| title | summary | date | time | room |
|---|---|---|---|---|
| Beyond brute frequency: Incidental vocabulary acquisition in extensive reading (S-O. Kweon, H-R. Kim) | This study investigates incidental vocabulary acquisition through extensive reading. We suggest that the rate of incidental vocabulary learning is not simply related to the raw frequency of specific words, but also is a consequence of noticing and conscious learning of words that are important in the narrative. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Bilingual children's comprehension of double object constructions (A. Chan, V. Yip, S. Matthews) | The study investigates comprehension of give double object constructions in forty bilingual children's (aged 2;9-5;6) L1 Cantonese and L2 English. Data from the pointing task indicate transfer of the Cantonese [Theme-Recipient] order to English. The role of animacy and word order typology in child SLA will be discussed. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Changing English needs in Japan (N. Galloway) | English language learning needs are changing with the rise of English as a lingua franca. This poster presents research investigating students' attitudes towards English and English teachers. The attitudes of Japanese students taking a World Englishes class are compared with those who do not, and classroom materials will also be presented. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Child bilingualism in Hawai‘i: Children's narratives in Japanese and English (M. Takemoto) | This study examines the use of codes (languages) in narratives of a Japanese culture-specific story told by Japanese-English bilingual children in Hawai‘i. Background information on the children suggests that their high degree of bilingualism is explained by strong family reinforcement of the children's everyday language use at school and home. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Effects of acculturation on expression of 'complaints' in English by Turkish speakers (M. Unal) | This study focused on appropriate expressions of the speech act of complaints in English as a second language (L2) by Turkish speakers to determine the extent to which appropriate adoption of complaint strategies may be influenced by the subjects' cultural background, gender, and by residency (in the US or Turkey). | Saturday, October 18 | 12:30-2:30 | Wailana |
| First graders learn English as a foreign language: Challenges and hopes (O. Gahungu) | The author studies a program of teaching English to first graders in Burundi. A look at teacher preparation to teach English shows insufficient and inadequate preparation. The activities in students’ books are not communicative, contrary the government’s claim. Professional and financial assistance is necessary to prepare teachers and develop materials. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Introducing ESECS: English studies in the European Credit System (M.L. Perez Canado, A.V. Casas Pedrosa, J.R. Padilla) | This paper reports on a pan-European quantitative and qualitative study to determine the effectiveness of the new European Credit Transfer System in English language teaching, the effects it is exerting on teachers and students, and the difficulties it is encountering, all with a view to introducing the necessary adjustments to meet Bologna standards in full by the year 2010. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Minding the gap: Where language minority children lag behind French L1 peers (L. Morris, M. Labelle) | This study, assessing the lexical, morphological, and syntactic knowledge of 241 L2 and 505 French L1 pupils in grades 4 to 6, challenges the notion that L2 children "catch up" to L1 peers and argues that L2 pupils' needs might be better met with no assumption of eventual linguistic parity. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Multilingual development: A Korean family in Chinese heritage language school (Y-F. Yeh) | Parent involvement and attitudes are critical to minority students' language development. For home language maintenance, the language used among siblings was found no less important than that used with parents. Good reading habits and strategies in the first language were reported as the key instrument to successful second/foreign language acquisition. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Narrative discourse of bilingual South African elders (T. Beckett) | This paper investigates the effectiveness of narrative discourse analysis in determining discourse performance in a bilingual community in Cape Town, South Africa. It looks at issues of language, culture, and identity, in order to provide a holistic and humanistic overview of this population’s communicative competence. | Saturday, October 18 | 12:30-2:30 | Wailana |
Pivots and rounds: Turn-taking practices in small group oral proficiency tests (T. Greer) |
This study uses Conversation Analysis to document two turn-allocation practices that were regularly found in a corpus of multi-party L2 conversation video-recorded in oral proficiency tests. The presenter will demonstrate how students talk in rounds or use a pivot to redirect questions, offering insight into interactional institutionality in such situations. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Pragmatic development in a study abroad context: Agreeing with L1 speakers' assessments (S. Kondo) | The paper investigates, using the methodology of Conversation Analysis, how 2nd language speakers in a study-abroad context developed their interactional ability to perform the action of agreement with the assessments made by their interlocutors, and how L1 speakers orient to the social patterns of assessments in interacting with L2 speakers. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Pragmatic processing of refusals by native and non-native speakers of English (L. Klimanova) | The present study will examine pragmatic processing by native speakers of English and second language learners (Chinese and Russian natives). The presenter will report on a study of pragmatic perception conducted to reveal metapragmatic strategies that native and non-native speakers employ in metapragmatic judgment of appropriateness in authentic English refusals. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Processing of frequent phrases by native and nonnative speakers: A psycholinguistic perspective (A. Siyanova, K. Conklin) | Two experiments (reaction time and eye-tracking) investigate processing of recurrent expressions (binomials) by native speakers and L2 learners. Native speaker results show a processing advantage for patterns that occur regularly in language. No such advantage was found for nonnatives suggesting that they may not be sensitive to such regularities. | Saturday, October 18 | 12:30-2:30 | Wailana |
| The effect of learning context on the development of L2 request strategies (M. Wai-Cook) | This paper examines the effect of learning environment on the development of second language pragmatic competence. It reports on a longitudinal study into the development of request strategies by two groups of 30 Chinese students studying English in Hong Kong and Australia. | Saturday, October 18 | 12:30-2:30 | Wailana |
| The negotiation of cultural and ideological beliefs during vocabulary instruction (H.Y. Kim) | This study extends the critical research in ESL/EFL by exploring the two common pedagogical practices of vocabulary: context learning and translation learning. During both methods, certain cultural beliefs and ideologies were reflected and negotiated. It is suggested that more attention be paid to social aspects of language teaching and learning. | Saturday, October 18 | 12:30-2:30 | Wailana |
| Union and divisibility in ELF dinner talk (M. Lin) | This presentation adopts a conversation analytical framework to investigate how one's cultural identity is made relevant in intercultural communication settings where English is used as a lingua franca (ELF) and its consequentiality in the interaction. The analysis shows how the participants mobilize cultural identity as an interactional resource, on a personal level, to strategically legitimize one's attitude or behavior, or, on a collective level, to co-construct a learning community. | Saturday, October 18 | 12:30-2:30 | Wailana |