| title | summary | date | time | room |
|---|---|---|---|---|
| A comprehensive progressive writing rubric for Chinese university EFL students (J. Thompson) | This poster details the creation and application of an 8-page, 150-item progressive writing rubric that includes standardized comments and correction notes for first-year Chinese English as a Foreign Language students and their teachers at Beijing Foreign Studies University in China. Student and teacher feedback will also be examined. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Bidirectional influence of L1 and L2 on L2ers' sentence parsing (J. Shin, S. Speer) | This study came from a preliminary study about Korean L2 learners' use of prosodic information in the resolution of English syntactic ambiguities, and part of the research result provides a interesting evidence for the bidirectional effect of L2 (English) and L1 (Korean) on sentence parsing in both languages. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Confidence and anxiety in university EFL speaking activities (R. Hirschel , T. Fujimura, S. Osboe) | The current study examines how university EFL students experience confidence and anxiety in classroom oral activities. The researchers look into the variables of proficiency, shyness, types of oral activities, and perceived interlocutor relations, among others. The poster will describe the research methodology, statistical analysis, results, and practical classroom applications. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Developing positive attitudes toward English intercultural communication in Japanese EFL (E. Ishii) | The present study was designed to clarify the effects of intercultural education on Japanese EFL high school learners. This study particularly focuses on the investigation on Aptitude-Treatment Interaction (ATI, Cronbach & Snow, 1977, Snow 1989) of the learners' attitudes and language learning. Results will be provided and discussed. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Development of verbal aspect in second language learners of Italian (K. Kidner) | Research into the acquisition of past tense verbal aspect in L2 Spanish has found that the inherent lexical aspect of a verb (telic, atelic, or stative) plays a role in the selection of its morphological aspect (perfective or imperfective). This study provides research in this respect with Italian L2 learners. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Investigating lexical bundles in NS and NNS writing (Y-H. Chen) | This study conducted quantitative and qualitative analyses of a learner corpus of writing from L1 Chinese learners of L2 English and two native English corpora, attempting to explore and identify the similarities and differences in recurrent word combinations between native-speaker (NS) and non-native speaker (NNS) writing. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Investigating reliability of MDCTs on Japan's national university entrance examination (E.H. Setoguchi) | This study investigates the reliability of a national exam in English, administered by Japan's Center for University Entrance Examinations in 2006. Questioned is whether current exam design gives sufficient consideration to variation in individual pragmatic competence and impact of distractor design on the exam's ability to report reliable proficiency assessment. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Investigating the motivation changes of Korean EFL learners in New Zealand (S. Pak) | Motivation has commonly been studied as an internal factor, and learners' social environments have often been excluded. The paper investigates motivation changes of Korean EFL learners in New Zealand focusing on learners' everyday experiences. The findings indicate that learners' motivation is influenced by internal and external factors, including social context. | Sunday, October 19 | 11:50-1:50 | Wailana |
| L2 learner's interpretations of recasts in the L2 classrooms (M. Hama) | Unique characteristics of recasts are argued to productively lead learners to notice the gap; however, some researchers argue that the efficacy of recasts as corrective feedback may diminish in classrooms where learners engage in activities focused on meaning. The current study has examined how learners interpreted recasts in classrooms. | Sunday, October 19 | 11:50-1:50 | Wailana |
| L2 syntactic priming of Italian relative clauses (J. Behney) | The present study considers whether syntactic priming of noun phrases containing relative clauses (vs. noun + adjective noun phrases) occurs among L2 Italian learners of low and intermediate proficiency levels. It explores the hypothesis that priming may facilitate the acquisition of a developmentally more advanced syntactic structure in L2 interaction. | Sunday, October 19 | 11:50-1:50 | Wailana |
| LCTL and CTL students: A demographic and academic comparison (A. Brown) | In this presentation I will, first, provide a comparative analysis of demographic and academic characteristics of students from 83 LCTL and CTL classes representing nine languages. Second, I will outline pedagogical and curricular implications, and, third, elicit participants' personal reactions to the results, data analysis, and potential pedagogical implications. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Learner corpus of spoken English: The construction process (Y. Ito, S. Park, Y. Sekiya, M. Kobayashi, R. Hirschel) | In our presentation, we will make a report of an ongoing learner corpus construction project at a university in Japan. The corpus will include learners' spoken English data from various speaking settings, such as planned, unplanned, and testing situations. Details of the design, data collection, and use will be explored. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Learning Japanese in an online virtual classroom: Characteristics of feedback and uptake (S. Suzuki) | Applying the error treatment sequence model, characteristics of teacher's corrective feedback and learner uptake in a university online Elementary Japanese as a FL classroom were investigated. The result suggests a lack of nonverbal expression in the online Japanese course possibly influenced the instructor's feedback being more explicit. | Sunday, October 19 | 11:50-1:50 | Wailana |
| Noticing the gap, hypothesis testing, and the uptake of subsequent feedback (C. Sheppard) | This presentation reports research which tested the 'noticing the gap' and 'hypothesis testing' aspects of Swain's output hypothesis. The results demonstrated that when learners notice their gaps and test hypothesis during production, they are more likely to orient themselves to related information in subsequent feedback, resulting in significantly more uptake. | Sunday, October 19 | 11:50-1:50 | Wailana |
| So what's it take to get a cup of coffee around here? (L. Durand) | In this analysis of "linguistic landscapes" of tourist areas in Yunnan, China and "Chinatowns" in California and Hawai‘i, multilingual business signs are approached as a form of public discourse involving diverse literacies and the creation of meaning in situations of cultural contact. | Sunday, October 19 | 11:50-1:50 | Wailana |
| The effects of homonomy on high frequency word lists (A. Graham) | This study explores the impact of semantically-based word frequency counts in place of form-frequency counts, revealing the impact of homonymy in high frequency word lists. The results indicate that semantic frequency is an important factor and significantly influenced by homonymy both in general word lists and differentially across registers. | Sunday, October 19 | 11:50-1:50 | Wailana |