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W37 WORKSHOPS Research into elements influencing the efficacy of Incidental Vocabulary Acquisition(IVA) A2: Second Language Acquisition Longwu Zhao Harbin Institute of Technology, PR China W101 Practical activities based on students' My dissertation is research into the elements personality: Introverted and extroverted influencing the efficacy of incidental vocabulary Masa Tsuneyasu acquisition(IVA). It consists of two major Utsunomiya University, Japan aspects.The first section is research into the vocabulary learning modes, and the second Students learn languages differently and section is research into the four involvement personality is important. In this workshop, two modes or task types influencing the efficacy of traits, extraversion/introversion, are focused on. IVA. Intrapersonal and linguistic activities for the introverted and interpersonal ones for the W846 extraverted are demonstrated. The presenter Is your tea strong or powerful? Fostering hopes these easy-to-follow activities based on vocabulary acquisition in young(er) learners personalities help language classes to be more Saskia Kersten*1, Christian Ludwig*2 effective and successful. 1. University of Hertfordshire, United Kingdom 2. University of Duisburg-Essen, Germany W1495 Processing instruction and teaching and learning In recent years, research on foreign language of tense development has increasingly focused on Mable Chan "chunking" language and, therefore, this is the The Hong Kong Polytechnic University, Hong Kong topic of this talk. We look at the pivotal role chunks can play in foreign language development As tense is not realized overtly in , and investigate the part corpora can play in Cantonese ESL learners have to establish the fostering the learners' knowledge of words. property from scratch. In the workshop, the presenter will share with the participants how to make use of processing instruction in the B3: Second/Foreign Language Teaching classroom to help students map both the forms and Teacher Development and the meanings.

W1194 W2965 Pragmatic functions of non-standard stress and Helping public elementary school pupils to learn intonation: Often overlooked, always essential, how to read and write in English ultimately teachable Junko Yamamoto*1, Hiroyo Nakagawa*2, Hiroshi Tamara Jones1, Marnie Reed*2 Yokoyama*, Teruhisa Higashikawa* 1. British School of Brussels, Belgium 2. Boston 1. Niigata University of Management, Japan 2. Kansai University, USA Gaidai University, Japan

Intonation plays important but often overlooked English education for children in Japan focuses on roles in how speakers and listeners convey and spoken language skills. To better prepare children interpret implied meaning. English learners are at for further education, all four English skills should a disadvantage when they are not able to infer be taught. Most teachers are not proficient meaning in opaque language. In this enough to teach integrated skills in English. presentation, the speakers suggest practical, Therefore, the authors will introduce methods engaging activities for seamlessly integrating and original iPad apps to help teachers as well as intonation instruction into lessons. pupils.

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W1295 W1822 Autonomous language learning guides: Viable How can pluralistic approaches develop pupils' support for teachers and learners learning strategies? Kerstin Dofs Rebecca Dahm Christchurch Polytechnic Institute of Technology, New Université de Limoges, France/Université de Bordeaux, Zealand France

This workshop will explore the utilisation of This workshop aims at explaining the factors autonomous language learning guides by enabling students to implement learning teachers, learners, and staff in a Language Self strategies when confronted with unknown Access Centre (LSAC) to establish viable support languages (pluralistic approaches). Teaching for autonomous language learning practice. The techniques will be indicated so as to help students session is highly interactive and participants will transfer these strategies from one language to gain understanding of the actions involved in another, and even onto the L2 (the English they using these guides. are learning).

W1337 W3036 Exploring critical pedagogy in English education: Learner autonomy and drama: Components of a Cases studies in engaging with social justice model EFL teacher training programme issues Mehmet Boyno Alison Stewart*1, Hugh Nicoll*2, Chika Hayashi*3 Selahaddin Eyyubi University, Turkey 1. Gakushuin University, Japan 2. Miyazaki Municipal University, Japan 3. Dokkyo University, Japan Teacher training programmes put the learner into the centre of the learning process. Learner This workshop explores critical pedagogy for autonomy introduces a shift from teacher- social justice through questions raised by Smyth centredness towards learner-centredness. Drama (2009). The presenters will introduce case studies is compatible with learner autonomy. The from Japan in which students and teachers work participants will collaborate to propose a model toward understanding social justice issues in and EFL teacher training programme incorporating beyond the classroom. Participants are invited to learner autonomy integrated with drama through apply these questions to their own teaching some educational games. contexts. W3218 W1339 Crtical and creative thinking to enhance Fostering new literacies through global students’ ability in using English genuinely and simulation in intermediate French naturally Kristen Michelson*, Beatrice Dupuy Oikurema Purwati*, Ririn Pusparini* University of Arizona, USA Universitas Negeri Suabaya, Indonesia

This workshop presents the development and In designing English instruction, it is common for implementation of a global simulation in fourth an Indonesian English teacher to design activities semester French through a multiliteracies concerning knowledge of English not the use of framework as a means of fostering learners' English. Therefore, it is necessary for an English intersemiotic awareness, and includes discussion teacher to consider critical and creative activities of materials development, assessments, and during the teaching and learning process. learner data, including how student beliefs about language changed as a result of the course.

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W374 W703 Integrating sociocultural theory in writing Using language learning strategies in tertiary instruction for grades K-12 foreign language teaching and learning Feng-Ling Johnson Emmaline Lear*, Laura Tolton*, Nicolette Northwestern College, U.S.A Bramley* University of Canberra, Australia The presenter explains the rationale for and steps in integrating sociocultural theory in writing This study used VARK (Visual, Auditory, instruction in grades K-12. Lesson plans and Reading/Writing, Kinaesthetic) (Fleming, 2001) student sample work are used for illustration. The strategies and journals to identify learning styles, participants have the opportunity of modifying or promote awareness of language learning creating a writing activity which integrates key strategies and focus language learning goals. The elements of sociocultural theory. presenters will introduce these teaching and learning techniques used in Spanish and Japanese W592 to promote the retention of foreign language Strategy training in foreign language teaching learners. Carol Griffiths*1, Ying Tang*2 1. Fatih University, Turkey 2. Xin'an Middle School, W721 China Relating intonation research to language teaching: Metacognitive strategies bridge Although research has shown that successful learner gaps in understanding speaker intent learners frequently employ various strategies, Marnie Reed many students are unaware of their importance. Boston University, USA This workshop will present a study which found that students who received strategy training were Levis (1999) claims intonation research is divorced more successful. Participants will be able to from language teaching. Vandergrift and Goh examine and discuss the materials and procedures (2012) claim learners understand the words but used. not the message. This workshop connects empirically tested assessment and pedagogic W603 materials to a metacognitive approach to Radically improving second language instruction suprasegmental instruction designed to increase with the input-based incremental approach leaner accuracy recognizing the pragmatic Joe Barcroft functions of intonation. Washington University in St. Louis, USA W792 In this workshop we review theoretical and Achieving intercultural competency through the research foundations of input-based incremental multiple reflections of culture vocabulary instruction (IBI) (Barcroft, 2004, 2005, Lourdes Sanchez-Lopez*1, Clara Mojica-Diaz*2, 2012) and provide training on using the IBI Fernando Palacios*3 approach to improve second language instruction 1. University of Alabama at Birmingham, USA 2. drastically. All participants have the opportunity, Tenessee State University, USA 3. Mercer University, making use of a 7-item checklist, to develop IBI USA activities on their own. The workshop demonstrates how to approach and achieve intercultural competency in the advanced language classroom through the interpretation of a variety of authentic oral and written texts. Authors present rationale, step-by-step methodology and lead participants in the development of a contemporary template unit they can replicate in their own language classes.

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W89 W1378 The linguistic landscape as a pedagogical tool for Designing a pedagogical corpus to support promoting sociopragmatic awareness and language revitalization: The case of Labrador symbolic competence Inuttitut Lawrence Williams*1, Lee Abraham*2 Elizabeth Gatbonton*, Vivek Venkatesh, Ildiko 1. University of North Texas, USA 2. Columbia Pelczer, Michael Conor Cook, Norman Segalowitz University, USA Concordia University, Canada

Using examples of bilingual and multilingual This workshop describes a pilot pedagogical advertisements, signs, and other semiotic artifacts corpus development project in which a digital in public spaces, the presenters will demonstrate repository of written Inuttitut utterances are how the linguistic landscape can be used as a paired with oral productions from a variety of pedagogical tool for integrating sociopragmatic Inuit speakers to support a task-based language awareness and symbolic competence into the L2 teaching curriculum developed to revitalize curriculum. Inuttitut, an endangered language in Eastern Canada. B4: Language and Education in Multilingual Settings W497 Six-step guide for developing Virtual Learning W2372 Objects (VLOs) with open access resources Applying linguistic and SLA theory to teaching in Shelick Garcia Galván remote multilingual settings: Honey Ant Readers Universidad Autónoma Metropolitana, Mexico, Margaret James Universidad Pedagógica Nacional, Mexico and Universidad Nacional Autónoma de México, Mexico The Honey Ant Readers, Australia

Virtual Learning Objects (VLOs) are pedagogical The presenter will outline the application of resources for developing intercultural second language acquisition theory and linguistics communicative competencies and fostering research to the development of a successful learn- autonomy, interdisciplinarity and the use of to-read series, designed for the specific linguistic technology through single learning units. VLOs can and cultural needs of Australian Indigenous, be adapted to specific teaching contexts without English as an Additional Language, learners - the spending a penny. The presenter will share the Honey Ant Readers. steps needed to create an innovative VLO.

B5: Educational Technology and W821 Language Learning Computer-assisted intelligent language tutoring system using students' footprints of L2 language W1271 learning The Interactive Reading Community Project: Chae Wook Lee*1, Yong Kook Won*2, Hyun Sook Implementing the sociocultural approach in an Chung*3 extensive reading class 1. Yoon's English School, Korea 2. Iowa State Kunitaro Mizuno University, USA 3. International Graduate School of Fukuoka Prefectural University, Japan English, Korea

The Interactive Reading Community (IRC) website In this workshop, the presenters will introduce a is designed to create a reciprocal community of new fuzzy logic computer-assisted language readers across universities in the world through tutoring system which traces the footprints of L2 integration of technology to enrich students' language learners with data tagging technology. reading experiences. You and your students are The main algorithm of the system and the invited to utilize the IRC and make your students' effectiveness of the program will also be act of reading active, collaborative, and reflective. explained.

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1. University of Nigeria, Nigeria 2. Institute of C2: Translating, Interpreting and Management and Technology, Nigeria

Mediation The paper examines Boko Haram's language of insurgency as a source of fear and terror in the W2362 Nigerian context. It seeks to delineate the Developing the capacity of foreign-language communicative character of the language of learners in Japanese Universities through insurgency and underscore its socio-pragmatic interpreting and translation education imports as revealed in the speech acts of the 1 2 Sachiko Nakamura* , Kikuko Tanabe* , Tomomi sect's spokespersons. 3 Nishimura* 1. Aichi Gakuin University, Japan 2. Kobe College, Japan 3. Kyoto Tachibana University, Japan D7: English as a Lingua Franca and Word Englishes This panel aims to shed light on aspects of the development of the reflective and W2118 interpretational/translational capacity across A proposal for ELF interactions with interactive languages and cultures, and presents several digital text books for cross-cultural distance learner-centered projects which have brought education about positive outcomes. The overall social Michiko Nakano*, Satoshi Yoshida*, Yusuke contribution of the interpreting and translation Kondo* class will also be discussed. Waseda University, Japan

Cross-Cultural Distance Learning programs are run among Japanese, Korean, Chinese and Taiwanese C5: Language in the Media and Public students, using English as a lingua franca. In order Discourse to enhance ELF learners' proficiency, we digitalized the textbooks with Dictionary, Memo, W1265 Vocabulary Cards, Listening to Audio Files and On- News products and process: An internal demand Lectures, PPTs, Slash Reading, Karaoke perspective and Shadowing. 1 2 Marcel Burger* , Daniel Perrin* , Laura 1 3 Delaloye* , Marta Zampa* 1. University of Lausanne, Switzerland 2. Zürich University of Applied Sciences, Switzerland 3. No Sub-Theme Allocated University of Lugano, Switzerland W2771 This workshop focuses on news making processes. English as a foreign language in the context of an It aims at discussing what an internal perspective international/bilingual school adds to the study of media discourse. We analyze (Portuguese/English) in Brazil complementary aspects of 'making the news' in Elisa Neves*, Kleber Aparecido da Silva* the written press, such as institutionalized University of Brasília, Brazil editorial meetings, individual writing processes by journalists as well as news products. This workshop presents the results of a study about the linguistic and cultural knowledge construction in English as a Foreign Language of D1: Sociolinguistics Grade 2 students in the Elementary Section, who were immersed in a cross-cultural and plurilingual

context of an international/bilingual W3023 (Portuguese/English) school located in Brasília A socio-pragmatic analysis of Boko Haram's /DF, Brazil. language of insurgency in Nigeria

Stella Mbaeze*1, Chris Uchenna Agbedo2

237 Posters

researched. Using a modified version of the POSTERS Academic Delay of Gratification Scale by Bembenutty and Karabenick (1998), Japanese A2: Second Language Acquisition university students' tendencies and willingness to delay gratification were assessed. P1122 Interlanguage pragmatics of Japanese learners: P1243 A longitudinal study of request Negotiating agency: The case of a challenging Fusako Beuckmann pupil The University of Tokyo, Tokyo, Japan Hilkka Koivistoinen University of Oulu, Finland This study aims to explore the development of strategies and interlanguage politeness used by This case study on Elli, a twelve-year-old adult learners of Japanese. In this presentation, `challenging pupil´ in a Finnish school, examines quantitative and qualitative analysis of a one-year how family discourse contributes to her language longitudinal study on request role-play settings learning. Video recordings from home are will be shared. This is the first longitudinal analyzed through the lens of mediated discourse, interlanguage pragmatic research which includes focusing on real-time social action but seeing Japanese beginner's level. these social actions as fundamentally discursive.

P115 P155 Self-editing in writing practice conducted by EFL The effect of extracurricular reading for pleasure class through electronic second language on sports majors’ English language learning acquisition Ying Hou*1, Chunhong Zhou2 Shaobin Ji 1. Foreign language department, Beijing, China 2. Department of Humanities, Wenzhou Vocational and Beijing Sport University, China Technical College Wenzhou, China and Second Language Acquisition and Teaching, University of The paper attempts to explore the effect of Arizona, Tucson, USA pleasure reading on sports majors' reading achievement and their motivation in English My main argument in this paper is to demonstrate learning through recreational reading program. that besides natural sensibility of learning foreign The study shows that reading for pleasure can language by acquisition, there are more internal have a positive effect on sports majors in both and external elements contained which decide cognitive and affective aspects. Some implications the success of foreign language learning as far as are discussed. writing practice is concerned. P1678 P1228 Ethics and methodology in collecting longitudinal Willingness to delay gratification and video data about children's L2 interaction motivational beliefs of Japanese university Maria Kela*1, Annekatrin Kaivapalu*2 students learning English 1. University of Helsinki, Helsinki, Finland 2. University Emika Abe*1, Mami Ueda*2, Toshiko Sugino*3, of Tallinn, Tallinn, Estonia Sunao Shimizu*4 1. Daito Bunka University, Tokyo, Japan 2. Tokyo The Long Second (a LONGitudinal research in University of Technology, Tokyo, Japan 3. Kogakuin SECOND language (Finnish) development in University, Tokyo, Japan 4. Rikkyo University, Tokyo, primary school preparatory class) is a longitudinal Japan corpus from immigrant children's first school year in Finland. The presenters will describe Motivational beliefs of Japanese university methodological and ethical questions of videoing students toward learning English were children's interaction and forming a database for investigated. Next, motivational strategies for the use of the research community. promoting students' academic success were

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P1971 Yongbing Liu*, Huiping Zhang Segmental and prosodic features of English School of Foreign Languages, Northeast Normal spoken by Japanese EFL learners with different University, Changchun City, China proficiency levels Kazuo Kanzaki Based upon the recently developed conceptual Osaka Electro-Communication University, Osaka, Japan transfer hypothesis in SLA, the presenters will report a study that examines the systematic The purpose of this study is to see how features of the Chinese learners' English proficiency in English affects the learners' compared with those of the German-speaking production of English through an acoustic analysis learners' English. The findings largely support the of their speech. The data shows that there is a conceptual transfer hypothesis in SLA. clear difference between the learners with different English proficiency levels in their P2126 realization of segments and prosody. Misperception of connected speech by Japanese learners of English at elementary, intermediate, P1976 and advanced levels An Asymmetrical Network Model of the Japanese Mako Ishida*1, Takayuki Arai2 EFL learner's mental lexicon 1. Sophia University, Japan and Stony Brook University, Noriko Aotani*1, Naoki Sugino*2, Simon Fraser*3, USA 2. Sophia University, Japan Kojiro Shojima*4, Yuya Koga*5 1. Tokai Gakuen University, Nagoya, Japan 2. The present study analyzed misperceptions of Ritsumeikan University, Kusatsu, Japan 3. Hiroshima English connected speech by Japanese learners of University, Hiroshima, Japan 4. National Center for English as a second language. The presenter will University Entrance Examinations, Tokyo, Japan 5. talk about the structural differences between Postgraduate student at Waseda University, Tokyo, English stress-timed rhythm and Japanese mora- Japan timed rhythm and subsequently occurring perceptual errors. This study attempts to clarify The aim of the present study is to devise a two the developmental process of perceptual dimensional asymmetrical network model which accuracy. accounts for how words are organized in the EFL learner's mental lexicon. The strength and P2469 asymmetry of the connections among vocabulary Corrective feedback as a bridge between the items will be measured and analyzed using cognitive interactionsit and the social AMISESCAL (Asymmetric von Mises Scaling). interactionist perspectives Naif Althobaiti P1993 Taif University, Taif, Saudi Arabia and University of Teachers using focus-on-form in students' writing Queensland. Brisbane, Australia Julia Mika Kawamoto*, Maki Fujimoto University, Matsuyama, Ehime, Japan This presentation tries to explain the facilitative role of corrective feedback in light of cognitive This study considers whether form-focused interactionist and social interactionist instruction (FFI) is applicable for all teachers. It perspectives.. examins the tendency (form- or meaning-based instruction) which teachers are inclined to focus on in their written feedback. In addition, if they are able to successfully merge both instructional P2541 foci. Topic hypothesis in Processability Theory: The case of Spanish P210 Barbara Hinger*1, Bruno Di Biase*2 A corpus-based study of Chinese beginning 1. University of Innsbruck, Innsbruck, Austria 2. learners’ English: A conceptual transfer University of Western Sydney, Sydney, Australia perspective

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The poster aims to trace morphological and Business English learning. The implications for syntactic development in learners of Spanish L2 needs analysis are discussed. according to PT-Processability Theory (Pienemann 1998, Pienemann, Di Biase and Kawaguchi 2005, P3016 Di Biase, Kawaguchi in preparation) by comparing Influence of affective filters on pre-university Australian with Austrian learners of Spanish and students during a ten month intensive English thus taking into account two different L1 language programme backgrounds. Pragasam Sagayadoss Loyola College, India P2616 Beliefs and their Influence in English language The results of this research indicate that the teaching and learning subjects of this study have high self-esteem, high Marcos Nhapulo motivation but are profoundly affected by anxiety Ghent University, Ghent, Belgium and University in terms of communication, examination and Eduardo Mondlane, Maputo, Mozambique negative evaluation. Although the learners have quite high level of self-esteem and motivation, the Language learning and achievement are burden of anxiety has taken a heavy toll on them significantly influenced by learner beliefs and in their learning process. As a remedy, this expectations and lack of their consideration may research puts forward certain recommendations result in misunderstandings throughout the to better the situation in future. teaching practice. During our paper presentation, we will talk about the need of including learner P3027 beliefs and expectations in the Mozambican and Sentence complexity and production in Japanese similar multicultural contexts. learners of English Toshiaki Nishihara*1, Mayumi Nishihara*2 P2788 1. Center for Language Studies, Nagasaki University, The acquisition of English past tense by junior Nagasaki, Japan 2. English Department, Faculty of high school students in Taiwan Humanities, Kwassui Women's University, Nagasaki, Kuanming Teng Japan National Tsing Hua University, Hsinchu City, Taiwan This study tried to show how increased syntactic The study aims to investigate the effects of lexical complexity affects sentence production by aspect on the L2 acquisition of English in terms of Japanese university students. In this study the Aspect Hypothesis. We attempted to explain changes in syntactic complexity facilitated their these issues: (1) the prediction of the hypothesis, spontaneous sentence production. This study also (2) L1 influence, and (3) the relation between L2 showed that despite its complexity, some marked proficiency and language use in the study. constructions such as Heavy NP Shift facilitated the students' sentence production. P2885 Needs analysis in Business English education in P3045 China: Identity as an added dimension Japanese students' perceptions of the Zuocheng Zhang effectiveness of English vocabulary learning 1. The University of New England, Armidale, New South strategies Wales, Australia S. Kathleen Kitao*, Natsumi Wakamoto* Doshisha Women's College, Kyoto, Japan The presentation explores identities narrated by Business English students in China. A narrative An important aspects of language learning is analysis of interviews with student participants, vocabulary learning, and students need to choose student journals, and other student texts revealed effective strategies. In this study, we surveyed multiple identities and complicated interactions Japanese university students about their use of between these identities in the process of vocabulary learning strategies using qualitative and quantitative approaches. We will report on

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which strategies students found most effective, motivating, and useful. P3264 Does teaching grammar really hinders students' P3140 speaking abilities? A mixed methods approach to EIL learners' Kazumi Araki interlanguage development in higher-order Saitama Prefectural University, Koshigaya City, inference Saitama, Japan Mariko Boku Ritsumeikan University, Kyoto, Japan It is often said that teaching grammar hinders students from speaking fluently. Is that really so? Based on a mixed methods approach this study Grammatical knowlege can develop their accuracy explores how EIL learners infer speakers' higher- of language use and improve their confidence in order intentions from sentences that include speaking the language. The students report that reversed polarity tags. The results of the study will learning English grammar intensively has become be discussed in the light of Relevance Theory a treasure of their learning experiences. (Sperber and Wilson, 1986, 1995). Implications of the study will also be discussed. P3354 Investigating three young Japanese children's P3141 second language development through English- An alternative diagnostic approach to EIL corpus-based analysis education: Onset, Provocation, Quality, Junko Kambara*1, Ikuo Koike*2 Radiation, Severity, and Time (OPQRST) 1. Meikai University, Chiba, Japan 2. The English Mariko Boku Language Education Council, Inc (ELEC), Tokyo, Japan Ritsumeikan University, Kyoto, Japan The purpose of this study is to investigate the This paper explores the effects of an alternative development of English as a second language by EIL diagnostic system applied by Onset, three young Japanese children aged five, eight Provocation, Quality, Radiation, Severity, and and ten who learned English in a naturalistic way. Time (OPQRST), a diagnostic interview for medical Their spoken data were sampled by using various patients. Data are analyzed based on a mixed tasks almost every two weeks for thirty months methods approach. Implications and limitations from 1972 to 1975 and digitized in 2005. We first as well as the results of the study will be posited a research question: is there any discussed. significant difference within and among the children in their use of vocabulary and syntax P3210 throughout the data? The answer to the research Japanese EFL listeners' sensitivity towards high- question is that there are significant differences frequency sounds: Tones, 'r' and 'l' consonants, within and among the children in their use of and word discriminations vocabulary and syntax throughout the data. That Mitsuyo Toya*1, Kazuchika Manabe*2, Kiyoko is, all three Japanese children's development of Ishizu*3 English vocabulary and syntax is relatively similar 1. University of the Ryukyus, Okinawa, Japan 2. Nihon with minor differences. University, Saitama, Japan 3. Seirei Christopher University, Shizuoka, Japan P3382 The acquisition of written expressions of emotion L2 learners often have difficulty mastering by Japanese learners of English automatic sound discrimination while listening. Ikuyo Kaneko This presentation will describe how sensitivity Juntendo University, Chiba, Japan towards high-frequency sounds, to which Japanese normally pay little attention, relates to This study observed the similarities and general listening proficiency in terms of 2000 and differences between first and second language 3000 Hz pure-tone discrimination, 'r' and 'l' acquisition in emotional expressions and consonants and word discrimination. investigated the correlation between the

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proficiency level of emotional expressions and the through thought processes and suggests applying English proficiency measured by TOEIC. Two kinds it to English teaching in second language learning. of letters written by native English speakers and Japanese learners were analyzed and compared. P634 English acquistion through facilitating events in P3409 higher education Resolution of intracerebral language processing Anthony Walsh, Satoko Ebara* mechanism during shadowing training with NIRS International Pacific University, Okayama, Japan Hajime Mochizuki Yuge National College of Maritime Technology, The intention is to provide practical information Kamijima, Ehime, Japan that assists lecturers interested in facilitating events in the higher education context. Providing Changes of Oxy-Hb and Deoxy-Hb in the cerebral students an outlet to display their acquired skills cortex were measured with NIRS for recording the in front of an audience can encourage motivation intracerebral language processing mechanism and collaboration. Furthermore, adequate while Japanese learners of English practiced preparation assists minimizing anxiety and shadowing, repeating and listening in English. maximizing the potential for language acquisition. Results show that BA 44/45 in the right hemisphere activated more strongly during P69 shadowing than during repeating or listening. The emotional appeal of the Critical Period Hypothesis and Universal Grammar as P530 rationalizations in SLA A cyclical Trinity language training enhancing Tim Keeley communicative competence in English: A Kyushu Sangyo University, Japan bilingual approach Harumitsu Mizuno*1,2, Kouichi Okumura3 A literature meta-analysis reveals the emotional 1. Kanagawa University, Yokohama, JAPAN 2. JACET, appeal of CPH and UG constraints as Tokyo, Japan 3. Tokyo University of Foreign Languages, rationalizations for adult SLA performance deficits Tokyo, Japan despite robust counter evidence questioning their validity as explanatory constructs. CPH in This approach is an effective way of teaching particular biases interpretations of some leading English in Japan. It was developed based on the research in neurolinguistics. Identity and affective idea from the results of Mizuno's Interlanguage factors provide more explanatory power. Analysis (1986-1994), taking the principle of human language acquisition based on Krashen's P693 Input theory (1982), the learners' cognitive A multiperspective approach to the design of an idiosyncrasy, and their L1 into consideration. Afrikaans task-based syllabus for university students P569 Elbie Adendorff ‘English Conversation Practice Based on Thinking University of Stellenbosch, Stellenbosch, South Africa Ability’: An approach to English education from linguistics This presentation reports on research undertaken Atsuko Otsuki*1, Junko Kareira*2 within task-based theory on the communication 1. Sagami Women's University, Sagamihara, Kanagawa, challenges which await students in a multilingual Japan 2. Tokyo Keizai University, Kokubunnji, Tokyo, university context and investigates how a task- Japan based syllabus contributes to these needs and

challenges. The paper reports on research ‘English Conversation Practice Based on Thinking undertaken on a multiperspective approach to Ability' focuses on verbs with syntactical complexity in the design of an Afrikaans task- predominance and thinking ability. Using the data based syllabus for university students. from this study, the presentation claims that the

verbs also play a critical role in logical speech

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P781 A3: Reading, Writing and Visual Literacy Implicit or explicit written corrective feedback (CF), is it the right question? P1725 Qi Guo The challenge of reading academic English for Auckland University of Technology, Auckland, New first year Arabic-speaking medical students Zealand Diane Malcolm Arabian Gulf University, Manama, Bahrain The paper investigated how written corrective feedback (CF) affects the accuracy of targeted This presentation describes how first year Arabic- linguistic forms from both the cognitive and socio- speaking medical students in Bahrain deal with cultural perspectives. The quantitative study and the initial challenge of academic reading in English the follow-up case study will provide insight into when thinking aloud while reading from a second language acquisition. The implications of required biology textbook. Vocabulary knowledge the findings will inform teachers on how to is highlighted as a key element of reading provide efficient written CF. comprehension. Retrospective interview data complement the quantitative findings. P907 The effect of processing instruction on the learning of English relative clauses P1743 Lin He Development of writing products and processes Victoria University of Wellington, Wellington, New in a foreign language: A longitudinal perspective Zealand Ari Huhta*, Lea Nieminen*, Riikka Ullakonoja* University of Jyväskylä, Jyväskylä, Finland This research extends the studies on Processing Instruction by examining its effects on second We report on a longitudinal study on the language syntactic features, in this case English development of writing in English in which we relative clauses. followed 165 young learners for 1½-2½ years. The writing process of 17 learners was captured with P928 the Scriptlog keystroke logging software (twice, a The effect of studying abroad on the speaking year apart). We report on the development of ability of Japanese EFL learners both the product and the process of learners' Miwa Morishita writing in English. Kobe Gakuin University, Kobe, Japan P1925 The present study focuses on the effect of Improving written fluency through extensive studying abroad on the speaking ability of reading Japanese EFL learners, who generally lack the Toshiko Yoshimura*1, Yukari Tokioka*2, Masaru opportunity for oral communication in English. Yasuda*3, Haruo Nishinoh*4, Kenji Ishihara*4 The results of two surveys show that, overall, 1. Hanazono University, Kyoto, Japan 2. Osaka Sangyo studying abroad in an English speaking University, Osaka, Japan 3. Hokuriku University, environment helps them develop their speaking Kanazawa, Japan 4. Doshisha University, Kyoto, Japan ability. This presentation discusses the use of extensive reading as a way to improve English proficiency, especially written fluency, among Japanese college students of various levels of ability. The approach has been found by the researchers to be easy to implement and effective in improving fluency as measured by written output.

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P1956 University of Tsukuba, Foreign Language Center, Dual Coding Theory (DCT) for the bilingual mind Tsukuba, Japan as a theory of L2 reading/writing Fabiola Ehlers-Zavala Reading is a complex often underestimated INTO Colorado State University, USA competence. For German as a Foreign Language in Japan usual comments are 'Reading is no problem In this paper, the presenter argues for considering for Japanese students'. This paper will discuss Dual Coding Theory (DCT) as a more suitable reading competence from an intercultural point of theory to account for the processes involved in L2 view, including strategies regarding the Japanese reading and writing. An evaluative synthesis of wish to communicate on an international the published research found in refereed journals platform. in the last thirty years to support this argument is presented. P3154 Fostering less proficient L2 learners' motivation P2344 for L2 reading Games for boosting literacy in the home Chiyo Hayashi language: The how and why Kunitachi College of Music, Tachikawa, Japan Andrea Schalley*, Susana Eisenchlas, Gordon Moyes This questionnaire study investigated whether or Griffith University, Brisbane, Australia not reading picture books written in English promoted less proficient EFL college learners' This talk critically evaluates a study with childhood motivation for reading English. The results of the English-German bilinguals which asked whether study showed that reading such books children can develop literacy in their home significantly increased the participants' intrinsic language by playing online educational games. motivation for L2 reading. Discussed are factors influencing the games' creation as well as evaluative measures taken, and P684 hence methodological issues of high relevance to College EFL student's perspectives toward related projects. vocabulary, syntactic knowledge and reading comprehension P2359 KuangYu Chen A Sociocultural approach to improving the logical Yun Pei University, Hsin Chu City, Taiwan thinking and writing skills in English of Japanese learners This study focused on the impact of vocabulary Mika Kawanari knowledge and grammar knowledge on reading Meikai University Faculty of Languages and Cultures, comprehension. The quantitative results indicated Chiba, Japan a positive correlation between vocabulary, syntactic knowledge and reading comprehension. A Sociocultural approach to SLA research pays The qualitative findings provided insight into the special attention to the notion of 'the zone of connection between EFL learners' vocabulary proximal development' (ZPD). We show the knowledge and syntactic competence in reading interactional processes among learners and comprehension. between learners and teachers in Japanese classroom settings and the improvement of logical A4: Psycholinguistics thinking and writing skills in English within the learners' ZPD. P1566 Verbal bullying in European universities (V.B.E.U) P2429 Barbara Kolkmann-Klamt Reading is no problem for them: German as a GAL- Gesellschaft Angewandte Linguistik, Germany third language in Japan Maria Gabriela Schmidt On the one hand Verbal Violence is classified as an invisible act, on the other hand it causes injuries

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and set fundamentally a turn in the social life of that linguistic input affects mental model the victims. The research project V.B.E.U construction. investigates the connections between the invisible act and the visible physiological facts. P886 Cross-linguistic effects on conceptual P233 representations: The case of L1-complex Kanji Internal dialogue as a psycho-educational and L2-English words resource for language learning advisors Renata Meuter*, Risa Abe Tanya McCarthy School of Psychology and Counselling, Queensland Osaka Institute of Technology, Japan University of Technology, Brisbane, Australia

This poster explores the inner dialogue of the For Japanese complex Kanji, orthographic language learning advisor-in-action. Through a representations and left radicals are variably grounded theory analysis of eight interview related semantically. An English semantic priming transcripts a taxonomy of various self-talk task, using Kanji-specific associations, found categories was revealed. The findings highlight the neither priming differences between centrality of the inner dialogue during the advising monolinguals and Japanese-English bilinguals nor process, and as part of the advisor's cognitive L2 proficiency effects. More refined stimuli and a development. broader bilingual sample might better reveal the malleability of conceptual representations. P2739 Reliance on orthographic cues for lexical stress assignment: Does language experience matter? B1: Mother Tongue Education 1 2 1 Jyotsna Vaid* , Josh Buffington , Belem Lopez , 1 Tosun Tosun P3040 1. Texas A&M University, College Station, USA 2. The Importance of mother-tongue education as Cornell University, Ithaca, USA the language of teaching and learning

Zoliswa Made How do language users assign lexical stress to Nelson Mandela Metropolitan University, South Africa words? An experiment comparing bilinguals and monolinguals showed that syntactic category- This study seeks to bring back the value of the related orthographic cues to stress assignment former marginalized languages in Post-Apartheid were reliably used by monolinguals only. More South Africa. Also it is the aim of this study to try research on stress assignment in bilingual users is and open the minds of Africans to value their needed to explore the possible influence of first languages and bring back the dignity of Africans language stress patterns. in the whole world.

P2772 Spatial biases in mental models of “between- ness” across languages: Reading habit and B2: Standard Language Education language structure effects Jyotsna Vaid*, Keen Song Liew, Kayoung Kim, P2233 Sumeyra Tosun The need to cultivate a sense of belonging in an Texas A&M University, College Station, USA EFL program for economics students Ryo Kirimura*1, Yuko Shimizu*1, Masahiro How language users spatially represent situations Yoshimura*2 or events may be influenced by characteristics of 1. Ritsumeikan University, Shiga, Japan 2. Setsunan their language. The present research examined University, Osaka, Japan the influence of two characteristics: reading direction and degree of morphological marking. As instructors designing an EFL program for Both variables differentially affected spatial economics students, the presenters understand representations of objects. These findings imply the ESP approach is instructive in forming

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learners' identity in their academic area. With the P1184 results of a questionnaire study on the sense of An Investigation into Chinese college English belonging, a way to design a program for writing teaching economics students is discussed. Lei Feng Beijing Foreign Studies University, Beijing, P. R. China P3160 Online Japanese-language learning: Student The study investigating the views of Chinese approaches and autonomy college English teachers will contribute to Midori Inaba research on L2 writing teachers' development and Aichi University of Education, Kariya, Japan Chinese college writing course design. The presenter will describe the interviewed teachers' This study investigates how international students views on Chinese college English writing teaching. utilize and benefit from an online Japanese- The implications are for the design of L2 writing language program in and outside the classroom. It teaching. analyses the students' learning histories of the vocabulary course, and compares the results with P1218 those of the listening course. The presenter will How to choose between pronunciation goals describe and discuss the results. when teaching Swedish as a second language Bosse Thorén Department of Language Studies, University of Umeå, B3: Second/Foreign Language Teaching Sweden

and Teacher Development The priority among phonological features in second language education is not trivial. Adults P1072 often end up having a persistent foreign accent Do teaching materials at primary level really that should nonetheless be intelligible. The promote L2 communicative competence? present contribution will discuss priority among Margit Hempel Swedish phonological properties, particularly University of Duisburg-Essen, Essen, Germany prosod. in the light of teaching experience and empirical findings. Speaking effectively in an L2 is a complex skill, in particular for young learners. The questions this P1234 paper will address are: 1) What is the nature of An analysis of English team teaching between communicative speaking ability in terms of NETs and HRTs in a Japanese primary school linguistic knowledge and psycholinguistic Ayano Shino subskills? 2) How do teaching materials consider Waseda University, Tokyo, Japan these elements and scaffold speaking skills? With increased globalization, Japan started P1132 compulsory English education from 2011. This Teacher's beliefs in the best balance for ELT study investigates interaction between native Yijie Hu English teachers (NETs) and Japanese homeroom Shenzhen University, Shenzhen, China teachers (HRTs) during English classes in a Japanese primary school. Then the study will The presenter will reveal a non-native teacher's discuss how NETs and HRTs should cooperate with beliefs in the best balance between helping each other for successful team teaching. learners master the knowledge of the system of English and enabling them to use it for practical P1325 communication purpose. The implication suggests Creating reading circles: A research experience that systematic exploring and critical self- Aurora Varona reviewing of teacher's beliefs help them theorize University of Veracruz, Xalapa, Mexico their beliefs.

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Reading circles are used as a pedagogical some inconsistencies, e.g. in memory strategies, technique to improve reading practice. For L2 low frequency but high confidence are reported. teaching, using this technique can create a context for students' free reading based on their P146 reading preferences and level. The presenter will A new model for oral English teaching based on describe her research experience carrying out this students’ experience technique at University level. Tiechuan Ma*1, Xiaoxia Liu2 1. English Department, NCEPU University, Beijing, P1344 P.R.China 2. English Teaching Department, BUU The Immediate Method: Task-based pragmatic University, Beijing, P.R.China learning in Japanese university conversation classes This empirical research is about the application of Stephen Richmond experience learning principles to the oral English Kyoto Gakuen University, Kyoto, Japan teaching. The presenter will describe his experiment of a new model for oral English The Immediate Method is a methodology teaching based on students' experience. The developed to overcome problems which typically results show the new model can better stimulate impede conversation classes at universities in students' interests in speaking and participating Japan. Its goal is to have all learners take part in enthusiasm. unscripted, authentic conversations in a culturally-appropriate manner. The presenter will P1512 describe the development, current status and The role of the teacher and the teaching in early future issues of the method. language learning Gun Lundberg*1, Evelien Krikhaar*2 P1361 1. Umeå University, Sweden 2. Radboud Universiteit, Motivation feeding on affective interaction with The Netherlands learners: The growth of an ELT teacher Yan Wen*, Yijie Hu Successful language learning in primary schools School of Foreign Languages, Shenzhen University, seems to be closely related to teachers` approach Shenzhen, Guangdong, China to the language, what they do and care about in the learning situation. Findings from a longitudinal The presentation focuses on to what extent a research project in seven European contexts, Early language teacher can be highly motivated through Language Learning in Europe (ELLiE) will be diversified affective interaction with the learners. presented and discussed. It also reveals that affective interaction and the systematic self-reviewing help the teacher to P1588 confirm her/his teaching beliefs and promote the Supporting EFL Learners in an extensive reading teacher's continuous professional development. program Joyce Maeda*, Akemi Kawamura* P1380 Tokyo International University, Kawagoe, Japan Oral SILL application using the bar for frequency and subjects’ evaluation of use Extensive reading is an important part of a well- Penelope Kambakis Vougiouklis*, Persephone developed reading program for language learners. Mamoukari* The presenters outline a program to guide and Democritus University of Thace, Komotini, Greece support students during extensive reading, helping them make effective use of time and Participants' confidence in strategy effectiveness, resources. Student feedback offers insight into in addition to frequency of use, is measured in their motivation to engage in reading for this oral application of SILL. Moreover, the bar vocabulary development. instead of Likert scale is used to measure both frequency and confidence. The results reveal

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P1644 1. Hokusei Gakuen University Junior College, Sapporo, An effective approach to use English literature in Japan 2. Sapporo University, Sapporo, Japan 3. the EFL classroom Hokkaido Musashi Women's Junior College, Sapporo, Masahiro Yoshimura*1, Tomohito Hiromori*2, Japan 4. Hokkai Gakuen University, Sapporo, Japan Yasunori Nishina*3, Ryo Kirimura*4 1. , Neyagawa, Japan 2. Meiji This presentation surveys the English skills University, Nakano, Japan 3. Meiji Gakuin University, required in MICE businesses and how the authors Yokohama, Japan 4. Ritsumeikan University, Kusatu, utilize authentic teaching materials extracted Japan from tourism websites and accordingly plan English lessons. English classes related to MICE The presenters will show a new approach to topics will heighten students' motivation in teaching English literature in a communicative and learning English and assist students in preparing motivating way by Focus on Form instruction. for successful future careers. Then, they will discuss how the use of literary works in English teaching can be useful for P1895 students to foster both their motivation and Blogs as tools for professional engagement in language awareness. pre-service English teacher education in the Brazilian context P1658 Lucas Moreira Dos Anjos Santos English for teachers and Multiple Intelligences Monash University, Melbourne, Australia and CAPES Rosario Alonzo Foundation, Brasília, Brazil University of the Philippines, Diliman, Quezon City, Philippines Drawing on the debates about the incorporation of digital technologies in English pre-service Where English is a medium of instruction in teacher education, the presenter will report the schools, pre-service teachers have to be prepared results of a research project which aimed to to use the language functionally in the classroom. investigate the engagement of teachers-to-be The paper will discuss how the use of the Multiple with blogs and their possible roles for teacher Intelligences model enables students to engage in education in the Brazilian context. the use of the language. Sample outputs shall be presented. P194 Speech-making in College EFL Classes through P1720 the analysis of Obama's second Inaugural Diamonds are forever: Enabling language Address learners to fulfil their lifelong learning Shinji Fukuda aspirations Fukuoka University, Fukuoka, Japan Carol J. Everhard Department of Linguistics, School of English, Aristotle In this study, speech-making in college EFL classes University, Thessaloniki, Greece through the analysis of President Obama's speeches is explored for the purpose of helping Diamonds have been branded as commodities Japanese students become good communicators which offer secure investment together with in English. lasting beauty. The task of language teachers is to transform the rough stones we encounter into P2016 sparkling diamonds. Strategic learners invest in Students these days are like karaoke people: their learning, take on ownership of the foreign Utilizing social context in English teaching in language and become successful lifelong learners. Japan William Green P1809 Sapporo University, Sapporo, Japan English teaching for the MICE industry in Japan Kyoko Morikoshi*1, Tomohiko Oda*2, Masashi This poster presents a study of the thinking and Sasaki*3, Yukie Ueno*4 practices of Japanese and expatriate teachers of

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English working in Japanese tertiary education. P2199 Data analysis revealed three key aspects of social Corrections and corrective feedback in language context that prompted teacher action. Both teaching and second language acquisition: An groups of teachers shared similar thinking about integrative model student motivation, involvement, speaking and Martina Rost-Roth communication skills. University of Augsburg, Augsburg, Germany

P2026 Against the background of the divergent Creating assessment portfolios for elementary perspectives taken in the literature, corrective school English in Japan: Issues and challenges feedback is examined as a component of Mika Ito instructional interaction (third position in the Tokai University, Hiratsuka, Japan "lockstep" pattern), on the one hand, and as a means of repair in the sense of conversation The presenter will summarize and discuss the analysis, on the other. The aim is to reconcile the current problems in EFL teacher education in two perspectives by identifying their overlaps and relation to the implementation of elementary differences within an integrative approach. school English throughout Japan in 2011. The rationale behind developing assessment portfolios P2420 for teaching English to elementary school children The effects of chunking on the intelligibility of to establish a framework will also be explained. English intonation produced by Japanese speakers P2139 Akiyo Joto*1, Nobuo Yuzawa2 TESL Pre-service teachers’ opinions and thoughts 1. Prefectural University of Hiroshima, Hiroshima City, about Materials Development Japan 2. Utsunomiya University, Utsunomiya City, Kean Wah Lee*, Shi Ing Ng Japan Universiti Malaysia Sabah, Kota Kinabalu, Malaysia The presenters will describe the results of an This study examines the TESL pre-service teachers' experiment conducted to investigate how opinions and thoughts as well as the effects of a correctly native Japanese speakers (JSs) place the Materials Development (MD) course on their intonation breaks in English sentences according professional development about developing and to given contexts and how their placement affects using language learning materials in their lessons the intelligibility of the JSs' English intonation. after experiencing an MD course that took place Some suggestions will be made for teaching in a university in Borneo Sabah, Malaysia. English intonation.

P2161 P2438 Publisher to classroom coursebook adaptation: A A corpus-based study on stress misplacement of sociological perspective on ELT listening English teacher trainees in China methodology Qing Zhang*1, Juan Xu*2 Adon Berwick 1. East China Normal University, Shanghai, China 2. Queensland University of Technology, Brisbane, , Nanjing, China Australia This study, based on a 100,000-word corpus English language teaching (ELT) coursebooks, ‘a established by the authors themselves, shows billion dollar industry’, are central in many different types of stress misplacement committed language classrooms around the world. The by 728 English teachers in Shanghai, China. The presenter will outline a current research project reasons for their stress misplacement are that investigates the adaptation of the ELT analysed and some pedagogical implications of listening methodology carried by a coursebook to this finding are discussed. Taiwan, by publishers, institutions, teachers and students.

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P2452 respect to differences in the use of linguistic The autobiographical imperative and the features and as descriptions and explanations. development of intercultural language The results show that besides knowledge about pedagogies languages for special purposes particularly Adriana Diaz "discourse knowledge" is important for successful Griffith University, Brisbane, Australia writing.

Autobiographical, anecdotal storytelling, which P2628 Thurlow (2004) describes as the 'autobiographical Why include semantic and pragmatic features in imperative’ in teaching about difference and teaching grammar rules? diversity, remains unexplored in the context of Claire Forel, Tabea Ihsane, Eva Waltermann* languages education. The presenter will examine University of Geneva, Geneva, Switzerland implementation of this imperative to trigger transformative learning processes. Implications Simplified rules are often proposed to students to for second/foreign language teaching and teacher help them handle tricky target forms and facilitate development will be considered. the expression of communicative intentions. Such formalisations go against presenting languages as P2496 tools for communication. Teachers should be Short stories in teacher education: A possible tool reminded that linguistic forms have semantic and for development In EFL pragmatic features that should also be taken into Eliane Registro consideration. Universidade Estadual do Norte do Paraná (UENP) Cornélio Procópio, Brazil P2668 20 years after the Consent Decree in Florida: Do The presenter will describe the analysis of a short ELL endorsed teachers really serve ELLs? story according to its didactic model considering Tony Erben this literary genre as a tool for the teaching of EFL. University of Tampa, Tampa, USA We believe our research will contribute to those who deal with teacher education considering the This presentation outlines the results of a relation between language and literature. statewide casestudy in Florida that investigated the effectiveness of teachers graduating with an P2519 ESOL Endorsement on the English language Tone production difficulty in disyllables development of new arrival immigrants. Since encountered by L2 learners 1990, the Consent Decree has addressed the civil Baili Lilienfeld rights of ELL students, foremost among those The university of Sydney, Sydney, Australia their right to equal access to all education programs. However, how well are ESOL Endorsed This study investigates an important aspect of L2 teachers trained, how well do they understand tone learning. The study argues that the English to teach English to ELLs, and how well do difficulties of tones depend on the types of tonal they deliver comprehensible instruction? combinations, in addition to L1 interference and tone contours found in previous research. The P2845 design, procedures and results will be presented. ‘I see many other classes with judging eyes': Creating new pedagogies and possibilities P2625 Tony Cripps How pupils write und how teachers expect them Nanzan University, Aichi, Japan to write: A corpus-based study Julia Ricart Brede This paper examines the design and University of Flensburg, Flensburg, Germany implementation of an introductory TEFL course. The course exposed the students (n=20) to 350 lab reports from pupils and teachers of the innovative pedagogies. The students' responses to biology classroom of grade 8th are analysed with the course are explicated.

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This study focused on the effects of written P3100 language (English/Japanese, private/published) Verbs of change: Going beyond the dictionary to chosen by four Japanese ESL teachers in journal reveal differences in nuance and meaning writing. The interview data with theoretical Wendurina interpretations inspired by Luhmann's theory of Nagoya City University, Nagoya, Japan communication demonstrated that writing created second-order observations and changes in In order to bridge the gap between explanation in cognition, action, and sense of identity in all dictionaries and what learners need to know for modes. differentiating between three verbs of change, become, turn, grow, the researcher will present a P3215 flowchart that incorporates six factors, showing Visual metaphors as tools in awareness to easy-to-follow steps leading to the selection of reading the right verb. Mônica Coimbra Universidade Federal Fluminense, Rio de Janeiro, Brazil P3128 and Colégio Pedro II, Rio de Janeiro, Brazil What affects English proficiency in a Japanese context? The present work starts from the principle that, Shuji Hasegawa during the awareness of reading process, the Uekusa Gakuen University, Chiba, Japan visual metaphor may be used as an access tool to its underlying conceptual metaphor thus The purpose of this study was to identify the promoting a better understanding of the language factors which affect proficiency in English in a verbal texts are made of. Japanese context. To complete the study, comparisons were conducted between P3250 elementary school 6th grade students and The roles of student assistants in tertiary-level university freshmen. The results revealed EFL classrooms in Japan significant factors to be considered in English Samuel Barclay*, Akira Nakayama* instruction from a long-term perspective. , Matsuyama, Japan

P3162 This study outlines a student assistant program Exploring language learners' and teachers' employed in university writing classes taught by beliefs in EFL classrooms native English speakers. It reports that the Midori Inaba program positively affected the students' sense of Aichi University of Education, Kariya, Japan participation and also delineates the perceived merits and demerits of student assistants, before The beliefs of EFL learners' and their teachers' in making a number of suggestions for Japan are explored with particular attention to improvement. the dissimilarities between them. The analyses of the questionnaire concerning beliefs, learning P3300 strategies, motivation and psychological factors Grammatical instruction in science research reveal that there are some discrepancies between writing: The natural approach to ESL for the two and that students' beliefs and ideas Japanese scientists change over time. Tomoko Onabe Osaka University, Toyonaka City, Japan P3198 Effects of written language (English/Japanese, Grammatical instruction through the natural private/published) on journal writing for teacher approach in English as a Second Language (ESL) development has been perceived as a formidable challenge in Yosuke Yanase Japan. This presentation discusses how to Hiroshima University, Hiroshima, Japan reconcile the discrepancy between accuracy and

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communicative competence in the instruction of P535 ESL writing for graduate scientists.- False cognates, false friends and deceptive cognates: Do they designate the same linguistic P3307 phenomenon? The difference of sex and age on motivation and Marilei Sabino communicative attitudes among Japanese EFL UNESP - University of São Paulo State at São Jose do pupils Rio Preto/SP, Brazil Rie Adachi Aichi University of Technology, Gamagori, Japan The aim of this study is to establish differences between the terms false cognates, false friends This paper describes the sex and age effects on and deceptive cognates, usually considered to be Japanese pupils' motivation for learning English synonyms and based on Set Theory elaborate and communicative attitudes towards people with helpful theoretical and practical issues to classify different cultures in Japanese elementary schools. them precisely in order to give insights into The presenter suggests that Japanese elementary foreign language teaching methodology. schools have some difficulties in teaching English. P539 P371 Semantic changes in related languages and the Developing EFL learner and teacher autonomy: A renewal of language lexis portfolio program under collaborative and Marilei Sabino reflective supervision UNESP - University of São Paulo State at São Jose do Hideo Kojima Rio Preto/SP, Brazil Hirosaki University, Hirosaki, Japan The purpose of this study is to investigate some The importance of promoting autonomous formally similar lexical units of different foreign learning/teaching has been emphasized in languages whose meanings today are language education. The presenter describes a considerably different from the original ones. This portfolio program implemented by a high school investigation aims to foster discussion about the EFL teacher under collaborative and reflective consequences of such changes in the emergence supervision (CRS). The potential of CRS to develop of the so-called false friends and false cognates. learner/teacher autonomy needs to be explored in different educational contexts. P565 Using peer feedback in the EFL writing class: The P426 point of view of Brazilian students Are we collaborative learning partners or Francisco Figueiredo competitors? Post-secondary English learning in Universidade Federal de Goiás, Goiânia, Brazil the Hong Kong context Vickie Wai Kei Li In this paper I investigate the effects of peer Faculty of Education, University of Western Ontario, correction activities on the learning of English. I London, Canada demonstrate that not only do the peer correction activities promote improvements in the written This presentation reports on a narrative study of texts, but they also make students become more Hong Kong post-secondary students' English motivated and confident as they realize that they learning experiences. The discussion will focus on are able to help each other correct the errors in the power dynamics within one student their texts. participant's (Maggie’s) English classroom and the influence of such dynamics on her understandings P643 of English learning and learner identity in relation Bridging the gap: Using a scientific journal as to her peers. content at a Japanese medical university Minako Nakayasu Hamamatsu University School of Medicine, Hamamatsu City, Japan

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reports on the results of three classes and the This paper reports on the use of the scientific effectiveness of using ICT devices and the journal Nature in order to bridge the gap between introduction of social skills training to these English for General Purposes and English for classes. Finally, some pedagogical implications are Medical Purposes at Hamamatsu University discussed. School of Medicine, and makes suggestions for advancing English education at medical P793 universities in Japan. A cooperative construction process of knowledge in improving Japanese EFL learners' speaking P681 ability The treatment of cross-cultural understanding in Hiromasa Ohba the new Japanese elementary school material Joetsu University of Education, Joetsu, Niigata, Japan ‘Hi, Friends!’ Satoko Hamamoto The purpose of this study is to investigate how Yasuda Women's University, Asaminami, Hiroshima, interactions in cooperative learning facilitate Japan Japanese EFL learners' speaking abilities and what learning mechanism is involved in deepening their To accompany the mandatory elementary school knowledge in order to speak in English, using a English classes that began in 2011, the Japanese framework of 'constructive interaction' based on Ministry of Education created the teaching the 'social constructionism of knowledge'. material Hi, Friends! to be used from 2012. Based on using foreign language activities to promote P899 cross-cultural understanding, this study looks at What does ‘explicit’ mean? A methodological how it is treated in Hi, Friends! consideration in explicit grammar teaching research P776 Yoichi Watari The impact of teaching approaches on foreign Shizuoka University, Shizuoka, Japan language grammatical development in primary schools in England The present study reviews methodologies of Suzanne Graham*, Louise Courtney*, Theodoros explicit grammar teaching research and explores a Marinis, Alan Tonkyn taxonomic framework to facilitate empirical and University of Reading, Reading, UK theoretical research on pedagogical grammar. Based on overviewing and classifying previous There is limited knowledge about the relationship work, some implications in developing grammar between teaching approaches and foreign teaching/learning materials will also be discussed. language learning outcomes in primary schools in England. Key findings from a study investigating this issue among learners of French in England will B4: Language and Education in be presented. The findings have implications for language teaching and curriculum development in Multilingual Settings primary schools. P2005 P782 Interactional feedback in immersion classrooms: Foreign language activities for Japanese A case study of two Senegalese international elementary school students who need special bilingual schools educational assistance Leticia Vicente-Rasoamalala Akira Nakayama*1, Neil Heffernan*1, Yui Miura2 The Chinese University of Hong Kong, Hong Kong, China and ALLENCAM Research Group, Universitat 1. Ehime University, Matsuyama, Japan 2. Kanazawa Pompeu Fabra, Barcelona, Spain University, Kanazawa, Japan

This study contributes further data on the This study focuses on foreign language activities differential effects of interactional feedback into for special needs education classes in Japan, and

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subsequent immersion learner productions in charge. Database software can help language international school environments. It attempts to teachers to use and search items in teaching discover the conditions for felicitous Teacher materials effectively. Reaction Episodes in acquisitional terms. Learners receiving elicitations and metalinguistic feedback P1350 appear to generate more uptake than those Mobile learning: A unique contribution to ELT receiving recasts. Yan Wen School of Foreign Languages, Shenzhen University, P2879 Shenzhen, Guandong, Could code-switching be an answer to the language dilemma in multilingual science The presentation aims to explore the unique classrooms? contribution of mobile learning to modern ELT Suk May Low with innovations in technology and widely University of Sheffield, Sheffield, United Kingdom accessible mobile devices. Blackboard and Micro blog are particularly used as examples to indicate Teachers often face the dilemma of code- how mobile learning can improve learning switching (CS) in multilingual classrooms. Hence, efficiency and lead to methodological innovations. the presenter will discuss the effectiveness of classroom CS by presenting the results from a P1476 classroom-based research study. She will argue Words I know I have learned and words I know I that classroom CS should be encouraged and should learn proposes a teacher training module on CS. Hiroya Tanaka*1, Akio Onishi*2, Nanaho Oki*1 1. Hokkai-Gakuen University, Sapporo, Japan 2. VERSION 2, Sapporo, Japan

B5: Educational Technology and The presenters have developed an online e- Language Learning portfolio system to help language learners acquire vocabulary continuously, independently and P1183 collaboratively. The session will demonstrate its Effect of scaffolding in communication with 3D key functions, discuss how it can benefit both intelligent agents on language learners' attitudes learners and instructors, and report a preliminary Hiroki Ishizuka study on how Japanese EFL learners perceive the Hokkaido University of Education, Sapporo, Japan effectiveness of the system.

Experiments were conducted to investigate the P2011 effects of scaffolding given to language learners Effectiveness of analysis with Near-Infrared during conversation with a 3D virtual intelligent Spectroscopy for EFL listening training agent. The results indicated that scaffolding in a Rumi Tobita*1, Eiichi Yubune*2, Masahiro Suzuki*3 3D virtual world was effective in improving 1. Ashikaga Institute of Technology, Japan 2. Toyo learners' autonomy and motivation as well as in University, Japan 3. Bunri University of Hospitality, engaging learners in communication tasks. Japan

P1233 The present study examined the effectiveness of Using database software for developing multi- analysis with near-infrared spectroscopy(NIRS) for purpose-use language educational material EFL listening training from the viewpoint of brain Kenichi Kamiya science. The data suggested that the analysis Osaka Institute of Technology, Osaka, Japan enabled the proposal of a well-matched combination of listening materials and training for The presenter will introduce some computer- EFL learners. based easy-to-use multi-functional educational tools, which can be used in the classroom settings, of his own making open to the public, free of

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P2088 The modular digital English course entitled Measuring English language student teachers’ "Culture Swap" was developed for a blended creativity via title vocabulary learning/teaching environment. The digital and Tan Choon Keong*, Lee Kean Wah, Yoon Sook modular features of the course were inspired by Jhee, Ng Shi Ing the results of two surveys conducted with University Malaysia Sabah, Kota Kinabalu, Malaysia Japanese university faculty and students. The structure of the course and its development will This study examined the creative abilities of 32 be presented. TESL student teachers on their abilities to generate ideas. Creativity was measured using a P3336 computer system. Findings revealed that English Can learner autonomy be enhanced by authentic Language high achievers had higher level of materials? Suggestions from the use of Kyoto-U vocabulary and contribute greatly to the ability of OpenCourseWare expressing creative titles and story telling. Sachi Takahashi*, Toshiyuki Kanamaru*, Yoshitaka Kato*, Akira Tajino* P2133 Kyoto University, Kyoto, Japan Blended learning and learner development using smartphones in Japan This study investigates the potential advantages Yukinari Shimoyama of authentic learning materials for Japanese Toyo Gakuen University, Tokyo, Japan university students created from the Kyoto-U OpenCourseWare system. Analyses of study The objective of this paper is to show a case study records and achievement tests of a semester-long of blended learning using a CALL room and course revealed that the use of the materials did smartphones, and to clarify how we succeed in indeed foster learner autonomy; the materials developing students' autonomous learning and positively affected students' achievements and their performance in class. motivation.

P2329 P736 Beyond borders: Researching telecollaborative Flipping the language classroom geography education in a Content and Language Una Cunningham Integrated Learning setting University of Canterbury, Christchurch, New Zealand Jelena Deutscher and Stockholm University, Stockholm, Sweden Ruhr-University Bochum, Germany The flipped classroom, where students access When students in different geographical locations digital materials outside of class and use work together by communicating in a target classroom time for interaction, has rapidly language via digital media, this may be called become a popular way of using digital tools to telecollaboration. It is a method reaching beyond enhance learning. This poster will demonstrate national and disciplinary borders. The presenter tools and share strategies for language teachers will deal with the question how telecollaboration to set up their own flipped language classrooms. may be implemented in Content and Language Integrated Learning. B6: Language Evaluation, Assessment and P3107 Testing “Culture Swap”: A survey-inspired modular

digital course for CMS P1182 Shinya Ozawa*1, Mitsuko Yamura-Takei*1, Fostering learner autonomy via ELP-based Timothy Curtis, Ken Urano*2 assessment in the Chinese learning context 1. Hiroshima Shudo University, Japan 2. Hokkai Gakuen University, Japan Beilei Wang University, Shanghai, China

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This longitudinal study, set in the socio-cognitive English Production Assessment Test based on framework, integrates ELP-based assessment into Discourse Completion Tasks and Acoustic Speech the EFL curriculum in China. The findings of LA Recognition methods. We also implemented scale reveal its effectiveness in promoting LA writing assessment for Critical Reading and among EG learners. The case study results call for Writing Courses. differentiated ELP design and implementation as well as teacher training in such reforms. P2176 Investigation of Differential Item Functioning in P1497 Can-Do Statements across multiple groups Redefining 'errors': A larger perspective for Chisato Saida*1, Ryuichi Kumagai*2, Hiroyuki teachers' language awareness. Noguchi*3 Eva Waltermann 1. Yokohama National University, Yokohama, Japan 2. Université de Geneva, Geneva, Switzerland , Sendai, Japan 3. Nagoya University, Nagoya, Japan Teachers' error perceptions have already led to many studies, and are also referred to in the field This study investigated differential item of Teacher Language Awareness. Following a functioning (DIF) in English Can-Do statements holistic approach on language, the presenter will self-assessed on four-point Likert scales by show the results of research on teachers' Japanese university students across multiple judgements in which errors beyond the groups: four in gender-academic background and grammatical aspect are also considered. three in different proficiency level respectively. The analyses using a graded item response model P1669 detected DIF in several statements. Can listening comprehension test predict lexical stress perception ability? A study of Japanese P2266 EFL learners. Maintaining marking consistency in a large scale Kosuke Sugai*1, Shigeru Yamane*2, Kazuo international test Kanzaki*3 Judith Fairbairn*, Barry O'Sullivan 1. Kinki University, Higashi-Osaka City, Japan 2. Kansai British Council, London, UK University, Suita City, Japan 3. Osaka Electro- Communication University, Shijonawate City, Japan Aptis, the British Council's new test, has pioneered an approach to marking human-scored The purpose of the current study is to show that language performance tests (speaking and the Japanese EFL learners judged to have the writing) which meets the requirements of intra- similar level of listening comprehension actually and inter-rater consistency. The presentation will differ in their individual lexical stress perception describe this quality assurance system and its skill. The participants listened to sentences in impact on rater performance. which two-syllable words with different stress patterns were included. P2269 Pre-instructional assessment of writing strategies P2115 for first year EFL university students Performance assessment of four skills for Asian Makoto Abe users of English: Listening, writing, speaking and Dokkyo University, Soka, Japan reading Michiko Nakano*, Yusuke Kondo*, Satoshi This study attempted to assess EFL leaners' Yoshida* written products based on their strategy use Waseda University, Tokyo, Japan before starting learning L2 writing. The data were the participants' (N=92) responses to a writing This symposium reports three performance tests strategy questionnaire and written products. The for two courses: General English Tutorials, and results revealed that students with a particular Critical Reading and Writing. We developed an type of writing strategy improved their product online Achievement Test (Listening) and an Oral the most.

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P2778 P2301 Rater-effects in the Japanese Language Oral Development of an automatic evaluation system Proficiency Test of reading aloud focusing on accuracy and Hiroyuki Noguchi*1, Ryuichi Kumagai*2, Akiko fluency Wada3, Noriko Araka3, Yumi Horikawa3, Kumiko Yutaka Yamauchi Kobayashi4, Jae-ho Lee5, Yukari Nohara6, Yoshio Tokyo International University, Tokyo, Japan Shoji 1.Nagoya University, Nagoya,Japan 2. Touhoku A new CALL system which can evaluate ESL/EFL University, Sendai, Japan 3. Japan Foundation 4. Kanda reading aloud both in accuracy and fluency has University of International Studies, Chiba, Japan 5. been developed using the latest speech Tsukuba University, Tsukuba, Japan 6. Ochanomizu information technologies. A significant University, Tokyo, Japan correlation between pronunciation accuracy, utterance rate, repetition times and proficiency Rater effects on the rating system in the Japanese level, obtained from the results of experiments, Language Oral Proficiency Test were examined. confirmed the validity of this system. The rating system assessed the quantitative aspects by a checklist and the qualitative aspects P2449 by a set of rating scales. Multi-faceted Rasch Creating a diagnostic system for learning L2 analysis indicated that difference in rating items vocabulary raters regarded as important mainly affected Norifumi Ueda*1, Eiichiro Tsutsui*2 raters’ severity. 1. Komazawa University, Tokyo, Japan 2. Hiroshima International University, Hiroshima, Japan P288 Assessing language skills in one language versus Vocabulary is important for L2 learning, and many across both developing languages in bilingual vocabulary tests have been developed for children. evaluating learner's vocabulary knowledge. This Caroline Larson2, Viorica Marian*1 study developed a vocabulary test to examine L2 1. Northwestern University, Evanston, USA 2. The learners' depth of vocabulary knowledge, and also Communication Clubhouse, Chicago, USA created a diagnostic system that can facilitate L2 learners' lexical learning. This study reports on outcome differences when young bilingual children's language P2487 comprehension and production are assessed in Explication of linguistic underpinnings of ability their primary language versus in their primary and descriptors by employing Latent Rank Theory secondary languages. Findings suggest that single Naoki Sugino*1, Kojiro Shojima*2, Yuko Shimizu*1, language assessment significantly underestimates Hiromasa Ohba*3, Kenichi Yamakawa*4, Michiko language skills and underscore the need for Nakano*5 clinical assessment of bilingual children in both 1. Ritsumeikan University, Kusatsu, Japan 2. The languages. National Center for University Entrance Examinations, Tokyo, Japan 3. Joetsu University of Education, Joetsu, P3315 Japan 4. Yasuda Women's University, Hiroshima, Japan Implementing post-enrolment language 5. Waseda University, Tokyo, Japan assessment in English-medium universities in the Middle East: The road not yet taken While learners' achievement is characterized in Yogesh Sinha*1, Thomas Roche*2, Manisha Sinha1, terms of ability descriptors, their linguistic Christopher Denman3 underpinnings are not always clear or empirically 1. Sohar University, Sohar, Sultanate Of Oman 2. confirmed. In order to fill this gap, items in two Southern Cross University, Coffs Harbour, Australia 3. types of tests are placed onto one scale by Sultan Qaboos University, Muscat, Sultanate Of Oman equating analysis using Latent Rank Theory, a newly developed test theory. English-medium universities in the Middle East are facing a growing problem around students'

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English language proficiency levels discernible in a mismatch between their academic achievement C1: Business and Professional (GPA) and language proficiency (TOEFL/IELTS). We Communication report on research exploring the rationale,

challenges and prospects of implementing a P2380 model of post-enrolment language assessment in Narrating selves in academic writing the Middle East. Tommi Nieminen

University of Eastern Finland, Joensuu, Finland P432

A gender perspective on interviewer behaviour In teaching academic writing the presenter has during national examination speaking tests experimented with narratological tools to Ene Alas*, Suliko Liiv* visualize the interplay between textual voices. Tallinn Univerity, Tallinn, Estonia Now focus will be on how to strengthen the

author's voice. Mere visualization techniques do The current presentation will report on a study not suffice, so ideas by Ivani (1998) are utilized investigating interviewer behaviour during but with a narratological point of view. national examinations in the English language

from a gender perspective. The research looked P2373 for differences in the behavioural patterns of male Between branding and mobility: Employees’ and female interviewers that could affect the experiences of belonging to a multinational rating of the student’s language proficiency. company

Kerrilee Lockyer P491 University of South Australia, Adelaide, Australia Level of grammar proficiency of EFL and ESL

Freshman students In the context of corporate mobility, branding has Romulo Villanueva Jr. been viewed as a viable method of unifying Far Eastern University, Manila, Philippines linguistically and culturally diverse workforces.

The presenter reports on research that focuses on The Far Eastern University (FEU) has one of the the narrated experiences of employees of a highest number of International undergraduate multinational company, which reveal the students among Philippine universities. The study complexities of mobility and branding in their aimed to compare the English grammar working lives. proficiency and deficiency of the learners from

two Asian English variants namely Philippine P895 English and Korean English. Communicating brand “YOU” to build trust with

potential employers P622 Radhika Jaidev Practicing speaking skills for the TOEFL iBT test in National University of Singapore, Singapore private lessons

Renata Simoes The presenter will describe the specific Pontifícia Universidade Católica de São Paulo (PUC-SP), pedagogical methods and classroom activities that São Paulo, Brazil enable university students to delve deep into

themselves and identify their 'personal brands'. This professor/researcher has created a specially She will further demonstrate how students can designed ESP one-to-one preparatory course for concretize their claims about themselves and the TOEFL iBT Test (Test of English as a Foreign communicate them in ways that help them build Language – Internet-based Test). During this trust with their future employers. session, the focus will be on the TOEFL iBT

Speaking Tasks, highlighting the needs students have and how to overcome them by answering within the timeframe imposed.

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C2: Translating, Interpreting and P2061 Mediation Developing next generation open courseware for English-Japanese interpretation training 1 1 P100 Yasumasa Someya* , Atsuko Kikuchi* , Yoshihiro 2 Achieving student empowerment through social- Minamitsu* constructivist assessment in a translation 1. Kansai University, Japan 2. Nagasaki University of Foreign Languages, Japan practice course

Hayley King This paper reports on a grant-in-aid project aiming RMIT University, Melbourne, Australia to develop web-based courseware for English-

Japanese interpretation training. The rationale Social constructivism applied to student and overall design of the proposed courseware translation assessment potentially 'empowers' are discussed, which is followed by discussion as students. The presenter will describe her to the pedagogical implications of incorporating a investigation of this possibility, including computer-assisted mode of learning in this methodology used, assessment procedures particular genre of study. developed and themes in participant reflections.

Suggestions for research methods to investigate P525 translator student empowerment through Machine translation: New aspects assessment will be offered. Yurii Nikolatvich Marchuk

Moscow Lomonosov State University, Moscow, Russia P1424

To be invisible or not: On translating ‘Steps to an Machine translation today requires efforts to Ecology of Soul’ improve its quality. Typology of translated texts is Yong Yi* required, as well as research in terminology. The College of Translation Studies, Qufu Normal University, types of machine translation systems depend Rizhao, PR China upon the approach to the lexical, morphological This paper reports a journey in translating 'Steps and syntactical levels of speach. A new approach to an Ecology of Soul' (Taylor, 2012) into Chinese. is described in the construction of machine It considers the extent of translator visibility in translation systems. negotiating the issues presented by the need to preserve the conceptual integrity of the original P642 English, whilst making the translation relevant to Perceptions of teachers and students on the a Chinese audience. qualities of an effective translation teacher Zhi Huang P2025 Macquarie University, Sydney, Australia

Language and gender in courtroom interpreting The presentation will describe results from a in Japan qualitative exploration of Australian and New Masako Mouri Zealand teachers and students' perceptions of the , Hirakata-shi, Osaka, Japan qualities of effective translation teachers in higher This paper focuses on the relationship between education institutes. Results are drawn from language and gender in courtroom interpreting in survey and focus group data, and implications for Japan because of the gap in the existing research translator and interpreter training will be concerning this topic. The presenter will explain discussed. the current courtroom situation with foreign- language interpreters and discuss the gender- P710 related influence on discourse through English as the language of interpreting in interpretation. criminal proceedings in Japan Jakub Marszalenko Nagoya University of Foreign Studies, Nagoya, Japan

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The presentation will focus on the use of English C6: Language, Health and Aging as the 'universal' language of interpreting in criminal investigations and court proceedings in P2195 Japan. The issue will be discussed taking into Joint staff in academic medical English teaching: consideration the realities of criminal procedures Concept and practice and the situation of legal interpreting and Yunian Xu translation in the country. School of Foreign Languages, Central South University, Changsha, Hunan, PR China

C3: Language and the Law/Forensic Literature review writings on medicine topics are Linguistics assigned to the students at a Chinese university; the joint staff of English and medical teachers

participated in the process from their professional P1647 dimensions. Students were guided and tutored in Latin terms in the decisions of European Court of the autonomous study with a symposium as the Justice: Practical tools in legal communication? final assessment. Merike Ristikivi

University of Tartu, Tartu, Estonia P3324

Defining effective communication in the The presentation will focus on Latin terms used in psychiatric interview the decisions of the European Court of Justice and Kathryn Hill*, Joel King2, Andrew Gleason2 aims at exploring the vocabulary employed by 1. La Trobe University, Melbourne, Australia 2. European legal practitioners when formulating University of Melbourne, Melbourne, Australia their decisions. Special attention will be paid to Latin terms which judges have adopted in their This study uses feedback from clinical active vocabulary in recent years. supervisors/educators on the performance of medical students interacting with a simulated patient to identify the skills underpinning effective C5: Language in the Media and Public communication in the psychiatric interview. The Discourse results can be used to inform teaching and assessment of medical students completing their P831 specialty rotation in psychiatry. Syntactical means of dialoguing in analytical newspaper texts (based on English and Russian media sources) D1: Sociolinguistics Ella Zoidze Moscow City Pedagogical University, Moscow, Russia P1450

Why do Japanese omit subjects in speech? Seken The presentation deals with one of the issues in as a socio-cultural factor media text studies. It touches upon a pragmatic Michiko Takahashi aspect of syntactic constructions and their basic Japan women's University, Tokyo, Japan functions. Interrogative sentences and parceling will be described as a means of dialoguing in There are many sentences and utterances without written newspaper analytical texts and as key subjects in Japanese speech. The presenter principles of rendering the impact function. investigates the reason through a comparative study of subjects between English and Japanese using a Japanese novel and its English translation. From the analysis, the presenter introduces Japanese social structure, Seken, as a socio- cultural factor.

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P2304 P1164 Analysis of diglossic features in and A narrative study of Japanese women with high the need for Cantonese protection proficiency: What is my English for? Jing Zhao, Tianyi Ruan* Akiko Katayama*1, Takunori Terasawa*2 Sun Yat-sen University, Guangzhou, China 1. University of Tokyo, Tokyo, Japan 2. Chiba University of Commerce, Japan This paper analyzes nine diglossic features of Guangzhou, China, a society with Mandarin used This presentation reports on a narrative study as H (High-variety) and Cantonese as L (Low- about Japanese women who do not use their variety) through Ferguson's sociolinguistic fluent English. In repeated interviews, each of the framework. The findings suggest that under the three participants self-analyzed the meaning of government-initiated Mandarin promotion, her English proficiency. The study aims to Cantonese still thrives among local people. The understand the situated realities of becoming and need for urgent Cantonese protection is also being an English speaker in Japan. discussed. P1437 P29 Blessing or curse? Credentialing teachers of adult A language map of Tuguegarao City: A basis for English language learners: Trends, issues and language policy formulation practices Jeremy Godofredo Morales Yilin Sun St. Paul University Philippines, Tuguegarao City, South Seattle College, Seattle, WA, USA and TESOL Philippines International Association, Alexandra, VA, USA

The map-yields were for the eventual This paper session examines the credentialing of consumption of the Department of Education of teachers of adult English language learners in the the Republic of the Philippines for its thrust of USA. It gives an overview of current trends, a few teaching in early grades using the mother tongue local states' credentialing practices, and current as well as a basis for the city government to craft thoughts of TESOL educators about requiring its language policy as language varies in different teachers of adult learners to be credentialed. situations. P1921 The impact of the CEFR on foreign language D2: Language Policy and Planning education in Japan Kazumi Sakai

Keio University, Tokyo, Japan P1024

The effects of language policies and planning on In Japan, the CEFR mostly found resonance among people's attitudes toward languages in Palau English teachers. Its 'reference levels' were Yoko Okayama considered as a possible tool for improving their Temple University Japan, Tokyo, Japan education. There is also a criticism of this

superficial application and it emphasises its basic This is a case study concerning the effects of ideas. Despite this polarity, the CEFR triggered language policies and planning on people's collaborations bridging languages through attitudes toward languages including the official discussions of it. languages, Palauan and English. Both quantitative

and qualitative data were collected in Palau. The P3026 results indicate the importance of language The 'Accademia della Crusca' and the ‘Académie policies and planning for language teaching Française’ from a European viewpoint professionals. Fabio Pelizzoni

University of Verona, Verona, Italy and University of Cergy-Pontoise, Cergy-Pontoise, France

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We will establish the parallels between the identification, other aspects of language Accademia della Crusca and the Académie experience are uniquely relevant for only L1 or L2 Française, from their foundation until nowadays. cultural identification. Our goal is to discover, within the setting of numerous European conferences devoted to P2054 multilingualism, if and where the two academies Promoting intercultural bilingual education converge in order to discuss linguistic politics. through critical literacy and expansion of communicative repertoires P3173 Raquel Lombardi*, Ana Claudia Salgado* The Linguistic Diversity Project for Inclusion: Federal University of Juiz de Fora, Juiz de Fora, Brazil Considering the landscape for emerging bilinguals and beginning teachers This paper discusses a proposal for the Lyn Scott*, Marisol Ruiz development of communicative repertoires and Humboldt State University, Arcata, California, USA bilinguality in order to achieve learner literacy, promoting thus an intercultural bilingual The linguistic landscape of a school or university education which is something of great importance creates a de-facto language policy that can in the current scenario as it can contemplate the support or limit students' learning. This diverse social context in which foreign language presentation offers insight into how students' teaching takes place. diverse languages and linguistic resources are utilized in furthering learning on the school P3308 campus and in the classroom. Linguistic vitality in Taiwan in the age of globalization P3398 Su-Chiao Chen A study of one approach to raising a global National Taiwan University of Science and Technology, leader in Japan Taipei, Taiwan Tsuyoshi Koizumi Hyogo College, Kakogawa, Hyogo, Japan This study investigates the changing patterns of linguistic vitality in Taiwan with an emphasis on We examine Japan's government policy to raise a language use, language competence, and global leader and propose a better policy. We language attitudes. Languages investigated focus on improving English ability. According to a include Mandarin, English, all local languages, and study on TOEFL score ranking (ETS, 2010), Japan's the mother tongues of those 'new Taiwanese' ranking is 135th out of 163 countries in the world. from . A questionnaire will be used We propose introducing English education at and the result can be used to compare with nusery schools to improve the score. previous study.

P730 D3: Bilingualism and Multilingualism Gender, power and multilingualism: Diglossia as a factor in women’s social exclusion

Susana Martinez P1006 Universidade de Brasília, Brazil Language experience predicts cultural identification This paper shows that languages in diglossic and Tuan Lam, Scott Schroeder, Viorica Marian* multilingual speech communities could lead Northwestern University, Evanston, Illinois, USA women to social exclusion. The separation of the

public and private spheres in these communities This study explored the link between language confines most women to the use of a low prestige experience and cultural affiliation in bilinguals. language and consequently they are unable to Analyses revealed that while certain aspects of fully exercise their rights. language experience (e.g., exposure through friends) are important for both L1 and L2 cultural

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D4: Intercultural Communication breakdown and to provide interlocutors with sound mechanisms for efficient communication. P1040 Globalization, the need for understanding P3242 nonverbal aspects of cultures Communication anxiety experienced in medical Seyyed Mahdi Sadati Nooshabadi situations by foreign residents living in Japan Translator Kie Kawauchi*, Masashi Yamada, Mellisa Ogasawara Globalization as a spreading phenomenon needs Aomori University of Health and Welfare, Aomori, globally understanding people from different Japan cultures and removing the risk of misunderstanding among them. Having an A domestically unified qualification system for effective and clear relationship with different medical interpreters has not been established in people from different cultures is a key to be Japan, leaving many foreign patients unable to successful in globalized workplaces. This paper is access adequate information at medical institutes. going to talk about the nonverbal aspects of This poster session will provide data illustrating communication among people with different the communication problems faced by foreign cultures in multicultural workplaces and shows residents and conclude that Japan must create a the existing differences in the fields of power, national support system. social interaction, and hierarchy. This paper concludes that knowledge of nonverbal P505 communication is vital for everyone who works or A study of EFL learner comprehension in phrasal is going to work for a multicultural company. idioms and their cross-cultural awareness Ying-Ying Chuang P1042 Cheng Chiu University, Kaohsiung City, Taiwan Nurturing global competence in a multi-cultural salad bowl with Japanese seasoning The study examines the notion that if the process Natsumi Onaka*, Yoko Matsuoka* of L2 metaphor phrasal idiom comprehension is Iwate University, Morioka Japan the same as that for comprehension in L1, if idiom types and context are the factors to impact Using language to effectively communicate is college EFL learners comprehension, and essential in this globalized society. After analyzing investigates the extent to which learners view research findings of problem-based learning idioms to be an integral part of their language and seminars for university students with various culture training. cultural and linguistic backgrounds, the presenters will share the dynamics of communication strategies and global competencies observed. D6: Language, Culture and Socialisation

P1267 P142 Cultural interference as a source of Identity, cultural diversity and languages communicative failure between Russians and Djamel Eddine Lachachi Anglo-Saxons Université d'Oran, Algeria Elena Grishaeva Siberian Federal University, Russia The question of the relationship between language, cultural identity and political self- The paper examines paradoxical anomalies of determination is of particular relevance in today's intercultural communication in general, and world, and so also in our country. Sociolinguistic communicative, pragmatic and referential errors discussion on intercultural linguistic regulation is between Russians and native speakers of English currently more and more, particularly in their in particular. The aim of the study is to relationship to the different existing in Algeria investigate the causes of communicative (foreign) languages or varieties. With this talk we

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try this debate in a different dimension: The author will show what kinds of Englishes work multilingualism. The situation of linguistic in actual sites of international cooperation, minorities in Algeria is examined here in relation especially in developing countries, how students to historical factors and the different languages. from different countries interact to deepen their Dialects are mentioned, and we also take stock of understanding by using English, and also how the the school system; we will also address the issue experiences of these interactions affect their of language and the role of language in cultural attitudes towards English learning and future identity in Algeria. Overall, we try to give an prospects overview of the sociolinguistic situation in Algeria. P2848 P150 The intelligibility of EFL speakers using stress- Mythopoetics of the Indians in the translation of timed rhythm and mora-timed rhythm Romantic English Literature into Russian Adrian Leis*, Tetsuo Nishihara Nurgul Saparkhojayeva Miyagi University of Education, Sendai, Japan Al-Farabi Kazakh National University, Almaty, Kazakhstan This poster session reports on the results of a study conducted to compare the intelligibility of The paper is devoted to the problem of the EFL speakers using a mora-timed rhythm and mythopoetics of the Indians and its interpretation those using a stressed-timed rhythm. Results by F. Cooper in his novels. Language is the show that a stress-timed rhythm is significantly reflection of culture. The Indians have a rich more intelligible than a mora-timed rhythm for culture and folklore. There many interesting native English speakers. myths about nature, hunters, animals, etc. There are many borrowings from Indian languages in the P3126 English language. We analyze ways of translating The emotional barriers to Japanese people when these words into Russian. communicating in English Yoko Kurahashi Tokai Gakuen University, Miyoshi, Japan D7: English as a Lingua Franca and Word Englishes The purpose of this presentation is to investigate whether or not there are different emotional

barriers among Japanese persons as compared P129 with other people in the Expanding Circle. The Shifts in learner beliefs about teaching English as presenter will show that Japanese people are an International Language more nervous about their mistakes, grammar, and Ming Chang interlocutors. Minghsin University of Science and Technology,

Hsinchu, Taiwan

This study aims to study learner beliefs on D8: Language and Technology teaching English as an International Language and investigates how learner beliefs change in the P1547 local context. Longitudinal mixed methods Developing a web app for multilingual subject- research will be conducted to investigate the specific vocabulary: Practical and pedagogical complex and dynamic change patterns of learners' issues perspectives. Nanda Klapwijk Stellenbosch University, South Africa P267 English for international cooperation This poster addresses the convergence of two Kaori Nitta separate but complementary issues: (1) the Kinki University, Higashi-Osaka, Japan increasing need for effective support of multilingual learning in Higher Education, and (2)

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utilizing mobile devices as resources for providing conversations. A young people's communication ubiquitous, in-the-palm-of-your-hand support to style different from 'CHAT' was found. students who do their higher education learning in a second or third language. P3230 The argumentative action of children in the P675 school newspaper: From discourse types to EasyEstimation software package for IRT and DIF sociosubjective representations analysis in language testing Fabio Delano Vidal Carneiro Ryuichi Kumagai Faculdade 7 De Setembro, Fortaleza, Brazil Tohoku University, Sendai, Japan Our work aims at reflecting on the argumentation In this presentation, the software package, presented in opinative texts written by Fifth 'EasyEstimation,' which was developed by the Grade students, throughout the scope of the presenter is described. IRT and DIF analysis can be school newspaper called "Primeiras Letras" by easily conducted by using the EasyEstimation analysing the text infra-structure, the software, which is a free software package. This textualization mechanisms and the enunciative software package would be extremely useful for strategies. researchers working in the field of language testing. E2: Pragmatics

E1: Language and Social Interaction P1624 ‘No, I mean I'm only joking': A sociopragmatic P2224 study of ‘I mean’ in British spoken English A qualitative research study on the role of group Qun Zheng discussion in autonomous learning University of The Chinese Academy of Science, China Hiromi Tsuda Meiji University, Tokyo, Japan Combining a corpus-based method and role-play data, the study describes and analyzes the The purpose of this presentation is to discuss the distribution of 'I mean' across various social effects of group discussion in university listening settings. It reveals the context-dependent nature classes. A qualitative analysis conducted of of discourse markers and the indexicality to students' feedback shows that group discussion particular discursive roles. helps them cultivate their interests in the topics, enjoy sharing different ideas, and consequently, P2122 arouse motivation to learn autonomously. Bi-directional transfer between L2 and L1 for Japanese students in an ESL environment P2546 Kentaro Ochi Multi-modal communication in Japanese using Sophia University, Tokyo, Japan LINE Keiko Hattori*1, Noriko Okamoto2 This study describes bi-directional pragmatic 1. Kinki University, Wakayama, Japan 2. Tokyo transfer between L1 and L2 among Japanese high International University, Saitama, Japan school students in the US. It is hypothesized that students who have stayed longer in the US will The purpose of this study is to analyze show stronger transfer from L2 to L1 and communication process using 'LINE', a weakened transfer from L1 to L2 than those with smartphone application that has become popular a shorter stay. recently. The study focused on the usage of stamps in Japanese 'LINE' conversations, its structures and how new members join on-going

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P2140 According to research foreign language learners The use of discourse markers in the spoken do not use linguistic politeness appropriately discourse of L2 students of English (Piirainen-Marsh, 1995 Nikula, T., 1996 Lyrio, Sanja Curkovic Kalebic 2009). This work implements the teaching of University of Split, Split, Croatia polite strategies to Brazilian learners of English as a foreign language, based on Brown and Discourse markers are an important feature of Levinson’s (1978, 1987), Lakoff’s (1972) and conversational competence. The author identifies Leech’s (1983) theory of politeness. the occurrence, frequency and functional distribution of discourse markers in the P666 conversations of L2 students of English. Based on A part of collaborative interaction: Compliments the results obtained, the implications of this study in Japanese conversation for teaching practice are considered. Kayo Fujimura-Wilson , Yamaguchi, Japan P2442 Kickstarting financing: The language of Giving and receiving compliments have been crowdfunding sites cross-culturally studied with their topics and Kim Bradford-Watts gender of speakers. This presentation will JALT, Tokyo, Japan and JACET, Tokyo, Japan illustrate the way in which people use compliments in Japanese speech interaction, and Crowdfunding is a recent use of the Internet to will discuss not only gender variance of speakers connect potential funders with those raising funds but also topics and responses to compliments. for a wide range of uses. This poster presentation describes how language is used in attracting others to invest in a loan or cause on several E3: Multimodality crowdfunding sites.

P1101 P3313 A longitudinal study of multimodal meaning Semantics and pragmatics in note-taking during making using the Mahara e-portfolio consecutive interpreting Maria Del Mar Suárez Vilagran*, Maria Angeles Yoshihiro Minamitsu Garcia Asensio* Nagasaki University of Foreign Studies, Nagasaki, Japan Universitat de Barcelona, Barcelona, Spain

This paper discusses the underling ability which Meaning-making processes in a multimodal e- enhances an interpreter's note-taking in portfolio are analysed in the Mahara e-portfolio consecutive interpreting. Through the scrutiny of views 28 students made in two consecutive years. professional consecutive interpreters' notes, it The possible usage of representation and conclude the ability which enhances note-taking communication of each mode is measured to find in consecutive interpreters is meta- out the opportunities this e-portfolio offers for representational ability and supposes that note- the acquisition of digital communicative taking in consecutive interpreting shows a competence. consecutive interpreter's on-line utterance understanding. P2027

Multimodality and textual genres: Teaching and P3467 learning Portuguese Instruction in face work and politeness in the Jorge Farias Jr. foreign language classroom Federal Rural University of Pernambuco, Recife, Brazil Aurélia Lyrio Universidade Federal do Espírito Santo (UFES), Vitória, The presenter will describe the issue of Brazil multimodal textual genre applied to Portuguese

teaching and learning, since there is a wide

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debate that Portuguese is still related to P2979 traditional grammar and out of the context from Learners’ preferences in book selection that the multimodal textual practice. influence lexical input Naoko Kawakita P2992 Miyazaki Prefectural Nursing University, Miyazaki, The research on context of situation of Japan multimodal discourse Xing Lu This study mainly using a corpus analysis method Beijing Institute of Technology, Beijing, China discusses how lexical input is influenced by learners' preferences in book selection. Different This research elaborates basic points for analyzing types of support are needed for learners who context of situation in multimodal discourse and keep reading graded readers, those who prefer to describes register varieties of a multimodal read books for English-speaking children, and advertisement based on Halliday's theory of those who choose specific genres. context, which makes the first step towards solving the crucial problem of multimodal P729 research. Italian as a FL by Serbian learners: Challenges in written and spoken discourse corpus building P3416 Julijana Vuco Alcohol versus anti-alcohol media texts in University of Belgrade, School of Philology, Belgrade, Cambodia: A multimodal discourse analysis Serbia Bophan Khan Macquarie University, Sydney, Australia The paper focuses on the characteristics of the corpus of Italian as a FL of Serbian speakers, and The session illustrates how Systemic Functional reports on corpus design parameters such as Multimodal Discourse Analysis (SF-MDA), one of target population, sampling unit and procedures. the leading modality research directions, can be The challenges in the process of gathering, applied to a deep analysis of alcohol commercials transcribing and further annotating data of aired on Cambodian TV. Implications will be written and spoken discourse are presented. drawn on successes and challenges in using SF- MDA to approach dynamic, intersemiotic discourses like TV advertisements. E5: Discourse Analysis

P1531 E4: Corpus Linguistics Critical argument and writer identity: Social constructivism as a theoretical framework for EFL P1096 academic writing Designing a corpus for verb-marked (Japanese- Jim McKinley type) relative Clauses Sophia University, Tokyo, Japan Kazuko Tanabe Japan Women's University, Tokyo, Japan This presentation provides an original theoretical framework for analyzing EFL students' written This research inverstigates modifying participial academic texts in order to promote the cluases, using the Japanese language as a importance of focusing particularly on critical reference point. Based on the result of the argument and writer identity. A diagrammatic investigation, the future goal is to construct a representation of the theoretical framework and a corpus of modifying participial clauses for use by detailed explanation of it are provided. learners of Japanese as a foreign language.

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P2021 E7: Lexicography and Lexicology The role of reactive tokens in storytelling as feedback for lexical choices in subsequent P1237 storywriting Lexical concepts of in and on: How we experience Mitsuko Yamura-Takei*1, Fumio Watanabe22, space Etsuko Yoshida3, Miho Fujiwara4 Yukie Endo 1. Hiroshima Shudo University, Hiroshima, Japan 2. Seien University, Tokyo, Japan Yamagata University, Yamagata, Japan 3. Mie University, Tsu, Japan 4. Willamette University, Salem, The presenter will discuss evidence of the rather USA unexpected unruliness of locative expressions and

propose contextual factors bearing on the choice This study investigates the potential role of and interpretation of locatives, using empirical reactive tokens in Japanese oral storytelling as data. These factors imply that language users feedback to facilitate subsequent storywriting. draw on various cognitive frames when producing The story data was analyzed to determine what and interpreting spatial expressions. impact native speaker interlocutors' reactive

tokens have on non-native speaker storytellers' P1798 subsequent written output, with focus on their Lexical availability, pedagogic and didactic lexical choices. purposes

Marisela Colin Rodea*, Maria Nohemi Alfaro P3108 Mejia, Barbara Lou Byer Clark, Anaha- Ramirez Analysing students’ speeches based on rhetorical Alfaro, Patricia Canovas Corral, Leonardo Herrera organization and rhetorical functions Gonzáles*, Maria De Los Angeles Cervantes Oikurema Purwati Amador, Erendira Dolores Camarena Ortiz, Jorge Universitas Negeri Surabaya, Indonesia Tapia Falcon, James Frey

Universidad Nacional Autónoma De México, México This study analyses the rhetorical pattern and

linguistic functions applied by the students while The analysis of the available foreign language presenting a speech. The results of this study lexicon and its comparison with other language show that their culture interferes in organizing a updates have allowed us to get close to three speech. The rhetorical pattern and rhetorical major areas of the interlanguage study by Ellis functions accommodated by the students display (1994:44): errors, development patterns, a variation of pattern and choice based on their variability and pragmatics, the latter observed by indigenous culture. Frey (2008).

P3305 P2920 A conversational analytical study of input-output A proposal for a new type of reference grammar interplay in EFL classrooms of English Yetti Zainil Keiko Okada*1, Noriko Nagai*2, Takayuki Deakin University, Melbourne, Australia Nakanishi*3, Seiki Ayano*4

1. Dokkyo University, Japan 2. Ibaraki University, Japan This poster presents the findings of a study on 3. Tokiwa University, Japan 4. Mie University, Japan actual classroom practices in primary schools in Indonesia, specifically, the language used by We propose a reference grammar of English teachers and its impact on the language used by designed for adult Japanese learners of English students in EFL classrooms. The classroom data with two key features: (i) use of grammatical presented reveal teachers' variation and descriptions based on research findings from frequency range in oral input and students' theoretical linguistics, and (ii) inclusion of parallel output. linguistic facts in Japanese and their descriptions, which illustrate parametric variation and language-particular morphological properties.

269

P3352 Cross-cultural pain semantics: An applied The presenter will describe students’ attitudes multidisciplinary approach to understanding the toward code-switching in FLT classrooms. By pain of childbirth. presenting the results of the study of 58 Stephanie Power participants in a university in PR China, the University of Queensland, Brisbane, Australia presenter finds that their attitudes vary with language proficiency and the mother tongue is Acute pain can be difficult to describe their crutch in their immature stage. prospectively, however, retrospective accounts of the same experience can provide valuable P1802 information in the understanding and assessment A new repository of data collection instruments of another's pain. This study examines labour pain for research into second language learning and narratives of English and Spanish speaking teaching (IRIS) mothers through phenomenological and lexical Emma Marsden*1, Alison Mackey*2 analysis of pain themes and language. 1. University of York, York, UK 2. Georgetown University, USA and Lancaster University, UK P361 Qualitative suffixes in German and Russian We present and evaluate a new grant-funded Elizaveta Dmitrieva online repository for materials used to collect Moscow City Teacher Training University, Moscow, data for research into second language learning Russia and teaching (IRIS). We describe its rationale, its characterization of the field, and analyze the The paper is devoted to the study of one of the materials on IRIS in terms of, for example, principal logical categories – that of quality. The research area, theoretical perspective, instrument research was based on lexicographical resourses. type. The presenter will show the connotation of the suffixes used as well as the actual data collected. P209 The comparative analysis is to finish up the The arbitrary borrowing of English words with research. the -ing form into Russian Vasiliy Ivshin*, Yulia Zinina, Alexander Ivshin P438 Moscow State Regional University, Russia A football specialized vocabulary list in French Farzin Gazerani*, Ahlem Ammar The English -ing form has become a word-building Université de Montréal, Montréal, Canada suffix of nouns in Russian with the meaning of an action, a phenomenon. It is quite a new The creation of specialized vocabulary lists in phenomenon in the history of modern Russian various fields could facilitate teaching and that has not so far been the subject of a special encourage learners to enrich their lexical linguistic study knowledge in their favourite discipline. The purpose of this study is to present a list of P2165 specialized vocabulary of football in French and to Writing progression, a comparison in a CLIL and a describe procedures evaluating its validity and non-CLIL context reliability. Elisabeth Ohlsson Gothenburg University, Gothenburg, Sweden

No Sub-Theme Allocated A study, part of a Swedish longitudinal project on content and language integrated learning (CLIL) P1346 focusing on writing proficiency in Swedish (L1) in Students’ attitudes toward code-switching in FLT two argumentative essays, concerning academic classrooms language, functional grammar and gender. Jianjun Ma Hunan University of Finance and Economics, PR China

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P2276 Hosei University, Tokyo, Japan How proficiency-pairing affects peer-assessment effects on students’ EFL writing The presenter will propose applying Japanese Weiqiang Wang movies with English subtitles to English learning Guangdong University of Foreign Studies, Guangzhou, classes in Japanese college education. She will People's Republic of China discuss what kind of Japanese movies are available with English subtitles and what kind of The presenter describes a multiple-case study of sequences and tasks are effective in college how different ways of forming students into peer English classes. dyads according to their English proficiency would influence the effects of peer-assessment on their P3496 EFL writing. Implications are drawn for using Introduction to augmented reality for language multiple-peer groupings and fine-tuning teacher learning feedback in the Chinese EFL writing context. Eric Hawkinson Seibi University, Fukuchiyama, Kyoto, Japan P3253 Advantages and disadvantages of learning A look at emerging technologies using augmented English in a classroom organized by language reality and its use in language learning. Popular proficiency level tools for the creation of supplementary materials Kazumi Araki using augmented reality will be introduced and Saitama Prefectural University, Koshigaya City, compared; participants will then have a chance to Saitama, Japan test a couple of these tools first-hand, using their own mobile devices. Placement of students in different classes according to their language proficiency levels can P3497 maximize their abilities and bring success in A corpus-based study of syntactic features in EFL acquiring a foreign language. However, there are graduate students' writing some disadvantages as well. This author reflects Huang Qing her experiences of teaching 16 different language Wuhan University of Technology, China levels of students at a Japanese public university. This study employs a semi-experimental way to P3344 find the syntactic features of the compositions of E-learning to improve English phonological non-English major postgraduates by using features affecting the accuracy and intelligibility statistical software to analyze and calculate the of Japanese English learners data, aiming to improve the writing quality and Yuri Nishio*1, Masako Tsuzuki*2 set up the database of our university. 1. Gifu Pharmaceutical University, Gifu-shi, Japan 2. Chukyo University, Nagoya-shi, Japan P3498 TEMPUS, CLIL, DOTS, and beyond an adventure: This paper aims to show the effectiveness of e- Teaching content and language in an Israeli learning materials that prioritize the learning of Engineering college crucial English phonological features (e. g., /l/ /r/, Elaine Goldstein weak pronunciation of fricatives and plosives, and Ort Braude College of Engineering, Israel the wrong stress assigned to words or phrases) to improve the accuracy and intelligibility of English The philosophies of TEMPUS-EFA (Trans-European learners of Japanese. Mobility program for University Studies – English for All), CLIL (Content and Language Integrated P3424 Learning) and the current emphasis in educational Applying Japanese movies with English subtitles institutions on thinking 'outside the box', blend in into English learning in Japanese college DOTS (Development of Thinking Skills), a course education delivered simultaneously in Europe and Israel in Chieko Hiranoi

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20011-2012 under the auspices of the European Application of language learning strategies (LLS) in Union. a network-based environment: 1. Research review of LLS; 2. Characteristics of network-based P3499 language learning strategy (NBLLS); 3. Factors An investigation of the relationship between influencing the choice of NBLLS; 4. Application of instructors' background and L2 writing teaching NBLLS to language learning; 5. Conclusion in the EFL context of Bangladesh Mohammad Shamsuzzaman*, John Everatt, Brigid McNeill The University of Canterbury, New Zealand

This study examines the correlation between feedback and instructors' background in teaching second language writing (L2W) in an EFL context like Bangladesh. All the 46 participants of this study are involved in teaching L2W at different universities in Bangladesh. Gleaning data through such measures as background questionnaire, writing sample, and style and strategy of feedback, the study discovers some discrepancies among the instructors in teaching L2W. This study demonstrates that "idiosyncratic and arbitrary" (Sommers, 1982) strategies of teaching L2W exist in Bangladesh as elsewhere. The study contends that the teaching of L2W in Bangladesh is not premised on the standard theories the field of L2W espouses. It recommends adequate professional development of the instructors to streamline the teaching of L2W.

P3503 Demystifying grammar: Rethinking language awareness for teacher training Roderick Neilsen Deakin University, Melbourne, Australia

This project aims to identify what kind of language awareness training should be included in Australian pre-service school teaching programs, in response to the (2011) ACARA statement that teachers of all discipline areas should provide pedagogy responsive to the language learning needs of students whose first language is not English.

P788 Application of language learning strategies in a network-based environment Xiaoping Wang Guangdong Institute of Public Administration, Guangzhou, Guangdong, China

272 Author Index

Alonzo, Rosario ...... 249 A Alrabai, Fakieh ...... 92 Alswyegh, Mamdouh ...... 150 A. Rahim, Samsudin ...... 174 Althobaiti, Naif ...... 102, 240 Abdi, Klara ...... 54, 199 Alzeer, Gergana ...... 47 Abe, Emika ...... 239 Amarles, Arceli ...... 204 Abe, Hideki ...... 96 Amirullah, Amirullah ...... 186 Abe, Makoto ...... 257 Ammar, Ahlem ...... 270 Abe, Risa ...... 246 Anderson, Pia ...... 41, 105 Abraham, Lee...... 205, 236 Anderson, Tim ...... 75 Adendorff, Elbie ...... 145, 243 Anderson, Tom ...... 151, 160 Adone, Dany ...... 84, 184 Andreou, Maria ...... 225, 228 Agathopoulou, Eleni ...... 53, 185 Andriyanti, Erna ...... 185 Agawa, Toshie ...... 125 Ang, Pei Soo ...... 173 Agmanova, Atirkul ...... 185 Anjos Santos, Lucas Moreira Dos ...... 148, 249 AgustinLlach, MariaPilar ...... 99 Aoki, Naoko ...... 29, 131 Ahmad, Abdul Latiff ...... 174 Aotani, Noriko ...... 240 Ahrenholz, Bernt...... 89 Apelgren, Britt-Marie ...... 37, 157 Ajsic, Adnan ...... 81 Apple, Matthew ...... 106 Akano, Ichiro ...... 151 Appleby, Roslyn ...... 46, 175 Akasegawa, Shiro ...... 153 Arai, Takayuki ...... 240 Akbarzadeh, Fatemeh ...... 195 Araka, Noriko ...... 258 Akihiko Andrew, Tohei ...... 152 Araki, Kazumi ...... 242, 271 Akiyama, Tomoyasu...... 156 Archer, Jennifer ...... 51 Akiyama, Yasutomo ...... 155 Arciuli, Joanne ...... 198 Akutsu, Sumie ...... 149, 214 Arnbjörnsdóttir*, Birna ...... 21, 195 Akynova, Damira ...... 185, 186 Asaba, Mayumi ...... 124 Alao, George ...... 50, 123 Asaoka, Chitose ...... 123 Alas, Ene ...... 259 Asari, Yoko ...... 136 Alderson, J. Charles ...... 229 Asega, Fernanda Katherine ...... 126 Alexiou, Thomai ...... 53 Ashizawa, Carolyn ...... 123 Alfaro Mejia, Maria Nohemi ...... 269 Astruc, Lluisa ...... 94 Ali, Nor Liza ...... 67 Avila, Raul ...... 173 Al-Issa, Ali ...... 118 Axelsson, Monica ...... 26, 54, 55 Allen, Nancy ...... 56 Ayano, Seiki ...... 269 Allen-Tamai, Mitsue ...... 104 Alm, Antonie ...... 207 Almeida, Virgilio ...... 63, 64, 178 B Alonzo, Dennis ...... 61 Baba, Chiaki ...... 162

274

Baba, Tetsuo ...... 229 Blommaert, Jan ...... 65, 76 Bäckström, Linnéa ...... 91 Boers, Frank ...... 88 Badras, Catherine ...... 207 Boksay Pap, Emese ...... 101 Bagga-Gupta, Sangeeta ...... 64, 78 Boku, Mariko ...... 242 Bai, Qiu Mei ...... 167 Bolander, Brook ...... 74 Baker, Elise ...... 198 Bollen, David ...... 120 Bao, Chunrong ...... 147 Bondarenko, Olga ...... 204 Barbosa Baptista, Janara ...... 135 Bongartz, Christiane M...... 228 Barbosa Santillán, Liliana Ibeth ...... 207 Bongiovanni, Chantel ...... 176 Barclay, Samuel ...... 252 Bonn, Suzanne ...... 217 Barcroft, Joe...... 99, 235 Boon, Danielle ...... 69 Barros, Nayara ...... 205 Borba, Rodrigo ...... 194 Basturkmen, Helen ...... 167, 221 Borg, Susannah ...... 198 Baten, Lut ...... 156 Borin, Lars ...... 91 Batista, Claudia ...... 192 Bourke, Sid ...... 217 Bauldauf, Richard ...... 160 Boyno, Mehmet ...... 234 Bayonas, Holli ...... 159 Bradford-Watts, Kim ...... 126, 267 Béal, Christine ...... 208 Bradshaw, Julie ...... 174 Beauchamp, Gary ...... 153 Bramley, Nicolette ...... 235 Becher, Silvia ...... 119 Brandon, Katherine ...... 132 Bedamatta, Urmishree ...... 192 Brandt, Adam ...... 212 Bedford, Jenni ...... 60 Brick, Jean ...... 108 Bell, Leon ...... 109 Bright, David ...... 123 Bemfica De Oliveira, Shirlene ...... 110, 139 Brito, Rejane ...... 140 Ben Hamed, Mahé ...... 221 Broeder, Peter ...... 43, 154 Benson, Phil ...... 59, 200 Brooks, Gavin Brooks ...... 123 Benthien, Gaby ...... 90 Brown, Steve ...... 133 Benz, Victoria ...... 196 Browne, Charles ...... 14, 15, 216, 223 Berkes, Eva...... 105 Budding, Carlos ...... 127 Berwick, Adon ...... 250 Buffington, Josh ...... 246 Beuckmann, Fusako ...... 239 Bui, Gavin Hiu Yuet ...... 106 Beyer, Kathrin ...... 207 Bunar, Nihad ...... 55 Bi, Nick Zhiwei ...... 155 Burger, Marcel ...... 30, 172, 237 Bian, Xiaoyun ...... 130 Burns, Anne ...... 132 Bieswanger, Markus ...... 206 Burrows, Christian ...... 222 Bigestans, Aina ...... 197 Busch, Brigitta ...... 6, 7, 9, 65 Binghadeer, Nora ...... 215 Byer Clark, Barbara Lou ...... 269 Bitchener, John ...... 104 Björk-Willén, Polly ...... 209

275

C Chen, KuangYu ...... 245 Chen, Pei-Jie ...... 131 Cahyani, Hilda ...... 186 Chen, Shan ...... 147 Caldwell, David ...... 205 Chen, Shian-Jung ...... 169 Camarena Ortiz, Erendira Dolores ...... 269 Chen, Su-Chiao ...... 176, 263 Campbell, Heather ...... 44 Chen, Tsuiping ...... 134, 135 Campbell, Maxi-Ann ...... 199 Chen, Yi ...... 167 Candappa, Mano ...... 55 Chen, Yi-Chen ...... 130 Candel, Danielle ...... 182 Chen, Yih-Lan ...... 91 Canovas Corral, Patricia ...... 269 Chen, Zehang ...... 42 Carbaugh, Donal ...... 190 Cheng, Lilian ...... 189 Carey, Michael ...... 121 Cheng, Xiao ...... 44 Carson, Eleanor...... 127 Cheung, Yin Ling ...... 150 Carter, Beverly-Anne ...... 118 Chevrot, Jean-Pierre ...... 177 Castillo, E. Desiree ...... 186 Chi, Yufeng ...... 176 Castro, Esther ...... 123 Chiang, Wai Fong ...... 195 Castro, Maria Corazon Saturnina ...... 217 Chiang, Yueh-Tzu ...... 100 Cates, Kip ...... 124 Chiavaroli, Neville ...... 172 Caudwell, Gwendydd ...... 159 Chik, Alice...... 29, 38 Caukill, Emma ...... 141 Chin, Diana Hsien-Jen ...... 184 Cavalcanti, Marilda ...... 72, 206 Chin, Soo Fun ...... 149 Chakowa, Jessica ...... 152 Chiu, Lorita ...... 75 Chalmers, James ...... 161 Chiu, Yihui ...... 151, 203, 219 Chan, Mable...... 165, 233 Choi, Jin ...... 184 Chan, Mei-Yuit ...... 172 Choi, Jinyoung ...... 211 Chan, Swee-Heng...... 172 Choi, Yeon Hee ...... 217 Chand, Zakia Ali ...... 157 Choja, Misato ...... 132 Chandrasegaran, Antonia ...... 109 Chong, Sau Kew ...... 200 Chang, Chung-Chien ...... 168 Choo, Li Lin ...... 220 Chang, Heejin ...... 148 Choon Keong, Tan ...... 256 Chang, Ming ...... 265 Chovanec, Donna ...... 177 Chao, Chin-Chi ...... 135 Christianson, Mark ...... 90 Chatzidaki, Aspassia ...... 185 Chua, Catherine Siew Kheng ...... 188 Chen, Honglin ...... 71 Chuang, Ying-Ying ...... 264 Chen, Hsin-I ...... 206 Chujo, Kiyomi ...... 153 Chen, Hsiu-Chuan ...... 101 Chun, Christian...... 194 Chen, Hsueh Chu ...... 112 Chung, Hyun Sook ...... 236 Chen, Jhyyi ...... 92 Clark, Phillip ...... 160 Chen, Ju-Ching ...... 175 Cohen, Andrew ...... 56

276

Coimbra, Mônica ...... 252 Dagenais, Diane ...... 48 Collins, Garry ...... 220 Dahm, Maria ...... 171 Comer, Joseph ...... 198 Dahm, Rebecca ...... 119, 234 Conlan, Chris ...... 171 Danielsson, Kristina...... 40, 41 Connor-Linton, Jeff ...... 216 Dao, Phung ...... 229 Consolo, Douglas Altamiro ...... 157 Davies, Catherine ...... 195 Conte, Véronique...... 176 Davin, Kristin ...... 79 Cook, Michael Conor ...... 236 Davison, Chris ...... 60, 61, 62, 158 Cooke, Simon ...... 152 Dayag, Danilo ...... 143 Cookson, Simon ...... 171 de Castro Guerra Ramos, Rosinda ...... 126, 128 Coracini, Maria José ...... 219 De Costa, Peter ...... 18, 54, 99 Cordella, Marisa...... 174, 200 de Courcy, Michele ...... 45 Cordova, Catherine ...... 138 De Graaff, Rick ...... 22, 23, 122, 147 Coronel-Molina, Serafin M...... 11, 182 Deconinck, Julie ...... 88 Correa, Doris ...... 180 Delaloye, Laura ...... 237 Cotterall, Sara ...... 62, 134 Delicado Cantero, Manuel ...... 93 Couper, Graeme ...... 116 Denies, Katrijn ...... 84, 98 Courtney, Louise ...... 254 Denman, Christopher ...... 258 Crabbe, David ...... 181 Derivry, Martine...... 50, 74, 113 Crandall, JoAnn ...... 56 Derivry-Plard, Martine ...... 74 Cray, Ellen ...... 119 Derrah, Rick ...... 160 Crichton, Jonathan...... 8, 174 Deutscher, Jelena ...... 256 Cripps, Tony ...... 132, 207, 251 Dewaele, Jean-Marc ...... 32, 88 Cross, Russell ...... 120 Dhanapala, Kusumi ...... 101 Cruickshank, Ken ...... 71, 186 Di Biase, Bruno ...... 240 Cui, Ruiguo ...... 196 Di Silvio, Francesca ...... 88, 100, 165 Cunningham, Clare ...... 142 Diao, Wenhao ...... 75 Cunningham, Una ...... 137, 256 Diaz-Aviles, Ernesto ...... 207 Curkovic Kalebic, Sanja ...... 267 Dicker, Sue ...... 187 Curnow, Timothy Jowan ...... 121 Dimova, Slobodanka ...... 162 Curtis, Timothy ...... 256 Dmitrieva, Elizaveta ...... 270 Cutrim Schmid, Euline ...... 153 Do, Phuong ...... 190 Cutrone, Pino ...... 211 Dodigovic, Marina ...... 121 Dofs, Kerstin ...... 114, 234 D Doherty, Liam ...... 75 Donaghue, Helen ...... 17, 210 da Costa Cabral, Ildegrada ...... 68 Donato, Richard ...... 79 da Silva, Kleber Aparecido ...... 237 Donné, Lennie ...... 174 Diaz, Adriana ...... 251 Donovan, Anne ...... 88, 100, 165

277

Dovchin, Sender...... 177 Erickson, Gudrun ...... 160 D'Silva, Reg ...... 146, 154 Escobar, Wilder ...... 221 Du, Hui ...... 135 Eslami, Zohreh ...... 56 Duan, Yan ...... 202 Everatt, John ...... 272 Duchesne, Susan ...... 229 Everhard, Carol J...... 61, 249 Duder, Elisa ...... 99 Eyckmans, June ...... 88 Duff, Patricia ...... 54, 75, 79, 82 Dumanig, Francisco ...... 191 F Dunlea, Jamie ...... 162 Faggion, Carmen Maria ...... 200 Dunworth, Katie ...... 171 Fairbairn, Hedy ...... 217 Dupuy, Beatrice ...... 114, 234 Fairbairn, Judith ...... 257 Duran, Chatwara Suwannamai ...... 81 Fairbrother, Lisa ...... 42 Dutcher, Lydia ...... 143, 203 Falout, Joseph ...... 106 Dyson, Bronwen ...... 87, 166 Fan, Sa-Hui ...... 129, 188 Farias Jr., Jorge ...... 267 E Farrell, Thomas ...... 136 East, Martin ...... 161 Fazel, Ismaeil ...... 223 Ebara, Satoko ...... 243 Fellbaum Korpi, Marie ...... 90 Economou, Catarina ...... 144 Feng, Ding ...... 200 Edwards, Debra ...... 220 Feng, Lei ...... 155, 247 Edwards, Emily ...... 137 Ferreira do Vale Borges, Elaine ...... 134 Edwards, Viv ...... 190 Fester, Anthea ...... 116 Ehala, Martin ...... 189 Fielding, Patience ...... 72 Ehlers-Zavala, Fabiola ...... 245 Fielding, Ruth ...... 22, 187 Eidswick, John ...... 124, 160 Figueiredo, Francisco ...... 154, 253 Eisenchlas, Susana ...... 85, 141, 185, 224, 245 Fischer, Cynthia Regina ...... 128 El Ebyary, Khaled ...... 150 Fitzpatrick, Tess ...... 15, 86 El Kareh, Seham ...... 211 Fobbe, Eilika ...... 170 Elder, Catherine ...... 63, 159 Foley, Yvonne ...... 45 Ellis, Elizabeth ...... 26, 57 Fong, Natalie ...... 128 Ellis, Nobue ...... 109 Forel, Claire ...... 251 Ellis, Rod ...... 36 Forsberg, Markus ...... 91 Elsie Chebe, Sirri ...... 183 Fotovatian, Sepideh ...... 196 Endo, Yukie ...... 269 Fraser, Catriona ...... 159, 172 Enever, Janet ...... 67 Fraser, Simon ... 45, 48, 72, 113, 195, 196, 199, 240 Enomoto, Takeshi ...... 200 Freiermuth, Mark R...... 150 Erazo, Raul ...... 89 Freitas, Ana Luiza ...... 127 Erben, Tony ...... 251 French, Mei ...... 143

278

Frey, James ...... 269 Gesser, Audrei...... 117, 141 Frezzato-Inggall, Erika ...... 84 Geyer, Klaus ...... 172 Frye, Jessica ...... 214 Ghosh, Rajat ...... 165 Fu, Ping ...... 89 Giannoutsou, Margarita ...... 168 Fujieda, Miho ...... 125 Gibbons, Daniel ...... 226 Fujimoto, Maki...... 240 Gibk, Cristina ...... 127 Fujio, Misa ...... 165 Gil, Jeffrey ...... 184 Fujioka, Mayumi ...... 136 Gilabert, Roger ...... 15, 16, 24, 86 Fujishima, Naomi ...... 47 Gilles, Peter ...... 182 Fujiwara, Miho ...... 269 Ginther, April ...... 6, 162 Fukuda, Shinji ...... 249 Gleason, Andrew ...... 261 Fukukawa, Misa ...... 107 Gocheco, Paulina ...... 173 Fukuta, Junya ...... 92 Goh, Hock Huan ...... 178 Furuta Umesaki, Atsuko ...... 214 Golden, Anne ...... 64 Goldstein, Elaine ...... 271 G Goldstein, Keith ...... 118 Golebiowski, Zosia ...... 176, 218 Gagné, Antoinette ...... 120 Gollin-Kies, Sandra ...... 180 Galloway, Nicola ...... 204 Gonulal, Talip ...... 89 Gamero, Raquel ...... 148, 229 Gonzalez, Adriana ...... 180 Ganuza, Natalia...... 109 Goto, Takaaki ...... 169 Gao, Xiaoping ...... 139 Graham, Suzanne ...... 140, 254 Gao, Xuesong ...... 30, 81, 178 Granena, Gisela ...... 36 Gao, Xuesong (Andy) ...... 202 Grassi, Roberta ...... 86 Gao, Yihong...... 79, 80 Grasz, Sabine...... 146 Garcia, Asensio ...... 267 Green, William ...... 249 García, Próspero N...... 81 Green-Vänttinen*, Maria ...... 146 Garcia Galván, Shelick ...... 208 Griffiths, Carol ...... 235 Garcez, Pedro ...... 124 Grishaeva, Elena ...... 264 Garcia-Bayonas, Mariche ...... 91, 159 Grote, Ellen ...... 227 Gass, Susan ...... 54 Gu, Wentao ...... 99 Gatbonton, Elizabeth ...... 175, 236 Gueye, Ndeye ...... 145 Gautier, Rozenn ...... 177 Guo, Qi ...... 244 Gavriilidou, Zoe ...... 52, 53 Guo, Siao-Cing ...... 87 Gazerani, Farzin ...... 270 Gynne, Annaliina ...... 78 Ge, Yan ...... 206 Gearon, Margaret ...... 84, 120 Gedde-Dahl, Trine ...... 230 H Germain-Rutherford, Aline ...... 151 Håkansson, Gisela ...... 98

279

Härmälä, Marita ...... 135 Hedman, Christina ...... 109 Haapakangas, Eeva-Leena ...... 229 Heffernan, Neil...... 254 Haeusler, Angela ...... 218 Heinzmann, Sybille ...... 136, 137 Hajer, Maaike ...... 58 Hempel, Margit ...... 247 Hall, Christopher ...... 202 Henriksen, Birgit ...... 171 Hallesson, Yvonne...... 41, 105 Hensley, Jeol ...... 201 Hamada, Yo...... 130 Heo, Younghyon...... 158 Hamamoto, Satoko ...... 221, 254 Herrera Gonzáles, Leonardo ...... 269 Hamid, M. Obaidul...... 66, 164 Herrero de Haro, Alfredo ...... 93 Hamid, Obaid ...... 160 Heugh, Kathleen ...... 25, 44, 72, 73, 142 Hampel, Regine ...... 151 Heyvaert, Liesbet ...... 84 Hamp-Lyons, Liz ...... 62 Higashikawa, Teruhisa ...... 233 Han, Feifei ...... 105 Higgins, Christina ...... 73, 179 Han, Xiaohui ...... 100 Hildén, Raili ...... 135 Han, ZhaoHong ...... 228 Hill, Glen ...... 106 Hanan, Rowena ...... 122 Hill, Kathryn ...... 62, 261 Hanaoka, Osamu ...... 225 Hilton, Heather ...... 31, 68 Hansen Edwards, Jette ...... 205 Hinger, Barbara ...... 240 Harbon, Lesley ...... 22, 136, 187 Hirai, Ai ...... 39 Harklau, Linda ...... 44, 45 Hirai, Seiko ...... 122 Harrington, Michael ...... 162, 181 Hiranoi, Chieko ...... 271 Hartigan, Seth ...... 49 Hirata, Yukari ...... 85 Harvey, Sharon ...... 179 Hiromori, Tomohito ...... 249 Hase, Naoya ...... 37 Hirose, Keiko ...... 129 Hasegawa, Shuji ...... 252 Hisamura, Ken ...... 43 Hashimoto, Kayoko ...... 66 Hitoshi, Mikami ...... 209 Hashimoto, Ken-ichi ...... 106 Hitotuzi, Nilton ...... 134 Hassan, Sherine ...... 211 Hlatshwayo, Abigail ...... 40 Hato, Yumi ...... 125 Ho, Chu-Tai ...... 202 Hattori, Keiko ...... 266 Ho, Victor ...... 219 Haugh, Michael ...... 190, 210 Hoang, Ha ...... 97, 103 Hawkinson, Eric ...... 271 Hoang, Ngoc ...... 160 Hayashi, Chieko ...... 125 Hobbs, Moira ...... 114 Hayashi, Chika...... 234 Ho-Cheong Leung, Alex ...... 95, 96 Hayashi, Chiyo ...... 245 Hodge, Bob ...... 194 Hayashi, Hiroko ...... 217, 221 Hoeks, John ...... 174 He, Lin ...... 244 Holbrook, Allyson ...... 217 Healy, Sandra ...... 125 Holm, Lars ...... 64, 65 Hedgcock, John ...... 121, 140 Holmberg, Per ...... 38, 157

280

Hong, Chi-Yin ...... 212 Hung, Shao-Ting ...... 206 Hongboontri, Chantarath ...... 111, 138 Hung, Shao-Ting Alan ...... 162 Hood, Michael ...... 200 Hussin, Habsah...... 118 Hori, Tomoko ...... 39 Hwang, Kumju ...... 127 Horiba, Yukie ...... 94, 103 Hyland, Fiona ...... 225 Horikawa, Yumi ...... 258 Hyland, Ken ...... 128, 219 Hossain, Tania ...... 183 Hotlheuer, Carolina ...... 85 I Hou, Dan ...... 125 Ideno, Yukiko ...... 198 Hou, Fuli ...... 212, 215 Ihsane, Tabea ...... 251 Hou, Ying ...... 239 Ikari, Yukio ...... 70 Houghton, Stephanie ...... 66 Ikeda, Ayumi ...... 132 House, Juliane ...... 7, 169 Ikeda, Keiko ...... 212 Hove, Muchativugwa Liberty ...... 144, 191 Ikeda, Maiko ...... 228 Howard, Jocelyn ...... 149, 181 Ikuta, Yuko ...... 107, 202 Hsiao, Ya Ping ...... 154 Ilieva, Roumiana ...... 195, 196 Hsu, Ling-Ling ...... 129 Imai, Junko ...... 112 Hu, Guangwei ...... 103, 220 Imamura, Hiromi ...... 224 Hu, Yijie ...... 247, 248 Imig, Alexander ...... 124 Hua, Zhu...... 65, 74, 75 Imura, Keiko ...... 92 Huan, Changpeng ...... 173 Inaba, Midori ...... 247, 252 Huang, Aiqiong ...... 159 Inbar, Ofra ...... 118, 143 Huang, Chuanning ...... 166 Inbar-Lourie, Ofra ...... 118 Huang, Enmou ...... 199 Ingvarsdottir, Hafdis ...... 195 Huang, Heng-Tsung ...... 206 Iranmanesh, Leila ...... 62, 158 Huang, Heng-Tsung Danny ...... 162 Isaac, Anne ...... 223 Huang, Hsin-Chou ...... 149 Ishida, Mako ...... 165, 240 Huang, Hui ...... 200 Ishihara, Kenji ...... 244 Huang, Li-Jung ...... 80, 175 Ishikawa, Yasushige ...... 132, 151 Huang, Li-szu Agnes ...... 204 Ishizu, Kiyoko ...... 242 Huang, Peter Jing ...... 128 Ishizuka, Hiroki ...... 255 Huang, Shih-Jen ...... 150 Isurin, Ludmila ...... 97 Huang, Yi-Ping ...... 185 Ito, Mika ...... 250 Huang, Zhi ...... 260 Ito, Tae ...... 213 Hubbard, Philip ...... 46, 58, 59, 147 Ito, Yasuko ...... 155 Huhta, Ari...... 229, 244 Iverson, Michael ...... 226 Huijbers, Patty ...... 174 Ivshin, Alexander ...... 270 Hultin, Eva ...... 153 Ivshin, Vasiliy...... 270 Humphries, Simon ...... 180

281

Iwai, Chiaki ...... 96 Jubilado, Rodney ...... 191 Iwanaka, Takahiro...... 129 Juffs, Alan ...... 95 Iwashita, Noriko ...... 226, 229 Jung, Ji-Young ...... 118 Iyer, Radha ...... 218 Juvonen, Päivi ...... 55 Izadi, Dariush ...... 193 Izumi, Emiko ...... 225 K Izumi, Shinichi ...... 41 Kadota, Shuhei ...... 36, 37, 39 Kaivapalu, Annekatrin ...... 239 J Kalaja, Paula ...... 38 Jackson, Jane ...... 32, 190 Kälkäjä, Salme ...... 208 Jaekel, Nils ...... 123 Kaltsa, Maria ...... 225 Jahan, Iffat ...... 181 Kambakis Vougiouklis, Penelope ...... 53, 248 Jaidev, Radhika ...... 171, 259 Kambara, Junko ...... 242 Jakonen, Teppo ...... 3, 208 Kamimura, Taeko ...... 101 Jalkanen, Juha ...... 122 Kamiya, Kenichi ...... 255 James, Margaret ...... 144, 236 Kamwangamalu, Nkonko ...... 69 Jansen, Carel ...... 174 Kanamaru, Toshiyuki ...... 256 Janssen, Rianne ...... 84, 98 Kanazawa, Yoko ...... 225 Jarad, Samawal ...... 96 Kaneko, Emiko ...... 158 Jauni, Heidi ...... 149, 209 Kaneko, Ikuyo ...... 242 Jauregi, Kristi ...... 113, 147 Kang, Eun Young ...... 228 Jeon, Hyojin ...... 161 Kanzaki, Kazuo ...... 240, 257 Jeong, Hyeseung ...... 98 Kareira, Junko ...... 243 Ji, Shaobin ...... 239 Karrebæk, Martha...... 107, 184 Jian, Hong ...... 75 Kartchava, Eva...... 226 Jiang, Lianjiang (George) ...... 148 Katada, Fusa ...... 50 Jiang, Yuhong ...... 141 Kataoka, Kuniyoshi ...... 212 Jimbo, Hisatake ...... 43 Katayama, Akiko ...... 262 Jin, Limin ...... 89 Kato, Shigeo ...... 158 Johnson, Diane ...... 138 Kato, Yoshitaka ...... 256 Johnson, Feng-Ling ...... 235 Kawaguchi, Keiko ...... 213 Johnson, Michael ...... 111 Kawai, Hiromi ...... 225 Jones, Charlotte ...... 152 Kawakita, Naoko ...... 268 Jones, Debra ...... 49 Kawamata, Takahiro ...... 201 Jones, Jennifer ...... 60, 115 Kawamata, Takanori ...... 201 Jones, Tamara ...... 233 Kawamoto, Julia Mika ...... 240 Jorge, Miriam ...... 133 Kawamura, Akemi ...... 248 Joto, Akiyo ...... 250 Kawanari, Mika ...... 245

282

Kawano, Madoka ...... 122 Kim, Yoon-Kyoung ...... 107 Kawasaki, Mariko ...... 37 Kim, Younhee ...... 78 Kawashima, Chie ...... 210 Kimura, Harumi ...... 127 Kawashima, Tomoyuki ...... 202 Kimura, Yuzo ...... 115 Kawauchi, Kie ...... 264 King, Hayley ...... 260 Kaya, Tadayoshi ...... 148 King, Joel ...... 261 Kayoko, Kinshi ...... 164 Kinoshita Thomson, Chihiro ...... 47 Kazamia, Vassilia ...... 53 Kirimura, Ryo ...... 246, 249 Kazuo, Amma ...... 161 Kirkpatrick, Andy ...... 9, 66 Keawkhong, Natheeporn ...... 111 Kishi, Nobuko ...... 147 Keeley, Tim ...... 188, 243 Kishi, Yasuhito ...... 147 Kehrwald, Jane ...... 198 Kismullah, Kismullah ...... 176 Kela, Maria ...... 239 Kissau, Scott ...... 110, 137 Kelly, Danica ...... 84 Kitao, Kenji ...... 210 Kelly, Vicki ...... 72 Kitao, S. Kathleen ...... 210, 241 Kendrick, Maureen ...... 48, 76 Klapwijk, Nanda ...... 141, 265 Kerfoot, Caroline ...... 73, 142 Kleinsasser, Robert C...... 111 Kersten, Saskia ...... 207, 233 Klemm, Michael ...... 212 Kesidou, Sofia ...... 61 Knoch, Ute ...... 96, 159 Kesornsit, Thachapan ...... 138 Knopp, Eva M...... 228 Kessler, Joerg-U...... 99 Knowlton, Lee ...... 166 Kettle, Margaret ...... 114 Kobayashi, Kumiko ...... 258 Keuk, Chan Narith ...... 130 Kobayashi, Wakako ...... 156 Khan, Aziz...... 183 Kobayashi, Yoko ...... 194 Khan, Bophan ...... 268 Kochiyama, Akiko ...... 86 Khan, Sarah ...... 113 Koga, Yuya ...... 240 Khan, Yulia ...... 179 Kohler, Michelle ...... 51, 121 Kida, Shusaku ...... 99 Koike, Ikuo ...... 242 Kies, Daniel ...... 180 Koivistoinen, Hilkka ...... 239 Kigotho, Mutuota ...... 206 Koizumi, Tsuyoshi ...... 263 Kikuchi, Atsuko ...... 260 Koizumi, Yusa ...... 116 Kiley, Margret ...... 217 Kojima, Hideo ...... 253 Kim, Eun Gyong (E.G.) ...... 227 Kolkmann-Klamt, Barbara ...... 245 Kim, Jungsook ...... 195 Komori, Miya ...... 189 Kim, Kayoung ...... 246 Kondo, Akiko ...... 100 Kim, Mira ...... 115 Kondo, Yusuke ...... 237, 257 Kim, Ok Yeon ...... 137 Konkel, Maria ...... 155 Kim, Soyeon ...... 120 Korhonen, Tero ...... 110 Kim, Tae-Young ...... 107 Koskela, Merja ...... 188

283

Kouns, Maria ...... 58 Lan, Chunyan ...... 164 Koya, Taeko ...... 227 Lanza, Elizabeth ...... 64 Koyama, Toshiko ...... 150, 223 Larson, Caroline ...... 258 Koyama, Yukie ...... 192 Latomaa, Sirkku ...... 142 Kozar, Olga ...... 154 Lau, Ken ...... 163 Kramsch, Claire ...... 6, 12, 31, 72, 73, 74 Laurence, David ...... 224 Krause-Ono, Margit ...... 190 Laursen, Helle Pia...... 65, 141 Krikhaar, Evelien ...... 248 Le, Lan Anh ...... 185 Kroik, David ...... 214 Le, Thi Thuy ...... 52 Kubota, Ryuko ...... 10, 46, 47 Le, Thi Thuy Nhung ...... 182 Kuenzle, Roland ...... 137 Lear, Emmaline ...... 220, 235 Kumagai, Ryuichi ...... 257, 258, 266 Ledibane, Maureen ...... 115 Kumar, Vijay ...... 226 Lee, Chae Wook ...... 236 Kumazawa, Masako ...... 139 Lee, Ena ...... 199 Kumazawa, Takaaki ...... 156 Lee, Hakyoon ...... 46 Kunioshi, Nilson ...... 217, 221 Lee, Heekyeong...... 121, 140 Kunitz, Silvia ...... 79 Lee, Jae-ho ...... 258 Kurahashi, Yoko ...... 265 Lee, Jieun ...... 170 Kuramoto, Atsuko ...... 138 Lee, Jiyoon ...... 132, 211 Kurihara, Fumiko ...... 138 Lee, Joseph J...... 216 Kurihara, Noriko ...... 112 Lee, Kean Wah ...... 250, 256 Kuru, Yukiko ...... 164 Lee, Nagiko Iwata...... 222 Kushima, Chizuko...... 147 Lee, Shzh-Chen Nancy ...... 94 Kusunoki, Rika...... 176 Lee, Young-A ...... 150 Kuure, Leena ...... 212 Leer, Elizabeth ...... 44 Kwan, Becky ...... 220 Lehti-Eklund, Hanna ...... 146 Kwatsha, Linda ...... 144 Lehtonen, Tuula ...... 118 Kwek, Siew Hoon ...... 178 Leibbrandt, Richard ...... 151, 160 Leis, Adrian ...... 110, 152, 265 L Lenzhofer-Glantschnig, Melanie ...... 199 Leung, Alex Ho-Cheong ...... 95, 96 Laing, Jonny ...... 150 Levkina, Mayya ...... 16, 106 Lam, Tsui Eu Sandra ...... 205 Levy, Mike ...... 147 Lam, Tuan ...... 263 Lew, Shim ...... 107 Lamb, Terry ...... 29, 47 Lewis, M Paul ...... 180 Lambacher, Stephen ...... 77 Lewis, Trent ...... 151, 160 Lambelet, Amelia ...... 228 Li, Duanduan ...... 75 Lambert, Brigitte ...... 200 Li, Huihui ...... 161 Lambert, Iain ...... 203 Li, Jia ...... 186, 196

284

Li, Jiani ...... 182 Loewen, Shawn ...... 89 Li, Li-Te ...... 89 Loh, Jason ...... 110 Li, Lydia ...... 220 Lombardi, Raquel ...... 263 Li, Shaofeng ...... 36 Long, Mike ...... 98 Li, Songqing ...... 172, 203 Lopez, Belem ...... 246 Li, Vickie Wai Kei ...... 26, 253 Lopriore, Lucilla...... 68 Liang, Haiyan ...... 228 Lotze, Netaya ...... 207 Liddicoat, Anthony...... 50, 71, 73 Lourens, Amanda ...... 147 Liddicoat, Tony ...... 12 Lovat, Terry ...... 217 Liew, Keen Song ...... 246 Lu, Xing ...... 268 Liiv, Suliko ...... 259 Lu, Yanying ...... 200 Lilienfeld, Baili...... 251 Luchese, Terciane Ângela ...... 200 Lim Falk, Maria ...... 22, 108 Ludwig, Christian ...... 153, 233 Lin, Chen-Chun Camille ...... 93, 230 Luk, Jasmine ...... 146 Lin, Han ...... 111 Lundberg, Gun ...... 248 Lin, Man-Chiu...... 81 Lundqvist, Ulla ...... 198 Lindberg, Ylva ...... 77, 78 Luo, Shaoqian ...... 42, 43 Lindemann, Stephanie ...... 199 Lyngfelt, Benjamin ...... 91 Lindqvist, Eva ...... 184 Lyrio, Aurélia ...... 267 Lingard, Bob ...... 70 Lyster, Roy ...... 4, 38, 125 Linnemann, Markus ...... 101, 109 Litzenberg, Jason ...... 199 M Liu, Fulan...... 156 Ma, Jianjun ...... 187, 270 Liu, Jing ...... 161 Ma, Jingjing ...... 155 Liu, June ...... 151 Ma, Tiechuan ...... 248 Liu, Lina ...... 216 Ma, Xin ...... 42 Liu, Pei-Hsun Emma ...... 120, 196 Macalister, John ...... 121 Liu, Shu ...... 202 Macdonald, Shem ...... 117 Liu, Xiaoxia ...... 248 Maciel, Beatriz ...... 119 Liu, Yanjun ...... 96 Mackey, Alison ...... 95, 270 Liu, Yingliang ...... 221 Macqueen, Susy ...... 96, 159 Liu, Yongbing ...... 216, 240 Made, Zoliswa ...... 246 Liu, Zhengguang ...... 94 Maeda, Joyce ...... 248 Llurda, Enric ...... 180 Magid, Michael ...... 131 Lo Bianco, Joseph ...... 9, 57, 179 Mahboob, Ahmar ...... 203 Lo, Ming-Jae ...... 129 Maher, Kate ...... 151 Lo, Ya-Fen ...... 201 Mai, Khoi Ngoc ...... 122 Lo, Yuen Yi ...... 117 Mak, Barley ...... 162 Lockyer, Kerrilee ...... 259

285

Makgamatha, Matthews ...... 142 Maypilama, Elaine ...... 184 Makoe, Pinky ...... 76 Mbaeze, Stella ...... 237 Malcolm, Bruce ...... 109 McCambridge, Laura ...... 65 Malcolm, Diane ...... 62, 244 McCarthy, Tanya ...... 246 Maligkoudi, Christina ...... 185 McCarty, Steve ...... 77 Malone, Margaret ...... 88, 100, 165 McDonald, Daniel ...... 215 Mamoukari, Persephone ...... 248 McGee, Iain ...... 128 Manabe, Kazuchika ...... 242 McGregor, Janice ...... 191 Manalo, Emmanuel ...... 50 McGregor, Karla ...... 198 Mantiri, Oktavian ...... 52 McKinley, Jim ...... 268 Mäntylä, Katja...... 142 McKinney, Carolyn ...... 76 Mao, Li ...... 177 McMurtrie, Robert ...... 217 Marchand, Tim ...... 149, 214 McNamara, Tim ...... 6, 63 Mardijono, Josefa ...... 216 McNeill, Brigid...... 272 Marian, Viorica ...... 258, 263 Melo, Glenda Cristina Valim De ...... 197 Marinis, Theodoros...... 226, 228, 254 Melo, Lívia ...... 140 Marissa, Dian ...... 131, 206 Memari, Mehran ...... 140 Marsden, Emma ...... 122, 270 Mendieta, Jenny ...... 153 Marshall, Nicholas ...... 126 Menezes de Oliveira e Paiva, Vera Lucia ...... 134 Marszalenko, Jakub ...... 260 Menezes, Vera ...... 38 Martínez, Susana ...... 64, 263 Meng, Chunguo ...... 134 Martin, Rachel ...... 149 Messina Dahlberg, Giulia ...... 77, 78 Martin, Ron ...... 192 Meuter, Renata ...... 246 Martinez, Glenn ...... 171 Michael, Rowan ...... 224 Martin-Jones, Marilyn ...... 68, 72 Michel, Marije ...... 86, 95 Martins, Claudia Beatriz ...... 148, 226 Michell, Michael ...... 61 Marzo, Stefania ...... 179 Michelson, Kristen ...... 114, 234 Masaki, Michiko ...... 164 Michiko, Ueki ...... 97 Maslamani, Jaber ...... 152 Mideros Camargo, Diego Andres ...... 118 Masuda, Masanobu ...... 209 Midgley, Warren ...... 218 Matsumoto, Kahoko ...... 111, 155, 192 Mifka-Profozic, Nadia ...... 88 Matsuoka, Rieko ...... 111 Miki, Nozomi ...... 215 Matsuoka, Yoko ...... 264 Miller, Jenny...... 134 Matsushita, Tatsuhiko ...... 100 Miller, Lindsay ...... 48 Matsuzono, Yasunori ...... 155 Minamitsu, Yoshihiro ...... 260 Mattheoudakis, Marina ...... 185, 214 Misaki, Atsuko ...... 168 Maurer-Lausegger, Herta ...... 199 Mishina-Mori, Satomi ...... 70 May, Stephen...... 69 Mitits, Lydia ...... 53 Mayer, Elisabeth ...... 85 Mitsunaga, Haruhiko ...... 157

286

Miura, Yui ...... 254 Moyes, Gordon ...... 141, 245 Miyafusa, Sumiko ...... 218 Muench, Christian ...... 74 Miyanaga, Shoji ...... 168 Mulder, Jean ...... 56 Miyazaki, Kei ...... 155 Mullan, Kerry ...... 208 Mizukami, Etsuo ...... 192 Muñoz De Cote, LuzMaria ...... 132 Mizuno, Harumitzu ...... 243 Munro, Natalie ...... 198 Mizuno, Kunitaro ...... 213, 236 Murase, Fumiko ...... 61, 139 Mizuno, Makiko ...... 169 Murray, Adam ...... 155, 157 Mochizuki, Hajime ...... 243 Murray, Garold ...... 29, 47 Mohamad, Emma ...... 174 Murray, Jill ...... 163 Mohamed, Mimi ...... 121 Musgrave, Simon ...... 174 Mohamed, Naashia ...... 179 Mutta, Maarit ...... 187 Mohd Ali, Afida ...... 172 Myers, Greg ...... 230 Moita-Lopes, Luiz Paulo...... 178 Mojica-Diaz, Clara ...... 138, 235 N Mollering, Martina...... 194 Na, Ching Yu ...... 115 Moloney, Robyn ...... 136 Nagai, Noriko ...... 124, 269 Montrul, Silvina ...... 231 Naganuma, Naeko ...... 127 Moore, Alison ...... 174 Naganuma, Naoyuki...... 124 Moore, Daniele ...... 113 Nagao, Akiko ...... 177 Moore, Irina ...... 177 Nagatomo, Diane ...... 127 Moore, Paul ...... 110, 181 Nagayama, Tomoko ...... 212 Moore, Stephen ...... 164 Nakagawa, Hiroyo ...... 233 Moore, Tim ...... 172 Nakajima, Kazuko ...... 107 Morales, Jeremy Godofredo ...... 262 Nakamura, Aki ...... 217 Morales-Rios, Sandra ...... 124 Nakamura, Sachiko ...... 237 Moreira, Herivelto ...... 148, 226 Nakamura, Sayo ...... 207 Morgan, Liam ...... 70, 71 Nakamura, Yuji ...... 155, 157 Mori, Reiko ...... 128 Nakanishi, Hiroshi ...... 37 Morikoshi, Kyoko ...... 249 Nakanishi, Takayuki ...... 157, 269 Morimoto, Ikuyo ...... 192 Nakano, Michiko ...... 237, 257, 258 Morishita, Miwa ...... 39, 244 Nakano, Tomoko ...... 107 Morley, John ...... 224 Nakano, Yoko ...... 37 Morrison, Susan ...... 84 Nakatake, Maiko ...... 124 Morton, Janne ...... 225 Nakayama, Akira ...... 252, 254 Motaghi-Tabari, Shiva ...... 187 Nakayama, Natsue ...... 138 Motohashi, Ellen ...... 123 Nakayasu, Minako ...... 211, 253 Moubarik, Mustapha ...... 40 Nam, Daehyeon ...... 213 Mouri, Masako ...... 260

287

Namba, Kazuhiko ...... 70 Nishihara, Toshiaki ...... 241 Naoumi, Evelyn ...... 126 Nishimura, Tomomi ...... 237 Nassaji, Hossein ...... 87 Nishimura, Yoichi ...... 120 Navarro, Diego ...... 93 Nishina, Yasunori ...... 249 Ndhlovu, Finex ...... 57 Nishinoh, Haruo ...... 244 Ndlangamandla, Sibusiso...... 219 Nishio, Yuri ...... 271 Neilsen, Roderick ...... 272 Nitta, Kaori ...... 265 Nemoto, Hiroyuki ...... 149 Nogami, Yoko ...... 176 Neves, Elisa ...... 237 Noguchi, Fumie ...... 229 Newton, Jonathan ...... 122, 181 Noguchi, Hiroyuki ...... 257, 258 Ng, Aileen ...... 149 Noguchi, Judy ...... 150, 168, 217, 221 Ng, Carl Jon Way ...... 196 Nohara, Yukari ...... 258 Ng, Patrick Chin Leong ...... 188 Norany, Norhayu ...... 122 Ng, Shi Ing ...... 250 Nordstrom, Georganne ...... 199 Ngo, Nga ...... 163 Nordstrom, Janica ...... 108 Nguyen, Bich ...... 227 Noro, Tadashi ...... 36 Nguyen, Chinh ...... 132 Norrby, Catrin ...... 98 Nguyen, Ha ...... 158, 159 Norris, Sigrid ...... 80 Nguyen, Huy Van ...... 67 Nozawa, Kazunori ...... 77 Nguyen, Thi Bao Trang ...... 122 Nguyen, Thi Huynh Loc ...... 158 O Nguyen, Thi Thanh Binh ...... 119 Obaigbona, Grace. A ...... 144 Nguyen, Thu Hien ...... 209 Obari, Hiroyuki ...... 76, 77, 205 Nguyen, Xuan Nhat Chi Mai ...... 113 Ochi, Kentaro ...... 266 Ngwenya, Themba ...... 40 Ochi, Toru ...... 138 Ngwenya, Themba Lancelot ...... 170 Oda, Mariko ...... 201 Nhapulo, Marcos ...... 241 Oda, Tomohiko ...... 249 Ni, Hao-pai ...... 188 O'Dwyer, Fergus ...... 124 Nicholas, Howard ...... 91 Ogane, Ethel...... 201 Nicoll, Hugh ...... 234 Ogasawara, Mellisa ...... 264 Nieminen, Lea ...... 229, 244 Ogawa, Yoshimasa ...... 130 Nieminen, Tommi ...... 259 Oghigian, Kathryn ...... 153 Nigo, Yoshihiro ...... 227 Oguro, Susan ...... 116 Nilsson, Jenny ...... 55 Ohata, Kota ...... 90 Ningsih, Harni ...... 116 Ohba, Hiromasa ...... 254, 258 Nishida, Rieko ...... 97 Ohkado, Masayuki ...... 224 Nishigaki, Chikako ...... 153 Ohlsson, Elisabeth ...... 270 Nishihara, Mayumi ...... 241 Ohno, Hideki ...... 192 Nishihara, Tetsuo ...... 265

288

Ohta, Ritsuko ...... 213 P Okada, Keiko ...... 269 Okayama, Yoko ...... 262 Paculanang, Maria Dolores ...... 222 Oki, Nanaho ...... 91, 255 Palacios, Fernando ...... 235 Okugiri, Megumi ...... 85 Palmer, Deb ...... 187 Okura, Takaaki ...... 150 Paltridge, Brian ...... 21, 54, 217 Okuwaki, Natsumi ...... 102 Pamplon, Nora ...... 186 Okuyama, Kurumi ...... 201 Panyasi, Suphinya ...... 119 Oliver, Rhonda ...... 227 Park, Eun Sung ...... 137, 196 Olkkonen, Sanna ...... 228 Park, Hae-Ok ...... 126 Olshtain, Elite...... 118 Park, Myongsu ...... 214 Olsson, Eva...... 38, 98 Pasquale, Michael ...... 27, 128 Olsson, Leif-Göran ...... 91 Paul, Andrea...... 219 Omoniyi, Tope ...... 73, 74 Pauwels, Anne ...... 72 Omotedani, Junko ...... 116 Pavlovskaya, Natalia ...... 96 Onabe, Tomoko ...... 252 Peek, Ron ...... 187 Onaka, Natsumi ...... 264 Pegrum, Mark ...... 59 O'Neill, Fiona ...... 165 Pelczer, Ildiko ...... 236 Ong, Veronica ...... 105 Pelizzoni, Fabio ...... 262 Onishi, Akio ...... 255 Peng, Jinding ...... 140 Ono, Naomi...... 85 Pennycook, Alastair ...... 10, 65, 66 Onoda, Sakae ...... 95 Perdereau, Xiao ...... 163 Opitz, Conny ...... 90 Pereira, Ariovaldo ...... 226 Ord, Carl ...... 227 Pereira, Elizabeth ...... 197 Orenha-Ottaiano, Adriane ...... 215 Pereira, Fernanda ...... 64 Ortiz Jimenez, Macarena ...... 144 Perez, Adeline ...... 186 Osada, Eri ...... 117 Perrin, Daniel ...... 8, 30, 237 Osamu, Takeuchi ...... 97 Pestana, Carlos ...... 228 Osuka, Naoko ...... 89 Pham, Hiep ...... 145 O'Sullivan, Barry ...... 257 Phan, Ngan ...... 203 Otani, Mami ...... 189 Phan, Quynh Nhu ...... 119 Otnes, Hildegunn ...... 102 Phan, Thao ...... 167 Otoshi, Junko ...... 164 Philp, Jenefer ...... 229 Otsuji, Emi...... 66 Pietila, Paivi ...... 104 Otsuki, Atsuko ...... 243 Pihkala-Posti, Laura ...... 150 Ou, Sheue-jen ...... 106 Pill, John ...... 63, 159 Owatnupat, Nutthaporn ...... 169 Piller, Ingrid ...... 74 Ozawa, Shinya...... 256 Pinheiro, Petrilson ...... 148 Ozolins, Uldis ...... 168 Pirini, Jesse ...... 81

289

Piske, Thorsten ...... 99 Reath Warren, Anne ...... 108 Pitkänen-Huhta, Anne ...... 38, 64, 142 Reed, Marnie ...... 233, 235 Pizorn, Karmen ...... 68 Reeder, Kenneth ...... 146, 154 Png, Paula ...... 103 Registro, Eliane ...... 251 Polubichenko, Lydia ...... 223 Reichert Assuncao Tonellli, Juliana ...... 114 Poole, Gregory ...... 111 Reid, Kirsten ...... 131 Poon, Anita Y.K...... 181 Reinders, Hayo ...... 48, 58, 59 Power, Stephanie ...... 270 Reis, Valdeni ...... 133 Powers, David ...... 151, 160 Revesz, Andrea ...... 86 Prentice, Julia...... 91 Revis, Melanie ...... 188 Prentice, Sue ...... 220 Reynolds, Dudley ...... 55, 56 Prinsloo, Cas ...... 142 Rezaee, Azam ...... 140 Privas Breaute, Virginie ...... 166 Riach, Wilailak ...... 191 Pu, Shi ...... 131, 139 Riad, Tomas ...... 108 Pun, Jack ...... 218 Riazi, Mehdi ...... 163 Pun, Kwok Hung...... 145 Ricardi Scaramucci, Matilde Virgínia ...... 160 Purkarthofer, Judith ...... 145 Ricart Brede, Julia ...... 251 Purwati, Oikurema ...... 234, 269 Richings, Vicky ...... 130 Puskás, Tünde ...... 194 Richmond, Stephen...... 248 Pusparini, Ririn ...... 234 Rieschild, Verna ...... 185 Rios, Elizabeth ...... 186 Q Ristikivi, Merike ...... 261 Rivard, Léonard ...... 145 Qian, Xiaofang ...... 42 Rivers, Damian ...... 66 Qian, Yuan ...... 202 Roberts, Mary ...... 131 Qin, Lili ...... 169 Robinson, Peter ...... 15, 16 Qing, Huang ...... 271 Roche, Thomas ...... 104, 162, 258 Qinyu, Shao...... 155 Rochecouste, Judith ...... 227 Qu, Dianning ...... 140 Roch-Gagné, Margaux ...... 145 Quevedo-Camargo, Gladys ...... 160 Roever, Carsten ...... 210 R Rolin-Ianziti, Jeanne ...... 111 Romney, Cameron ...... 109 Racine, John ...... 86 Ronai, Kara ...... 133 Räisänen, Tiina ...... 166 Rose, Heath ...... 101 Ramirez Alfaro, Anaha ...... 269 Rose, Ralph ...... 49, 50, 90 Ramonaite, Jogile Teresa ...... 90 Rost-Roth, Martina ...... 190, 250 Ramoniene, Meilute ...... 175 Rothman, Jason ...... 224, 226 Read, John ...... 60 Rouault, Greg ...... 120 Read, Siew Hean ...... 60 Ruan, Quanyou ...... 117

290

Ruan, Tianyi ...... 262 Sathya Singh, Vindhya...... 166 Rubino, Antonia ...... 186 Sato, Kazuyoshi ...... 112 Ruegg, Rachael ...... 104 Sato, Takeshi ...... 77, 146 Ruiz, Marisol ...... 263 Sato, Yoko ...... 92 Ruiz de Zarobe, Yolanda ...... 4, 146 Satoi, Hisaki ...... 39 Rumlich, Dominik...... 113 Satori, Miki ...... 97 Rummel, Stephanie ...... 104 Scarino, Angela ...... 12, 43, 50, 51, 56, 62, 174 Runtsova, Tamara ...... 167 Schaarschmidt, Gunter ...... 188 Rydell, Maria ...... 161 Schalley, Andrea ...... 141, 185, 245 Rydsted, Rydolf ...... 91 Schallhart, Nicole ...... 136, 137 Rylander, John ...... 160 Schmidt, Clea ...... 120 Schmidt, Maria Gabriela ...... 245 S Schreibeis, Matthew ...... 132 Schroeder, Scott ...... 263 Sabatier, Cecile ...... 113 Schuler, Martin ...... 207 Sabatino, Adriana ...... 204 Schwab, Goetz ...... 23, 99 Sabino, Marilei ...... 253 Scott, Adele ...... 149 Sadati Nooshabadi, Seyyed Mahdi ...... 264 Scott, Lyn ...... 263 Safronova, Elena ...... 106 Seals, Corinne ...... 108 Sagayadoss, Pragasam ...... 241 Segalowitz, Norman ...... 87, 175, 236 Sage, Kristie ...... 218 Selvarajoo, Paul Chandra Bose ...... 172 Saida, Chisato ...... 257 Seo, Masaki ...... 46 Saito, Eiji ...... 132 Shackleford, Nick ...... 167 Sakai, Kazumi ...... 262 Shamsuzzaman, Mohammad ...... 272 Sakamoto, Mitsuyo ...... 41, 42 Shantz, Melvin ...... 226 Sakamoto, Nami ...... 131 Shapiro, Jon ...... 154 Salgado, Ana Claudia ...... 263 Sheen, Younghee ...... 94 Salimen, Paola ...... 124, 127 Shen, Huizhong ...... 114 Salvi, Ana Ines ...... 133 Shen, Xuanying ...... 49 Samuel, Moses...... 182 Sheppard, Chris ...... 50 Sanchez-Lopez, Lourdes ...... 138, 235 Shi, Lijing ...... 152 Sandberg, Ylva ...... 38, 142 Shi, Ling ...... 223 Sano, Aiko ...... 107 Shi, Zhongqi ...... 94 Santana, Josefina ...... 119 Shigemitsu, Yuka ...... 189 Santos, Denise ...... 140 Shiki, Osato ...... 37 Saparkhojayeva, Nurgul ...... 265 Shimada, Kazunari ...... 157 Sarhimaa, Anneli ...... 175 Shimizu, Sunao ...... 239 Sasajima, Shigeru ...... 134 Shimizu, Yuko ...... 246, 258 Sasaki, Masashi ...... 249 Shimoyama, Yukinari ...... 256

291

Shin, Yu Kyoung ...... 196 Stapleton, Paul ...... 156 Shintani, Natsuko ...... 36 Starfield, Sue ...... 217 Shohamy, Elana ...... 9, 143 Starks, Donna ...... 91, 178 Shoji, Yoshio ...... 258 Steed, William ...... 93 Shojima, Kojiro...... 240, 258 Steinlen, Anja ...... 99 Shokouhi, Hossein ...... 195 Stengers, Helene ...... 88 Siarot, Leorisyl ...... 201 Stephany, Sabine ...... 109 Siders, Nevin ...... 208 Sterling, Scott ...... 54 Siegel, Aki...... 209 Stewart, Alison ...... 234 Siegel, Joseph ...... 135, 211 Stickler, Ursula ...... 151, 152 Signorini, Ines ...... 206 Stockwell, Glenn ...... 59 Siiner, Maarja ...... 181 Storch, Neomy ...... 137, 225 Silberstein, Sandra ...... 54 Stracke, Elke ...... 129, 226 Silva, Maria Do Rosário ...... 191 Strohmeier, Klaus Peter ...... 186 Silva, Suelene ...... 154 Stroud, Christopher ...... 72, 73 Silvio Ribeiro Carneiro, Alan ...... 68 Stubbe, Raymond ...... 163 Simasangyaporn, Nantikarn ...... 227 Su, Fu-Hsing ...... 204 Simoes, Renata ...... 164, 259 Suárez Vilagran, Maria Del Mar ...... 86, 267 Sinha, Manisha ...... 104, 258 Subramanian, Sudharani...... 197 Sinha, Yogesh ...... 104, 258 Subtirelu, Nicholas ...... 199 Sinodi, Evanthia ...... 108 Suen, Amy ...... 219 Siregar, Fenty ...... 181 Sugai, Kosuke ...... 257 Siziba, Liqhwa ...... 40 Sugihashi, Tomoko ...... 218 Sköldberg, Emma ...... 91 Sugino, Naoki ...... 240, 258 Skopal, Dana ...... 166 Sugino, Toshiko ...... 239 Slade, Diana ...... 218 Sugiura, Kaori ...... 39 Sloos, Marjoleine ...... 178 Sugiyama, Aya ...... 201 Smala, Simone ...... 4, 22, 146 Sullivan, Karen 'Kari' ...... 215 Smith, Bryan ...... 95 Sullivan, Kirk ...... 214 Smith, Craig ...... 151 Sultana, Tausiff ...... 136 Smith, John ...... 132 Sun, Peijian ...... 100 Smyth, Sarah ...... 90 Sun, Qiang ...... 140 Snyder, Ilana ...... 48 Sun, Yilin ...... 262 Son, Jeong-Bae ...... 45, 115 Sundqvist, Pia ...... 88 Son, Thanh Vi ...... 129, 230 Sunggingwati, Dyah ...... 179 Sonoda, Katsuhide ...... 147 Suni, Minna ...... 91 Sook Jhee, Yoon ...... 256 Surmont, Jill ...... 144 Spence-Brown, Robyn ...... 226 Suryati, Nunung ...... 52 Stanley, Phiona ...... 193 Suzuki, Elli ...... 51, 198

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Suzuki, Hiroko ...... 125 Tasker, Isabel ...... 57, 75 Suzuki, Makoto ...... 225 Tassinari, Maria Giovanna ...... 61, 87 Suzuki, Masahiro ...... 255 Tatsuki, Donna ...... 219 Suzuki, Wataru ...... 36 Taura, Hideyuki ...... 70, 107 Sweeting, Arizio ...... 121 Tay, Dennis...... 175 Sylven, Liss Kerstin ...... 37 Taylor-Leech, Kerry ...... 69, 178 Szakos, Jozsef ...... 223 Tedick, Diane ...... 4 Szpotowicz, Magdalena ...... 68 Teixeira da Silva, Vera Lucia ...... 157 Szundy, Paula ...... 208 Telles Martins Ramos, Simone ...... 126 Teng, Kuanming ...... 241 T Teng, Lin ...... 105 Teo, Peter...... 103, 220 Taalas, Peppi ...... 122 Terada, Yumiko ...... 169 Tadaki, Toru ...... 133 Terasawa, Takunori ...... 262 Taguchi, Naoko ...... 127 Terui, Masako ...... 168 Taiapa, Michael ...... 222 Thanasingam, Santhakumari ...... 109 Tajika, Hiroko ...... 147 Thompson, Celia ...... 225 Tajino, Akira ...... 256 Thomson, Haidee ...... 107 Takahashi, Michiko ...... 261 Thomson, Ron ...... 89 Takahashi, Reiko ...... 202 Thorén, Bosse ...... 247 Takahashi, Sachi ...... 256 Thornton, Katherine ...... 47 Takahashi, Sachiko ...... 97 Tin, Tan Bee ...... 224 Takanashi, Tsuneo ...... 85 Tingsell, Sofia ...... 91 Takeda, Lala ...... 210 Tobita, Rumi ...... 255 Takeda, Makiko ...... 156 Tojo, Kazuko ...... 217, 221 Takei, Tomoko ...... 125 Tokioka, Yukari ...... 244 Takeuchi, Osamu ...... 228 Tolosa, Constanza ...... 120 Takeuchi, Takaaki ...... 107 Tolton, Laura ...... 235 Tanabe, Hirofumi ...... 113 Tomiyama, Machiko ...... 106 Tanabe, Kazuko ...... 213, 268 Tonkyn, Alan ...... 254 Tanabe, Kikuko ...... 237 Toohey, Kelleen ...... 45, 48 Tanaka, Hiroe ...... 170 Tosun, Sumeyra ...... 246 Tanaka, Hiromasa ...... 201 Tosun, Tosun ...... 246 Tanaka, Hiroya ...... 91, 255 Toth, Paul ...... 78, 79 Tang, Eunice...... 154 Touchstone, Ellen E...... 49 Tang, Ying ...... 235 Toya, Mitsuyo ...... 242 Tanova, Nadya ...... 102 Toyokura, Shoko ...... 170 Tapia Falcon, Jorge ...... 269 Toyoura, Amanda ...... 93 Tapio, Elina ...... 81, 143 Traverso, Véronique ...... 208

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Troutman, Denise ...... 39, 40, 197 Valax, Philippe ...... 181 Tseng, Ming-I Lydia ...... 151 Valencia, Marlon ...... 120 Tseng, Ming-Yu ...... 219 Valentini, Ada ...... 86, 210 Tsimpli, Ianthi M...... 228 Vallim, Maria Aparecida Gazotti ...... 128 Tsubaki, Mayumi ...... 132 Van De Craen, Piet ...... 144 Tsuchihira, Taiko ...... 155 Van De Mieroop, Dorien ...... 170, 179 Tsuchiya, Kagari ...... 85 Van Der Walt, Christa ...... 141 Tsuchiya, Keiko ...... 222 Van Maele, Jan ...... 156 Tsuda, Hiromi ...... 266 Van Mensel, Luk ...... 208 Tsukada, Kimiko ...... 85 Vandermensbrugghe, Joelle ...... 220 Tsuneyasu, Masa ...... 233 Vandrick, Stephanie ...... 193 Tsung, Linda ...... 71, 76 Vasconcelos Almeida, Patricia ...... 139 Tsurii, Chie ...... 138 Venkatesh, Vivek ...... 236 Tsurutani, Chiharu ...... 99 Vercelloti, Mary Lou...... 95 Tsutsui, Eiichiro ...... 258 Vian Jr, Orlando ...... 108 Tsutsumi, Rie ...... 111, 112 Vicente-Rasoamalala, Leticia ...... 254 Tsuyuki, Cheryl...... 112 Vidal Carneiro, Fabio Delano ...... 266 Tsuzuki, Masako ...... 271 Vigmo, Sylvi ...... 78 Tu, Wenchao ...... 222 Vik, Gun-Viol ...... 188 Tupas, Ruanni ...... 69 Villalobos, Dania ...... 186 Turner, Marianne ...... 114 Villanueva Jr., Romulo ...... 259 Turuseva, Larisa ...... 175 Vinka, Mikael ...... 214 Tzakosta, Marina ...... 84, 108 Von Randow, Janet ...... 59, 60, 221 Vu, Van ...... 171 U

Ueda, Mami ...... 239 W Ueda, Norifumi ...... 258 Wada, Akiko ...... 258 Ueno, Yukie ...... 249 Wada, Tamami ...... 224 Ullakonoja, Riikka ...... 229, 244 Wagner, Jennifer...... 114 Uppström, Jonatan ...... 91 Wakamoto, Natsumi ...... 87, 241 Urano, Ken ...... 256 Wakefield, Jane ...... 154 Uslucan, Haci Halil ...... 186 Waldmann, Christian ...... 84, 214 Usma, Jaime ...... 180 Walker, Nicholas ...... 226 Uusi-Mäkelä, Mikael ...... 150 Walkinshaw, Ian ...... 161, 203 Wall, Dori ...... 187 V Wallace, Jennifer ...... 137 Wallis, Tim ...... 49 Vaic, Nikolina ...... 143 Walsh, Anthony ...... 243 Vaid, Jyotsna ...... 246

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Walsh, Michael ...... 11, 56, 57 Willey, Ian ...... 202 Waltermann, Eva ...... 251, 257 Williams, Gary ...... 84 Wang, Beilei ...... 256 Williams, Joy ...... 87 Wang, Chaochang ...... 202 Williams, Lawrence ...... 154, 236 Wang, Fu ...... 93 Willoughby, Louisa ...... 57, 174, 178 Wang, Guihua ...... 220 Willoughby-Knox, Brie ...... 191 Wang, Huili ...... 167 Windeatt, Scott ...... 46, 124, 150, 152 Wang, Lee-Yen ...... 87, 213 Winke, Paula ...... 54 Wang, Li ...... 100 Woldemariam, Hirut ...... 72 Wang, Ping ...... 123 Won, Yong Kook...... 236 Wang, Qiang ...... 42 Wong, Lillian L.C...... 136, 153 Wang, Rachel ...... 75 Wong, Suzanne ...... 213 Wang, Weihong ...... 202 Wood, David ...... 119 Wang, Weiqiang ...... 161, 271 Wood, Joseph ...... 94 Wang, Xiaoping ...... 272 Woodman, Karen ...... 147, 201 Wang, Xiaoying ...... 156 Woodward-Kron, Robyn ...... 63, 172, 215 Wang, Yuwen ...... 103 Wright, Katherine ...... 56 Wanphet, Phalangchok ...... 211 Wu, Joe ...... 177 Watanabe, Fumio ...... 269 Wu, Shinian ...... 98, 155 Watanabe, Yasuhisa ...... 59 Wu, Zunmin ...... 159, 163 Watanabe, Yoshinori ...... 41 Watari, Yoichi ...... 254 X Watcharenwong, Purisa ...... 111 Xiao, Feng ...... 94, 96 Watkins, Satoko ...... 93 Xing, Peiling ...... 102 Wei, Li ...... 65, 75 Xu, Hao ...... 111 Wen, Lili ...... 100 Xu, Jun ...... 94 Wen, Qiufang ...... 29, 89 Xu, Susan ...... 169 Wen, Yan ...... 248, 255 Xu, Xiaoqing ...... 202 Wen, Zhisheng ...... 36, 92 Xu, Yun ...... 159 Westbrook, Pete ...... 171 Xu, Yunian ...... 261 Westinen, Elina ...... 178 Westman, Maria ...... 153 Y Wette, Rosemary ...... 166 White, Cynthia ...... 47 Yaakov-Aviv, Meital ...... 118 Whyte, Shona ...... 153 Yamaai, Junko ...... 189 Wicaksono, Rachel ...... 202 Yamada, Masashi ...... 264 Wicki, Werner ...... 137 Yamaguchi, Takane ...... 43, 103 Widin, Jacqueline ...... 173 Yamakawa, Kenichi ...... 258 Willans, Fiona ...... 179 Yamamoto, Junko ...... 233

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Yamamoto, Reiko ...... 132 Yoshida, Satoshi ...... 237, 257 Yamane, Shigeru ...... 257 Yoshihara, Reiko ...... 129 Yamanishi, Hiroyuki ...... 164 Yoshii, Makoto ...... 230 Yamashita, Junko ...... 92 Yoshimura, Masahiro ...... 246, 249 Yamashita, Miho ...... 213 Yoshimura, Toshiko ...... 244 Yamauchi, Hisako ...... 201 Yoshino, Mai ...... 192 Yamauchi, Yutaka ...... 258 Young, Richard ...... 78, 79 Yamura-Takei, Mitsuko ...... 256, 269 Young-Scholten, Martha ...... 96 Yan, Jing ...... 95 Yousif, Mazin ...... 105 Yan, Kun ...... 167 Yoxsimer Paulsrud, BethAnne ...... 38, 194 Yan, Liqin ...... 161 Yu, Di ...... 79, 212 Yanagawa, Kozo ...... 224 Yu, Lu ...... 115 Yanagida, Naomi ...... 192 Yuan, Yifeng ...... 114 Yanagimachi, Tomo ...... 208 Yubune, Eiichi...... 103, 255 Yanase, Yosuke ...... 252 Yucel, Megan ...... 157 Yang, Luna ...... 163 Yuzawa, Nobuo ...... 250 Yang, Luxin ...... 125 Yang, Yuanyuan ...... 90 Z Yang, Yu-Feng (Diana) ...... 148 Zabrodskaja, Anastassia ...... 183, 189, 193 Yanilla Aquino, Lalaine ...... 104 Zainil, Yetti ...... 269 Yap, Ngee-Thai ...... 86, 172 Zampa, Marta ...... 237 Yashima, Tomoko ...... 97 Zapounidis, Thomas ...... 214 Yasuda, Masaru ...... 244 Zenner, Eline ...... 179 Yasukawa, Keiko ...... 173 Zentz, Lauren ...... 183 Yates, Lynda ...... 171 Zenuk-Nishide, Lori ...... 219 Yazan, Bedrettin ...... 131 Zhan, Ju ...... 112, 117 Ye, Wei ...... 190 Zhang Waring, Hansun ...... 79 Yi, Yong ...... 260 Zhang, Donglan ...... 145 Yilmaz, Yucel ...... 36 Zhang, Fengjuan ...... 112, 117 Yim, Su Yon ...... 127 Zhang, Gecheng ...... 193 Ylönen, Sabine ...... 180 Zhang, Huiping ...... 216, 240 Yogi, Minako ...... 126 Zhang, Lawrence ...... 140 Yokoyama, Hiroshi ...... 233 Zhang, Lawrence Jun...... 28, 105, 145 Yoneda, Sakiko ...... 120 Zhang, Lingli ...... 126 Yoo, Isaiah WonHo ...... 215 Zhang, Qing ...... 250 Yoon, Jeong-Ro ...... 227 Zhang, Ting ...... 99 Yosdhida, Haruyo ...... 109 Zhang, Wei ...... 193 Yoshida, Etsuko ...... 269 Zhang, Yang ...... 210 Yoshida, Kensaku ...... 41

296

Zhang, Yanwen ...... 140 Zhang, Yuzhe...... 52 Zhang, Zuocheng ...... 241 Zhao, Chunsheng ...... 178 Zhao, Jing ...... 262 Zhao, Longwu ...... 233 Zharkynbekova, Sholpan ...... 185, 186 Zheng, Ding ...... 141 Zheng, Yongyan ...... 96 Zheng, Yurong ...... 85 Zhou, Chunhong ...... 239 Zhou, Qing ...... 89 Zhu, Hua...... 73 Ziegler, Arne ...... 199 Ziegler, Evelyn ...... 182, 186 Ziegler, Gudrun ...... 184 Zinina, Yulia ...... 270 Zoidze, Ella ...... 261 Zou, Bin ...... 49 Zou, Xiaoling ...... 164 Zuckermann, Ghil’ad...... 75 Zuengler, Jane ...... 54

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