British Association of

Applied Linguistics
Annual Conference
1st 3rd September 2011
The mpact of
Applied Linguistics!
Boo" of Abstracts
Contents
#lenar$ Sessions%
Diane Larsen-Freeman 1
Rick Iedema 2
Guy Cook 3
ndi&idual Sessions 4
S'S
150
Corpus Linguistics
151
Intercutura Communication
15!
Language Learning and "eac#ing
1!0
"esting$ %&auation and 'ssessment
1!(
)* Linguistic %t#nograp#y Forum
1+2
,oca-uary .tudies
1++
C(LL()*A 1(2
Cinica Linguistics / In&ited Coo0uium
1(2
Compe1 .ystems / In&ited Coo0uium
125
3eat# Communication
200
Coo0uium on Reading
205
Researc# 4et#ods
211
.FL / .pecia .ymposium
21!
#A+,L ,LT 224
#osters 22!
nde- of delegates
255
#lenar$ Session 1
Title% "#e Impact o5 'ppied Linguistics6 )sing a Compe1ity
"#eory Lens to )nderstand t#e )se o5 Repetition in Language
"eac#ing
.iane Larsen/0reeman
Repetition is a time-#onored practice in anguage teac#ing7 Certainy$ students8
repeating a5ter t#e teac#er 9as prominent in anguage teac#ing approac#es
in5ormed -y a -e#a&iourist &ie9 o5 anguage earning7 ,i&ian Cook 9rote in 12!2
:It is true t#at most second anguage teac#ing t#at takes pace today makes
e1tensi&e use o5 repetition o5 one type or ot#er; <p7 213=7 >#ie -e#a&iourism
#as -een argey discredited$ repetition sti to some e1tent persists in t#e
anguage cassroom7 Its persistence suggests t#at it #as &aue7 "#is ea&es me
to 9onder 9#at repetition #as to contri-ute to a post--e#a&iourist approac# to
teac#ing7
I do not #a&e to -e e5t 9it# 9ondering$ #o9e&er7 'ppied Linguistics encourages
us to in0uire deepy into our practices in order to -etter understand t#em?as
anguage pro5essionas6 teac#ers and teac#er educators$ researc#ers$ poicy
makers$ materias de&eopers$ etc7
In t#is tak$ I 9i in0uire into repetition using a Compe1ity "#eory ens7 From
suc# a perspecti&e$ I 9i deny t#at anyt#ing can truy -e repeated7 I 9i
ne&ert#eess suggest t#at 9#at earners t#ink t#ey are doing 9#en t#ey repeat
somet#ing can indeed -e #ep5u7 I 9i s#o9 t#is -y contrasting repetition$
iteration$ and recursion7
3o9e&er$ 'ppied Linguistics is aso action-oriented7 It is not enoug# to
understand somet#ing7 "#us$ I 9i concude -y proposing t#at understanding
repetition can #ep us to create conditions 5a&ora-e 5or anguage earning7
About .iane%
Diane Larsen-Freeman is @ro5essor o5 %ducation$ @ro5essor o5 Linguistics$
Researc# .cientist at t#e %ngis# Language Institute$ and Facuty 'ssociate at t#e
Center 5or t#e .tudy o5 Compe1 .ystems at t#e )ni&ersity o5 4ic#igan$ 'nn
'r-or7 .#e is aso a Distinguis#ed .enior Facuty Feo9 at t#e .c#oo 5or
Internationa "raining in Aratte-oro$ ,ermont7 Dr7 Larsen-Freeman #as -een a
con5erence speaker in o&er !0 countries around t#e 9ord and #as pu-is#ed
-ooks and o&er 100 artices in #er areas o5 interest6 second anguage ac0uisition$
anguage teac#er education$ %ngis# inguistics$ and anguage teac#ing
met#odoogy7 3er -ook 9it# Lynne Cameron$ Complex Systems and Applied
1
Linguistics <B15ord )ni&ersity @ress=$ 9as a9arded t#e prestigious 2002 *ennet#
>7 4iden-erger a9ard -y t#e 4odern Language 'ssociation7 3er atest -ook is
t#e t#ird edition o5 Techniques and Principles in Language Teaching$ co-aut#ored
9it# 4arti 'nderson and pu-is#ed t#is year -y B15ord )ni&ersity @ress7 'so t#is
year Dr7 Larsen-Freeman 9as presented t#e Distinguis#ed .c#oars#ip and
.er&ice '9ard -y t#e 'merican 'ssociation 5or 'ppied Linguistics7
#lenar$ Session 2
Title% Degeneracy rues6 3o9 socia compe1ity aCects
researc# practice
1ic" edema
"#is presentation e1pores t#e impications o5 socia-organisationa compe1ity 5or
t#e researc# approac#es t#at 9e depoy to study t#at compe1ity7 "#e
presentation dra9s on #eat# care researc# to iustrate t#e nature o5 socia-
organisationa compe1ity$ and to descri-e t#e kinds o5 approac#es t#at may -e
used to engage 9it# t#at compe1ity7 "#e presentation considers 9#et#er socia-
organisationa compe1ity 9arrants 9#at 9eD re5er to as Dmet#odoogica
degeneracyD7 Degeneracy is descri-ed as concept and made ree&ant to
contemporary researc# practice7
About 1ic"%
Rick Iedema <@#D ).yd= is @ro5essor in Brganisationa Communication and
Director o5 t#e Centre 5or 3eat# Communication at t#e )ni&ersity o5 "ec#noogy
.ydney7 3e is aso a Feo9 o5 t#e 'cademy o5 .ocia .ciences o5 'ustraia7 3is
researc# ooks at t#e ink -et9een cinica communication and #ospita
organiEation7 4ost o5 #is 9ork 5ocuses on cinica incident discosure and cinica
#ando&er communication7 3is main ac#ie&ements incude de&eoping patient-
centred incident discosure principes 5rom o&er a #undred patient and 5amiy
mem-er inter&ie9s$ pioneering a &ideo--ased approac# to earning in compe1
#eat# care organisations$ de&eoping a #ando&er communication training kit
t#at is no9 part o5 5edera poicy on patient sa5ety$ and systematising t#e
am-uance-to-emergency #ando&er process in Fe9 .out# >aes7
2
#lenar$ Session 3% The #it Corder
Lecture 2011
Title% 'ppied Linguistics6 impact o5$ and impact on
'u$ Coo"2 The (pen *ni&ersit$
4ost discussions o5 t#e Gimpact o5 appied inguisticsG accept t#e presupposition
t#at GimpactG is 9#at academic researc# s#oud stri&e 5or7 In t#is ecture$ I
dissent 5rom t#is assumption$ and suggest t#at6
GimpactG is t#e 9rong 9ord 5or 9#at 9e s#oud -e aiming to ac#ie&e
it is a 9ord 9#ic# is not o5 our c#oosing$ -ut -eongs to a non academic
discourse
t#at impact is not necessariy a measure o5 academic 9ort#
t#at in5ormed criti0ue o5 esta-is#ment &aues s#oud -e one o5 t#e main
roes o5 academics
t#at at t#is point in t#e de&eopment o5 appied inguistics$ 9e s#oud -e
more concerned a-out impacts BF appied inguistics t#an impacts BF
appied inguistics
one impact on appied inguistics o5 particuar concern is t#e caim -y
communications departments 9it#in uni&ersities to e1pertise in t#e use o5
anguage
anot#er is go&ernmenta dismissa o5 t#e principe o5 academic 5reedom$
and t#e 5raming o5 academic researc# as an instrument o5 go&ernment
poicy
About 'u$%
'u$ Coo" is @ro5essor o5 Language and %ducation at "#e Bpen )ni&ersity$ )*7
3e 9as 5ormery #ead o5 "%.BL at t#e London )ni&ersity Institute o5 %ducation
<1221-122(=$ and @ro5essor o5 'ppied Linguistics at t#e )ni&ersity o5 Reading
<122(-2004=7 3e #as pu-is#ed e1tensi&ey on appied inguistics$ %ngis#-
3
anguage teac#ing$ discourse anaysis$ iterary styistics$ t#e anguage o5
ad&ertising$ and t#e anguage o5 pu-ic de-ates a-out 5ood poicy7 3e #as -een
an in&ited speaker in o&er 40 countries7 3e 9as co-editor o5 t#e Hourna Applied
Linguistics$ 5rom 2004-20027 3e is C#air o5 t#e Aritis# 'ssociation 5or 'ppied
Linguistics <2002-2012= and is an 'cademician o5 t#e 'cademy 5or t#e .ocia
.ciences7 3is -ooks incude Translation in Language Teaching <2010= <>inner o5
t#e Internationa 3ouse Aen >arren @riEe=$ Genetically Modifed Language
<2004=$ Applied Linguistics <2003=$ The Discourse of Adertising <2001=$
Language Play! Language Learning <2000= <>inner o5 t#e 4odern Languages
'ssociation *ennet# 4iden-erger @riEe=$ Discourse and Literature <1224= and
Discourse <12(2=7
ndi&idual #apers
Teaching and learning through a second language% de&eloping
insights into classroom practices3
Author4s5% Bksana 'Itska

BJcia educationa poices in many su--.a#aran '5rica countries re0uire
t#at a %uropean anguage is used 5or educating c#idren 5rom a certain
stage o5 t#eir sc#ooing7 Researc# #o9e&er suggests t#at t#e use o5
%uropean anguages in '5rican sc#oos may imit t#e capacity o5 -ot#
teac#ers and earners to engage eCecti&ey in education and t#ere5ore
may contri-ute to teac#ers8 poor per5ormance as educators and
su-se0uenty to c#idren8s o9 ac#ie&ement as earners7 "#is paper
presents an anaysis o5 a -ioogy esson taug#t to Form II students in a
state secondary sc#oo in KanEi-ar and re&eas typica cassroom practices
o-ser&ed in many KanEi-ar secondary cassrooms7 "#e data 9ere
coected -y means o5 cassroom o-ser&ation and 9ere anaysed using
"ransana 2740 so5t9are7 "#e anaysis and discussion 5ocus around t#e
5oo9ing areas6 <1= teac#er and earner speaking timeL <2= teac#er
0uestioningL <3= teac#er 5eed-ackL <4= nature o5 earner takL <5= teac#er
4
and earner use o5 L1L and <!= opportunities 5or L2 de&eopment7 "#is
presentation 9i -e o5 interest to teac#ers$ researc#ers and poicy makers
currenty concerned 9it# issues reated to 0uaity o5 sc#oo education in
t#e conte1ts o5 L2 medium o5 instruction7
Are The$ 1ight #articipants for the 1ight Strategies6% A case
stud$ in the 1ole of Le&els of Language Abilit$ and 'ender in
Strateg$ *se in 1eading Section of T(,0L iBT
Author4s5% 4o#ammad 'a&i$ .oode# Aord-ar
"#is paper in&estigates any signiIcant diCerences in e&es o5 anguage
a-iity and roe o5 gender in empoying t#e test-taking strategies7 It is an
e1poration 5or t#e appication o5 proper strategies 5or t#e intended item
types and t#e eCects on t#e test sores7 ' ist o5 test-taking strategies
9#ic# 9as in&o&ed Reading and "est-management strategies <suggested
-y Co#en and )pton$ 200!= in a test o5 reading compre#ension o5 "B%FL
iA" 9as empoyed7 ' tota o5 22 items$ t9o computeriEed reading
compre#ension passages$ 9ere administered to undergraduate students
<2! maes and 40 5emaes= maHoring in %ngis# anguage and iterature in
a computer site at )ni&ersity o5 "e#ran7 "#e participants 9ere asked to do
t#e tests in no onger t#an 45 minutes and t#en speci5y t#e strategies t#at
t#ey empoyed in doing eac# reading compre#ension item7 Ae5ore
administering t#e test$ participants -ecame generay 5amiiar 9it# t#e
test procedures and test taking strategies in a pre-test session7 Fon-
parametric statistics 9ere used to anayEe t#e coected data7 "#e resuts
s#o9ed t#at t#ere is no signiIcant diCerence among test-takers 9it#
respect to diCerent anguage a-iities and gender7 3o9e&er$ t#e
5
comparison o5 t#e amount o5 usage among participants 9it# &arious
anguage proIciencies s#o9ed t#at t#e Lo9 and 4edium group 9ere out-
per5ormed in comparison 9it# t#e 3ig# group7 "#e resuts re&eaed t#at
anguage earners tend to make use o5 diCerent test-taking strategies in
test o5 reading compre#ension- 9#et#er t#e correct strategies 5or t#e
correct item types or &ice &ersa- in any e&es o5 anguage a-iities and
gender7 Furt#ermore$ it is concuded t#at t#e use o5 strategies- eit#er
appropriate or inappropriate- espoused directy on t#e earnerDs scores7
'nd i5 t#e use o5 strategies are not directed it may cause unsuccess5u
resut in t#e e1ams7 .u-se0uenty$ some purpose5u teac#ing o5 reated
strategies is suggested7
.oes Self/,-posure to 7riting St$les and 1hetorical Structures
Change ,0L 1hetorical 7riting6
Author4s5% 'i 'g#onaim
"#is study is conducted to s#o9 i5 se5-e1posures to reading te1ts c#ange
studentsD 9riting7 "#e num-er o5 t#e participant students are t9enty7 "#ey
are %FL .audi students taking a re0uired 9riting course7 "9enty out o5 t9o
#undreds- students 9ere randomy seected to participate in t#is study7
"#e 5ocus o5 t#e 9riting course 9as on 9riting argumentation7 "#e te1t
assignments t#at t#e students 9rote 9ere a argumentati&e7 Later a5ter
t#e students su-mitted t#eir 9riting assignments <Irst dra5t=$ t#ey 9ere
gi&en t#ree seected pieces o5 reati&e argumentati&e essays to read and
e1amine t#e organiEationa and r#etorica structures7 Later$ t#e
participants 9ere re0uired to 9rite an argumentati&e essay a-out t#e
same topic <second dra5t=7 "#eir Irst and second dra5ts 9ere coded$
diagrammed$ and anayEed7 "#e resut o5 t#e study s#o9ed t#at t#e
participant studentsD second dra5ts did not c#ange muc#7 "#e c#anges
!
9ere mainy imited to t#e common traditiona essay 5eatures$ suc# as t#e
tites$ introductions$ t#esis statements7 "#e students aso reported some
diJcuties in deaing 9it# t#e te1ts7 "#ey 9ere not a-e to anayEe t#e
reading te1ts -y t#emse&es -ecause t#ey did not kno9 #o9 to e1amine
t#e te1ts and understand t#e &arious kinds o5 r#etorica structures7
*nderstanding the role of communit$ based education in
language maintenance% The case of an Arabic 8ee"end school in
Auc"land
Author4s5% 4orad 'sa#aI
Community #eritage anguage sc#oos #a&e -ecome a maHor part o5 t#e
educationa scene in mutiet#nic countries7 Aesides t#e immigrant 5amiy
and community$ t#e community anguage sc#oo represents one o5 t#e
main strands in immigrant minority anguage and cuture reproduction7
%sta-is#ing community anguage sc#oos represents a common practice
among many immigrant minority groups in Fe9 Keaand7 "#is paper
e1amines t#e percei&ed roe o5 an 'ra-ic 9eekend sc#oo in t#e process o5
'ra-ic anguage and cuture maintenance and de&eopment among Fe9
Keaand-raised 'ra- c#idren7 .et against a 5aiure o5 o&ert macro-e&e
anguage poicies and panning -y Fe9 Keaand dominant agencies and
institutions on -e#a5 o5 immigrant minority communities$ t#is 'ra-ic
+
9eekend sc#oo in 'uckand pro&ides an e1ampe o5 micro-e&e anguage
panning acti&ity initiated -y t#e 'ra-ic-speaking community7
"#roug# an anaysis o5 data gat#ered t#roug# semi-structured inter&ie9s
9it# parents$ c#idren and teac#ers and o-ser&ation at t#e 'ra-ic
9eekend sc#oo in 'uckand$ t#is paper aims to gain insig#ts into t#e
participants8 perceptions o5 t#is sc#oo and its 5unction 9it#in t#e 'ra-ic-
speaking community7 "#e paper -egins 9it# a description o5 t#e sc#oo$
incuding its rationae and purpose7 "#en$ parent$ c#id and teac#er
perceptions o5 t#e sc#oo as a community initiati&e 5or maintaining and
de&eoping t#e 'ra-ic anguage and cuture 9i -e e1pored7
,9#L(1+' 0(1,'+ LA+'*A', A+9,T: + SA*. A1ABA% A
ST*.: (0 0,;AL, ,0L C(LL,', ST*.,+TS
Author4s5% "ag#reed 'saraH
"o -etter understand 9#y some anguage earners #a&e more diJcuty
ac0uiring a target anguage$ t#ere #as -een a reati&ey recent increase in
researc# into potentia reations#ips -et9een 5oreign anguage ac0uisition
and aCecti&e &aria-es <see Gardner$ 122+=7 "#e present researc# utiiEes
a case study design$ dra9ing on mutipe sources o5 in5ormation regarding
t#e e1periences o5 5emae coege students in a pri&ate coegeDs %ngis#
as a Foreign Language <%FL= program in .audi 'ra-ia7 ' com-ination o5
5actors - t#e importance o5 earning %ngis#$ t#e c#anges in t#e
educationa system$ and t#e conser&ati&e cuture - create a uni0ue and
intriguing en&ironment 5or researc#ing an1iety reated to studying %FL7 "o
(
gain insig#t into t#e earnerDs perspecti&e o5 #o9 FL' operates and to
create a mode o5 %FL earning t#at is consistent 9it# t#e studentsD
e1periences$ 0uestionnaires$ indi&idua and group inter&ie9s$ and in5orma
cassroom o-ser&ations 9ere used7
"#e primary 0uestions dri&ing t#e researc# in t#is study are as 5oo9s6
1- >#at is t#e nature o5 Foreign Language 'n1iety <FL'= in 5emae-ony
%FL cassrooms in t#is %ngis#-medium coege in .audi 'ra-iaM
2- Does FL' aCect studentsD -e#a&iour in t#is setting
3- I5 so$ #o9M 'nd 9#at are t#e conse0uencesM
4- 3o9 can kno9edge geaned 5rom t#is researc# in5orm
understandings o5 FL' more generayM
"#e case studies are e1amined and presented indi&iduay and compared7
"#e studentsD indi&idua e1periences are anaysed in t#e conte1t o5
e1isting researc# iterature7 Finay$ t#e impications and imitations$ aong
9it# suggested recommendations 5or %FL teac#ers and poicy makers in
.audi 'ra-ia$ are discussed7
,&aluati&e stanceta"ing in hard ne8s reporting% apolog$ press
upta"es in the British press
Author4s5% Cyde 'ncarno
"#ere is no denying t#at$ in some >estern cutures at east$ pu-ic
apoogies #a&e -ecome increasingy present7 "#is is an indication o5 a
migration o5 t#e speec# act o5 apoogy 5rom t#e pri&ate to t#e pu-ic
sp#ere$ and its use in an increasing range o5 pu-ic settings7 In addition to
spreading to ne9 Ieds$ suc# as a9$ medicine and -usiness$ t#is
p#enomenon #as raised ne9 0uestions7 Researc# reating to t#e roe o5
t#e media in pu-ic apoogy processes$ and in t#e attri-ution o5 meaning
to pu-ic apoogies in particuar$ is timey7
2
"#is paper is -ased on t#e anaysis o5 o&er 200 apoogy press uptakes in
popuar and 0uaity Aritis# ne9spapers7 "#e researc# is in5ormed -y
pragmatics and critica discourse anaysis 9#ic# contri-ute to #ig#ig#ting
t#e 9ays in 9#ic# ne9s 9ritersD e&auati&e stance may -e identiIed in t#e
te1ts e1amined7
"#e paper #as t9o main aims6 Irsty$ to introduce a pu-ic apoogy N5eicity
conditionsD mode -ased on press representations o5 9#at success5u
apoogies are #ed to -e$ 9#ere N5eicity conditionsD are considered t#ose
conditions necessary 5or a success5u use o5 t#e speec# act in 0uestionL
and secondy$ to account 5or ot#er 9ays in 9#ic# e&auati&e stance taking
permeate t#e media te1ts e1amined$ 9#ere t#e o-Hecti&e &oice o5 t#e
reporter is e1pected to pre&ai7 B9ing to t#eir pertinence to t#e study o5
e&auation$ t#e 5oo9ing anaytica categories are 5ocussed on6 <i=
e1picity and impicity e&auati&e metapragamatic comments and <ii=
&er-atim apoogies and t#eir immediate 5raming7
"#is researc# indicates t#at t#e N5eicity conditionsD presupposed -y t#e
media ec#o pre&ious Indings 9#ie aso contradicting pu-ic apoogy
usage7 It #ig#ig#ts t#e ne9s &aue-dri&en nature o5 muc# apoogy press
uptakes and supports t#e &ie9 t#at #ard ne9s reporting is not de&oid o5
t#e su-Hecti&e &oice o5 t#e reporter$ -ut instead e&idences patterns o5
o&ert and co&ert e&auation7
*sing 1eal life data to teach <ntercultural Communication=
Author4s5% Oo 'ngouri
Gi&en t#e internationa nature o5 socioeconomic acti&ity and t#e mo-iity
o5 peope and -usinesses across -orders$ skis in Intercutura
Communication <IC= #a&e -ecome centra in educationa curricua and
poicy documents <e7g7 t#e Fationa Bccupationa .tandards 5or
10
Intercutura >orking in t#e )*=7 IC training 5or -usinesses and particuary
5or managers is aso increasingy popuar7 't t#e same time$ de&eoping
skis in IC is part o5 most anguage courses and particuary in reation to
%ngis# as a Foreign Language$ gi&en t#e status o5 t#e anguage as one o5
t#e key anguages o5 internationa commerce7
In ig#t o5 t#e a-o&e$ t#is paper reports on an ongoing study on 9orkpace
discourse and its pedagogic impications7 I discuss intercutura tak as
presented t#roug# te1ts <spoken and 9ritten= pu-is#ed in some o5 t#e
-est seing -usiness %ngis# te1t-ooks in t#e )* and compare t#is to
9idey used IC training #and-ooks aiming to #ep managers to
communicate NeCecti&eyD across -orders7 "#e discussion is 5ocused on t#e
concept o5 miscommunication and suggested norms 5or #anding
mutinationa communication - as presented -y te1t-ookP#and-ook
aut#ors - to rea i5e data dra9n 5rom mutinationa companies in %urope7
4y Indings s#o9 t#at training materias o5ten take a rat#er static &ie9
and treat cuture as a #omogenous unit 9it# cear and distinct -oundaries7
.pecia attention is paid #ere to acti&ities t#at 5ocus on spoken
interaction7 "#is paper 9i cose -y s#o9ing #o9 Indings o5 researc# on
9orkpace discourse can -e used to compement te1t-ooksPtraining
materias in order to de&eop earnersDPtraineesD skis7
Communit$ metaphors% To8ards a more sociolinguistic
perspecti&e on conceptual metaphor and embodied e-perience
Author4s5% .ara# 'tkins
11
"#e Internet #as seen an e1traordinary rise in geograp#icay separate
indi&iduas coming toget#er to discuss s#ared e1periences$ c#aenging
any notions o5 5ace-to-5ace$ p#ysica co-presence as necessary 5or
empat#etic community reations#ips or conceptua common ground in
interaction7 "#e paper presented #ere ooks at t#e metap#ors t9o onine
#eat# groups empoy to descri-e t#eir inesses$ in a 9ay t#at -ecomes a
means o5 signaing a s#ared community identity and empat#y7
4etap#or #as recei&ed considera-e attention in studies o5 #eat#care
communication as a 9ay o5 5aciitating an understanding o5 iness
e1perience <e7g7 Gi--s and Franks 2002$ G9yn 1222=7 Aut t#e manner in
9#ic# suc# metap#ors are -uit up coecti&ey and constitute an in-group
cuture -et9een patients$ rat#er t#an simpy as indi&idua cognisant
su-Hects$ is an aspect o5ten e5t under-e1pored7 "#is is indicati&e o5
cogniti&e inguistic &ie9s o5 metap#or more -roady$ 9#ic# #a&e -egun to
take a some9#at neuroogicay deterministic &ie9 o5 t#eir conceptua
5unction and em-odied ogic$ underpaying t#eir cutura production <e7g7
LakoC and Oo#nson 1222=7
Bnine #eat# groups$ 9#ic# preser&e t#e #istory o5 interactions as
t#readed messages$ are a-e to document #o9 metap#ors and N9ays o5
taking8 de&eop o&er time$ in a manner not a9ays possi-e to o-ser&e in
ot#er community conte1ts7 "#is pro&ides a means o5 e1poring #o9 iness
metap#ors -ecome constituti&e o5 in-group cuture -ut aso make certain
cutura assumptions a-out patient e1perience in a go-aised
communicati&e conte1t7
Gi--s R > and 37 Franks <2002=7 N%m-odied metap#or in 9omenDs
narrati&es a-out t#eir e1periences 9it# cancer78 "ealth Communication
14<2=6 132-!57
G9yn$ R7 <1222=7 N:Captain o5 my o9n s#ip;6 4etap#or and t#e discourse
o5 c#ronic iness78 In L7Cameron and G7Lo9 <eds7= #esearching and
Applying Metaphor7 Cam-ridge6 C)@7 pp7 203-2207
LakoC$ G7 and 47 Oo#nson <1222=7 Philosophy in the $lesh7 Fe9 Qork6 Aasic
Aooks7
12
The sociolinguistics of framing healthcare simulations% acting or
authenticit$6
Author4s5% .ara# 'tkins$ Ceia Ro-erts
.imuated consutations are no9 a 9idey used educationa strategy in t#e
assessment and training o5 #eat# pro5essionas 5or deaing 9it# patients
<>iiams et a 2003=$ associated 9it# an underying ideoogy o5 t#e
Net#ica imperati&eD 5or t#eir use in de&eoping a more patient-centred
#eat#care <Ki& et a 200!=7
3o9e&er$ t#e particuar conte1t o5 t#e simuated medica encounter #as
-een under researc#ed in terms o5 t#e ayered inguistic management it
re0uires on t#e part o5 participants7 "#e maHority o5 studies #a&e -een
concerned 9it# 9#et#er simuations ac#ie&e aut#enticity$ a perspecti&e
.eae et a <200+= c#aenge in #ig#ig#ting t#e necessary 5rame am-iguity
o5 simuations and t#e compe1ities -e#ind t#eir success5u management7
.uc# am-iguity raises 0uestions a-out t#e particuar socioinguistic 9ork
t#at candidates and actor-patients do in dou-y 5raming simuated medica
consutations$ managing t#e tension -et9een mimicry o5 NreaD encounters
and appropriate per5ormance to meet institutiona priorities7 "#is tension
-ecomes o5 great conse0uence in t#e #ig#-stakes encounters o5 icensing
e1aminations 5or doctors$ 5rom 9#ic# t#e data 5or t#is paper is dra9n7
"#is ack o5 researc# on simuation is per#aps indicati&e o5 a more genera
trend in socioinguistics to &ie9 t#e NnaturaD$ rat#er t#an NactedD$
communicati&e encounter as t#e idea o-Hect o5 study7 ' inguisticay
detaied understanding o5 t#e interactiona patterns apparent in t#eatrica
per5ormance$ 9#ere actors can sustain a Ndua consciousnessD -et9een
inner e1perience 9#ist portraying out9ardy diCerent emotions 5or
eiciting audience reaction <*oniHin 122+=$ #as not -een attempted7 "#is
mutipe 5rame management and inner e1perience in #eat#care
simuations$ particuary in t#e conte1t o5 an e1am in 9#ic# conduct is
in9ardy monitored in reation to assessment criteria$ is o5 cear
importance7 "#e compe1ities o5 t#is dou-e 5raming in simuated
encounters is potentiay one 9e must address in -etter understanding t#e
diJcuties and une&en pass rates t#at occur according to candidatesD
educationa -ackgrounds7
13
The impact of applied linguistics on language learning and
teaching% the case of authenticit$
Author4s5% Ric#ard Aadger

"#is paper is an e1amination o5 t#e inRuence o5 inguistics and appied
inguistics on anguage education t#oug# a case study o5 t#e term
:aut#enticity;7
'ppied inguistics is o5ten seen as mediating -et9een inguistics and t#e
anguage teac#ing7 >aters<2002 p7 13(= says t#at muc# o5 present-day
appied inguistics 'ppied inguistics anguage teac#ing acks t#e
ree&ance necessary 5or carrying out its mediating roe in an eCecti&e
manner and cites t#e use o5 aut#enticity as a criterion 5or anguage
earning materias as an instance o5 t#is ineCectuaity7 "#is study e1pores
t#e inks -et9een appied inguistics and anguage teac#ing in an attempt
to e&auate$ Irsty$ #o9 5ar appied inguistics can -e seen as mediating
-et9een inguistics and anguage teac#ing and$ secondy$ 9#at impact
appied inguistics #as on anguage teac#ing7 "#e study in&estigates t#ese
t9o 0uestions -y e1amining t#e use o5 :aut#enticity;$ and morp#oogicay
reated terms$ in t9o Hournas$ 'ppied Linguistics and %ngis# Language
"eac#ing Oourna$ -et9een 12(0 and 2010 dra9ing on t#e tec#ni0ues o5
corpus inguistics7
"#e study Inds itte e&idence t#at t#e discussion o5 aut#enticity in
appied inguistics is inked to discussion in inguistics and t#at t#ere maHor
diCerences -et9een t#e 9ays in 9#ic# appied inguists and anguage
teac#ing pro5essions conceptuaise aut#enticity7 "#is raises 0uestion a-out
t#e inks -et9een appied inguistics and -ot# inguistics and anguage
teac#ing and earning7
14
Stud$ of Speech #roduction in 0arsi>spea"ing Children 8ith Cleft
#alate
Author4s5% Aa#arak Aaranian$ .ara 3o9ard
Ce5t paate c#idren are at #ig# risk o5 t#e de&eoping o5 speec#
diJcuties due to structura and 5unctiona imitations7 "#is study appied a
com-ination o5 p#onetic and p#onoogica anaysis to e1pore t#e
presence and c#aracteristics o5 ce5t paate in t#e speec# output o5 5our
c#idren 9it# ce5t ip and paate 9#o speak t#e Farsi anguage7
4et#odoogy6 "#e su-Hects seected 5or t#is study 9ere 5our c#idren aged
-et9een 5our and si17 "#e test 9as coour5u pictures and part o5 one o5
t#e articuation tests in t#e Farsi anguage7 "#ese pictures 9ere s#o9n to
c#idren on t#e computer in conHunction 9it# Farsi consonants and &o9es7
'n articuation test incuded !! pictures 9#ic# s#o9ed t#e diCerent
positions <initia$ media and Ina= o5 Farsi consonants in singe 9ords7
Resut6 "#e study aimed to identi5y t#e 5eatures o5 ce5t speec# production
in Farsi and aso to assess 9#et#er t#ese c#aracteristics are simiar to
t#ose 5ound in ot#er anguages$ in particuar in %ngis#7 "#e resuts o5 t#e
study s#o9 t#at at#oug# eac# o5 t#e su-Hects use some processes typica
o5 norma speec# production$ t#ey aso use a range o5 unusua
p#onoogica processes7 "#e Indings suggest t#at t#e speec# patterns in
t#e speec# o5 ce5t paate c#idren are argey uni&ersa7 3o9e&er$ t#ere is
aso some &ariation in t#ese speec# c#aracteristics t#at mig#t -e -ecause
o5 some diCerences in t#e structure o5 diCerent anguages
15
? @ust thin" this 8ould be a perfect opportunit$?
Author4s5% *ate Aeec#ing
@ragmatic markers suc# as 9e$ you kno9$ I mean and kind o5Psort o5 are
9idey used -y nati&e speakers and it is o5ten considered t#at t#ey s#oud
-e gi&en more attention in anguage teac#ing curricua <Fung and Carter$
200+=7 Less attention #as per#aps -een paid to t#e ad&er-ia Hust7 Oust is a
&ery 5re0uenty occurring 5orm 9#ose 5unctions are presented in 'iHmer
<20026 153-1+4=7 It can -e intensi5ying <Hust terri-e= or do9npaying <Hust
a itte=7 Suirk et a7 <12(56 52(= re5er to Hust as an attitude diminis#er
N9#ic# seekTsU to impy t#at t#e 5orce o5 t#e item concerned is imited87
>it# respect to t#e utterance NI Hust dropped -y 5or a minute to ask you i5
youV8 Aro9n and Le&inson <12(+6 1++= remark t#at Hust con&eys -ot# its
itera meaning o5 :e1acty;$ :ony;$ 9#ic# narro9y deimits t#e e1tent o5
t#e F"' <5ace-t#reatening act=$ and its con&entiona impicature :merey;7
Dra9ing on a 0uantitati&e and 0uaitati&e anaysis o5 occurrences o5 Hust in
t#e Aritis# Fationa Corpus and in 3-minute roe-pays conducted 9it#
nati&e and non-nati&e speakers$ t#is paper e1pores its do9npaying roe
across genres$ in conHunction 9it# imperati&es <NOust press enter8=$ in
re0uests <NCan you HustVM8P8Coud you HustVM8=$ and in persuasion <NI Hust
t#ink <t#at=V8=7 "#e paper aims to demonstrate t#e impact t#at corpus
and ot#er appied inguistic in&estigations can #a&e in in5orming anguage
teac#ing curricua 9#ic# #a&e a 5ocus on sociopragmatic competence7
'iHmer$ *7 2002 %ngis# Discourse @artices7 %&idence 5rom a corpus7 Oo#n
AenHamins$ 'msterdam7 Aro9n$ @7 W .7 Le&inson 12(+ @oiteness7
Cam-ridge6 Cam-ridge )ni&ersity @ress7 Fung L7 W R7 Carter 200+
Discourse 4arkers and .poken %ngis#6 Fati&e and Learner )se in
@edagogic .ettings7 'ppied Linguistics 2(P36 410-432 Suirk$ R7 et a7 12(5
' Compre#ensi&e Grammar o5 t#e %ngis# Language7 London6 Longman7
1!
Teacher 0ollo8/up ;o&e 8ithin Classroom .iscourse
Author4s5% Lucie AetXko&X

4any aut#ors caim t#at typica e1c#ange in t#e cassroom consists o5 an
initiation -y t#e teac#er$ 5oo9ed -y a response 5rom t#e pupi$ 5oo9ed
-y 5eed-ack to t#e pupiDs response 5rom t#e teac#er7 %&en t#oug# t#e
t#ree interconnected parts #a&e -een gi&en diCerent names -y diCerent
aut#ors$ t#is type o5 e1c#ange is regarded as :t#e &ery 5a-ric o5 cassroom
interaction; <>as# 200!=7
"#e paper 9i concentrate on t#e Ina mo&e o5 t#e se0uence as it is
-eie&ed to -e :a distinguis#ing 5eature o5 educationa discourse; <4e#an
12(5=7 "#e 5oo9-up mo&e or 5eed-ack can #a&e &arious 5unctions in t#e
de&eopment o5 cassroom discourse and t#us pays an important roe in
student earning7 ' comparison 9i -e oCered o5 t#e F- mo&e o5 t#ree
teac#ers o5 %ngis# in %FL conte1t - a nati&e speaker$ a 5uy 0uaiIed non-
nati&e speaker teac#er and a non-nati&e speaker teac#er 9it#out
0uaiIcations 5or teac#ing %ngis#7 "#e anaysis 9i concentrate on t#e
5unctions o5 t#e F-mo&e - e&auation$ e1panation$ ackno9edgement or
discoursa 5unction <as proposed -y Cuen 2002= and t#e strategies
particuar teac#ers use to e&auate studentsD responses or to re5ormuate
t#em and incorporate t#em into a 9ider conte1t7 "#e main concern 9i
-e to in&estigate t#e types o5 5eed-ack <5oo9-up= 5rom t#e perspecti&e o5
promoting eCecti&e communication in t#e cassroom7

Cuen$ R7 <2002= N.upporti&e teac#er takD7 %LT &ournal ol' ()*+'
1+
4e#an 37 <12(5= "#e structure o5 cassroom discourse7 In ,an DiHk$ "7
"and,oo- of Discourse Analysis! olume . Discourse and Dialogue/*i0'7
'cademia @ress$ London7
>as#$ .7 <200!= 1nestigating Classroom Discourse' Routedge7

1ethin"ing practices in language polic$ research% 0rom <polic$
&ersus practices= to <polic$ in practices=3
Author4s5% Forence Aonacina

's t#e Ied o5 anguage poicy researc# #as recenty mo&ed to9ards
et#nograp#y <see 5or instance Oo#nson$ 2010L 4cCarty$ 2011=$ t#e study o5
actua anguage practices #as -ecome a centra aspect o5 anguage poicy
researc#7 In t#is regard$ anguage practices are anayEed 9it# re5erence to
t#e poicy prescri-ed -y anguage managers 9it# a &ie9 to see #o9
poicies are transated into practice7 "#is resuts in understanding
practices as -eing separate 5rom poicy <poicy &ersus practices=7 In t#is
paper I take a diCerent stand7 Foo9ing .posky <2004=$ I state t#at poicy
need not -e distinct 5rom practice and t#at in 5act$ t#ere is poicy 9it#in
practicesL 9#at I propose to ca a Npracticed anguage poicyD7 Dra9ing on
a Con&ersation 'naysis o5 a set o5 interactions audio-recorded in an
induction cassroom 5or ne9y-arri&ed immigrant c#idren in France$ I s#o9
t#at participantsD anguage c#oice and aternation acts are conducted not
9it# re5erence to t#e poicy prescri-ed -y t#e sc#oo -ut rat#er 9it#
re5erence to a set o5 interactiona norms7 I argue t#at t#ese norms are
9#at inRuence anguage c#oice and aternation practicesL in ot#er 9ords$
t#ey are poicy7 Lasty$ I discuss #o9 t#e study o5 practiced anguage
poicies ena-es us to ret#ink practices and #o9 t#is is ree&ant to
anguage poicy decisions and panning processes7

1(
Oo#nson$ D7C7 20027 %t#nograp#y o5 anguage poicy7 Language Policy 2'
132-1527
4cCarty$ "7 L7 20117 %thnography and Language Policy7 Fe9 Qork6
Routedge7
.posky$ A7 20047 Language Policy7 Cam-ridge6 Cam-ridge )ni&ersity
@ress7
dentit$ and Language Aariation in the ,ast ;idlands
Author4s5% Fataie Ara-er
>#en considering diaecta &ariation in t#e )*$ inguists #a&e 5re0uenty
remarked on t#e Fort#-.out# di&ide and t#e inguistic markers 9#ic#
separate t#ese diaects <see 5or e1ampe >es 12(2$ "rudgi 1222=7 Aut it
#as -een noted t#at t#is is not a straig#t5or9ard di&ision <e7g7 >aes 2002$
Aea 200(=7 "#ere are cear stereotypes 5or t#e Fort# and .out# - -ut #o9
do areas ike t#e %ast 4idands It into t#e pictureM
@re&ious researc# carried out in nort#ern %ngand #as e1amined t#e
perception o5 t#e Fort#-.out# -oundary in t#e )* and compared
participantsD #and-dra9n maps 9it# t#eir a-iity to pace accents and
attitudes to9ards t#em <4ontgomery 200!=7 3o9e&er$ unti recenty t#e
%ast 4idands #a&e -een some9#at o&erooked in t#is type o5 researc#7
"#e %ast 4idands is an interesting area$ -ot# geograp#icay and
inguisticay7 It is said to -e part o5 nort#ern %ngand as it s#ares simiar
5eatures 9it# t#e Fort# <>es 12(2$ *ortmann W )pton 200(=$ #o9e&er
t#ere are aso s#ared 5eatures 9it# &arieties 5ound in sout#ern %ngand
<3ug#es et a7 2005=7 @re&ious researc# -y t#e aut#or #as s#o9n t#at
12
t#ere is muc# con5usion in t#e %ast 4idands popuation a-out t#e position
o5 t#e Fort#-.out# di&ide and it is o5ten uncertain 9#et#er peope 5ee
t#emse&es to -e Fort#erners$ .out#erners$ or 4idanders7
"#is paper e1amines attitudes in diCerent ocations around t#e %ast
4idands to re&ie9 a sense o5 an N%ast 4idands identityD and to s#o9 #o9
t#is sense may mani5est itse5 in t#e anguage used -y %ast 4idanders7
A socio/cogniti&e approach to the stud$ of e&aluation in
ad&ertising reception
Author4s5% .tea Auo
"#is 9orks ooks at t#e audienceDs e&auati&e positioning in t#e
ad&ertising sense-making process and aims to unco&er t#e socio-cogniti&e
resources assumed to #a&e -een at interpay in t#e in5ormantsD appraisa
o5 t#e ad&ertisements7 Interte1tua printed ad&ertisements 9ere used as
stimuus materia7
"#is paper dra9s on empirica data coected &ia 5ocus groups7 "#e
anaytica met#ods adopted incude t#e 'ppraisa typoogy <4artin and
>#ite$ 2005= and a socio-cogniti&e interpretation <4osco&ici and Du&een$
2000L *oer$ 200(=7 "#e 5ormer aims to unco&er #o9 e&auation #appens
in te1t -y identi5ying e1ica items across a range o5 discourse-semantic
categories and aocating t#em to a speciIc appraisa category <i7e7 aCect$
appreciation or Hudgment=7 "#is is 5oo9ed -y an e1amination o5 t#e socio-
20
cogniti&e resources and processes in5erred to underie t#ose e&auati&e
c#oices made -y t#e speakers7
"#e appication o5 suc# an integrated 5rame9ork suggests t#at a study o5
e&auation on its o9n cannot account 5or diCerent responses o5 groups o5
peope 9it#in t#e same target market o5 t#e products ad&ertised7 .uc# an
approac# ao9s to unco&er not ony t#e 9ay in 9#ic# t#e attitudina
disposition arising 5rom making sense o5 #y-rid ad&ertising te1ts is
actuaised in inguistic structures -ut aso t#e mec#anisms in5orming t#e
audienceDs cognition in t#e sense-making process7
Accessibilit$ of *ni&ersal 'rammar in the AcBuisition of
Constituent (rder #arameter b$ +ati&e Spea"ers of Tur"ish
AcBuiring ,nglish as a Second Language
Author4s5% .inan YakZr

"#e de-ates on accessi-iity o5 )G in second anguage ac0uisition #a&e
not -een reso&ed yet$ and t#e inguists 9#o in&estigate diCerent aspects
o5 .L' #a&e diCerent &ie9s on t#e accessi-iity o5 )G in L2 ac0uisition7
"#is situation re&eas t#at t#ere is a need 5or 5urt#er studies on t#is issue7
3ence$ in t#is study$ t#e ac0uisition o5 %ngis# constituent order structures
-y "urkis# earners #as -een in&estigated to assess t#e accessi-iity o5 )G
in second anguage ac0uisition7
21
"9o tests #a&e -een administered to si1ty su-HectsL a proIciency test$ and
a structure test consisting o5 t#ree tasks6 a 30-item grammaticaity
Hudgment task$ a transation task$ and a task o5 ordering t#e gi&en
constituents in t#e target anguage7 '5ter t#e statistica anaysis o5 t#e
o-tained data$ it #as -een 5ound t#at )G is accessi-e in t#e ac0uisition o5
constituent order structures o5 %ngis# -y nati&e speakers o5 "urkis#7 First
anguage inter5erence #as -een noticed in t#e responses o5 some su-Hects
in '1 e&e o5 proIciency <[22$(4=$ -ut 5airy more su-Hects used t#e
parameter &aues o5 t#e target anguage in t#is e&e <[ +0$1!=$ and t#is
situation can -e considered as a sign 5or t#e accessi-iity o5 )G in second
anguage ac0uisition7 Aesides$ in t#e #ig#est e&e o5 proIciency <C2=$
amost a su-Hects used t#e parameter &aues o5 t#e target anguage
success5uy <2($5= 9#ic# can aso -e &ie9ed as an indication 5or t#e )G
access in L2 ac0uisition7
The construction of a research space% a cross/cultural stud$ of
discursi&e identit$
Author4s5% Bana 4aria Carciu
Researc# artice introductions are promotiona r#etorica spaces <c57 A#atia
2004= t#at in&o&e aut#ors8 use o5 strategies 9it# t#e aim o5 persuading
readers and negotiating t#e ne9 kno9edge caims <Dresen-3ammouda
200(=7 "#is interpersona dimension constituti&e o5 discursi&e aut#oria
identity is signiIcant in t#e current #ig#y competiti&e researc# conte1t7
22
"#is paper e1amines cross-cutura diCerences <-et9een nati&e <L1= and
nonnati&e .panis# sc#oars <L2== in t#e dicoursa e1pression o5 aut#oria
identity7 "aking a corpus o5 20 L1 %ngis# and 20 L2 %ngis# researc#
artice Introductions pu-is#ed in internationa %ngis# medium Hournas=7
"#e paper aims to trace occurrences and mo&e-reated aut#oria resorting
to t#e Irst person pura pronoun 5or discursi&e identity construction7 "#e
0uantitati&e anaysis retrie&ed -y means o5 >ordsmit# "oos <.cott$ 1222=
and Log-ikei#ood cacuator <#ttp6PPucre7ancs7ac7ukP9iEard7#tm= re&eas
signiIcant o&eruse o5 Irst person pura pronouns in t#e L1 te1ts reati&e
to t#e L2 te1ts at t#e te1tua e&e <grammatica marker=7 In addition$ t#e
paper ta1onomises t#e roes t#at t#ese pronouns inde1 r#etoricay <i7e7$
representati&e$ arc#itect$ guide$ recounter o5 t#e researc# process$
opinion #oder$ originator$ c57 "ang and Oo#n 1222= to conIrm t#at 9#ie
pronouns are em-odied in 5unctiona mo&es o5 Introduction to create a
researc# space according to t#e standards o5 t#e discipine and genre$
t#ey sometimes indicate cuturay speciIc practices7 "#e corpus -ased
comparison 5urt#er iustrates t#at t#e construction o5 discursi&e aut#oria
identity and is part o5 a process in&o&ing i= t#e discipinary epistemic
5rame9ork <i7e7$ scientiIc o-Hecti&ity &s7 su-Hecti&ity=$ ii= t#e genre as a
standardiEing and dynamic communicati&e practice and iii= t#e
mani5estation o5 cuturay speciIc r#etorica practice7
Ce$ 8ords6 corpus anaysis$ scientiIc researc# artice introduction$
discursi&e identity$ intercutura r#etoric
An in&estigation into de&elopmental seBuences in 'aelic SLA%
0indings and implications
Author4s5% Ficoa Carty
.ince 200+$ t#e .cottis# Gaeic anguage aut#ority$ 34rd na G5idhlig #as
-een committed to t9o action pans aimed at re&itaising t#is minority
23
anguage7 Bne aim o5 t#ese pans is to increase t#e num-ers and
proIciency e&es o5 adut L2 speakers o5 Gaeic7
4ost adut earners recei&e 5orma instruction o5 some kind$ rat#er t#an
pure naturaistic e1posure to Gaeic$ eit#er t#roug# casses in dominant
%ngis# speaking areas o5 .cotand$ or t#roug# immersion education
programmes in t#e .cottis# #ig#ands and isands7 3o9e&er$ &ery itte
empirica researc# #as -een conducted on t#e teac#ing o5 Gaeic to
aduts$ 9it# most researc# in&estigating -iingua education programmes
5or c#idren and adoescents7
"#is 9ork in progress e1amines de&eopmenta se0uences in aduts
earning Gaeic as an L27 Data 9ere coected 5rom adut earners o5
&arying proIciency e&es in Gaeic$ using ora imitation and ora narrati&e
tasks7 Data 9ere t#en anaysed using @rocessa-iity "#eory <@ienemann
122(=7 Resuts s#o9 t#at adut earners o5 Gaeic do indeed ac0uire
morp#osyntactic 5eatures o5 t#e anguage in a particuar se0uence7 "#is$
#o9e&er$ does not necessariy reRect t#e order in 9#ic# grammar is
taug#t in current course sya-i7
"#e impications o5 t#ese Indings 5or current teac#ing pro&isions 5or
aduts are t#en discussed7 4y researc# s#o9s #o9 a -etter understanding
o5 t#e processes -e#ind Gaeic .L' can contri-ute to t#e design o5
impro&ed curricua and sya-i 5or adut earners7 "#is can aso -eneIt t#e
design o5 competence assessments$ t#roug# indicating 9#at s#oud -e
e1pected o5 earners at any gi&en stage in t#eir de&eopment7 "#is study
s#o9s t#at esta-is#ing L2 ac0uisitiona se0uences can assist in t#e
de&eopment o5 impro&ed Gaeic teac#ing programmes$ 9#ic# 9i in turn
contri-ute to 34rd na G5idhligDs re&itaisation eCort7

@ienemann$ 4an5red7 122(7 Language processing and second language
deelopment6
Processa,ility Theory7 'msterdam6 Oo#n AenHamins7
,nglish Teachers= Aie8s on nterdisciplinar$ Co/operation% n the
Case of Tai8anese Collegiate Teachers
24
Author4s5% C#iung->en C#ang
's t#e co-operati&e reations#ip -et9een anguage teac#ers and su-Hect
teac#ers is an aspect o5 %.@ <%ngis# 5or .peciIc @urposes= not so
common in %ngis# anguage teac#ing generay$ it is 9ort# in&estigating
9#et#er pro-ems -et9een anguage teac#ers and su-Hect teac#ers are
ikey to pace imits on t#e de&eopment o5 %.@ courses7 "#e main
purpose o5 t#is study is t9o5od6 <1= to gat#er in5ormation on t#e e&e o5
co-operation %ngis# teac#ers en&ision -eing possi-e -et9een
t#emse&es and su-Hect teac#ers$ <2= to gain 5easi-e impications 5or
designing and conducting pro5essiona de&eopment programs 5or %ngis#
teac#ers$ particuary to -etter cope 9it# interdiscipinary co-operation
situations7 ' tota o5 20 %ngis# teac#ers participated in t#is study on a
&ounteer -asis and a t#ese se5-seected participants teac# at
coegesPuni&ersities in "ai9an7 "#e data in t#is study 9as o-tained
t#roug# 0uestionnaires and 5oo9-up inter&ie9s conducted 9it# %ngis#
teac#ers7 It descri-es #o9 interdiscipinary co-operation is percei&ed -y
%ngis# teac#ers$ as 9e as t#e perceptions o5 t#eir roes in %.@
instruction7 "#e anaysis iustrates t#e impressions o5 %ngis# teac#ers7 It
s#o9s 9#at t#ey 5ee are t#e -eneIts and t#e o-staces in co-operati&e
reations#ips$ and 9#at coud -e done to 5urt#er promote teac#ing
eCecti&eness7 "#e kno9edge gained 5rom t#is study 9i -e &aua-e 5or
se&era groups7 )ni&ersities t#at are considering aunc#ing a simiar
proHect 9i gain a deeper understanding o5 interdiscipinary co-operation7
It can #ep t#em to make a more in5ormed decision7 It may aso s#o9
t#em #o9 to -etter support t#eir teac#ers make interdiscipinary co-
operation a positi&e e1perience 5or a parties in&o&ed7 "eac#ers engaged
or a-out to -e engaged in co-operation can compare t#e Indings o5 t#is
researc# to t#eir o9n situations to see #o9 t#ey can ma1imiEe t#e
eCecti&eness o5 co-operation in %.@ instruction7
25
Do8 #ale is the Art of SimpliEcation6//A Linguistic Account of the
ConseBuences of Content SimpliEcation for ;eaning and ,Fect
Author4s5% .3)C3%F C3'FG
"#e current paper aims to in&estigate t#e conse0uences o5 content
simpiIcation 5or meaning and eCect in simpiIed readers7 For many
reading researc#ers and materia 9riters$ simpiIed readers 9ork as a
-ridge to unsimpiIed te1ts7 3o9e&er$ iterary simpiIcations #a&e ong
-een criticiEed 5or gi&ing 5ar 5rom Dan ent#raing appro1imation o5 t#e
originaD <>est$ 12506 4(= and t#e e1tent a simpiIed te1t reRects its
origina mode is sti under-researc#ed7 Dra9ing on pre&ious researc#
Indings o5 materias de&eopment as 9e as narratoogica study$ t#is
paper compares t#e origina story o5 *at#erine 4ansIedDs N"#e garden
partyD and its simpiIed &ersion in t#e @enguin Readers .eries and
pro&ides a inguistic and narratoogica account o5 t#e conse0uences o5
t#e common targets 5or content contro$ i7e7 t#at o5 pot e&ents$
description$ and num-er o5 c#aracters7 "#e anaysis s#o9s t#at <1= pot
e&ents are ess densey connected and so are t#e reations#ips -et9een
c#aracters$ 9#ic# in some cases open up un#ep5u interpretati&e gaps
and <2= t#e reduction o5 t#e descripti&e NIingsD sometimes means t#e
5aiure to set up t#e scene 5or t#e t#eme to de&eop7 "#e study on t#e one
#and iustrates in descripti&e terms 9#y and in 9#at 9ay simpiIed
readers -ecome Dpae imitations o5 origina 9ritingD <,incent$ 12(!$ 212=
and on t#e ot#er #and it iuminates t#e #urdes to -e o&ercome 9#en t#e
earners proceed to read iterary unsimpiIed te1ts7
,incent 4 and Carter R <12(!= .impe te1t and reading te1t7 In ArumIt CO
and Carter R <eds= Literature and language teaching7 B15ord6 B15ord )@$
20(-2227
>est 4 <1250= .impiIed and a-ridged7 %nglish Language Teaching
&ournal 5<2=6 4(-527
2!
Language and dentit$ in the 8estern ;idlands of ,ngland
Author4s5% )rsEua Cark$ %st#er 'sprey$ Arian Dakin
"#e c#oice o5 speing used to represent regiona &arieties #as -een a
su-Hect o5 discussion among academics 5or some time7 Auc#otE <200+=
comments t#at inguisticay trained sc#oars TargueU t#at t#e use o5 non-
standard speing to represent &ernacuar pronunciation is unscientiIc and
poiticay 0uestiona-e <e7g7 @reston$ 12(2$12(5=$ 9#ie t#ose 9#ose 5ocus
is on anguage as per5ormance or socia action respond t#at suc# speings
are -ot# more accessi-e t#an 5orma p#onetic representations and more
descripti&e t#an standard ort#ograp#y <e7g7 >est$ 122!=7
In t#is paper 9e present e&idence 5rom 9ritten regiona &ariation in 9#at
9e term t#e N9estern 4idandsDL t#e counties o5 .taCords#ire$ .#rops#ire$
>ar9icks#ire and >orcesters#ire7 >e e1amine t#e c#oices made -y
9riters in t#eir representations o5 t#e regiona &ariety associated 9it# t#e
city o5 .toke on "rent and its nort# .taCords#ire #interand across time7
>e argue t#at 9riters t#emse&es are a9are o5 t#e c#oices t#ey 5ace not
ony in terms o5 making t#e 9ritten &ariety accessi-e to a 9ider audience
-ut o5 t#e stigma associated 9it# non-standard &arieties 9#ic# can
pro-ematise t#eir o9n careers 9#en it comes to getting a pu-is#ing
contract7
>e e1amine t#e 9riting practices o5 pro5essiona aut#ors and t#ose
content to 9rite 5or peasure aone$ e1amining t#e accuracy o5 t#eir
ort#ograp#ic c#oices and t#e reations#ip t#ose c#oices #a&e 9it#
.tandard %ngis# speing con&entions$ to s#ed ig#t on 9ritten regiona
&ariation in t#e 9estern 4idands 5rom 12!0 on9ards7
Auc#otE$ 4$ 200+7 N,ariation in transcriptionD Discourse .tudies 26!$ +(4-
(0(7
2+
@reston$ D7 <12(2= NDRitinD 5o9ko9er daun Drong6 FokoristsD Faiures in
@#onoogyD$ Oourna o5 'merican Fokore 2563++$ 304-2!7
@reston$ D7 <12(5= N"#e LiD '-ner .yndrome6 >ritten Representations o5
.peec#D$ 'merican .peec# !064$ 32(-3!7
>est$ C7 <122!= N%t#nograp#y and Brt#ograp#y6 ' <4odest=
4et#odoogica @roposaD7 Oourna o5 Contemporary %t#nograp#y 2563$ 32+-
527
Le-ical richness2 &erbal intelligence and stud$ success
Author4s5% 4ic#ae Daer$ Oane 3ump#reys$ Da&id @#ean
"#is paper in&estigates t#e &aidity o5 measures o5 e1ica kno9edge$
especiay on t#eir reation to &er-a inteigence and study success o5
internationa students at %ngis#-speaking uni&ersities7
"#e 5ocus o5 t#e present paper is on t#e &aidity o5 measures o5 e1ica
kno9edge$ especiay on t#eir reation to &er-a inteigence7 .e&era
measures o5 e1ica kno9edge or e1ica ric#ness #a&e -een proposed in
recent years and t#ere is an ongoing discussion on t#e &aidity o5 t#ese
measures <see Daer$ 4iton$ "reCers-Daer$ 200+L 4cCart#y W Oar&is$
200+L Ric#ards$ Daer$ 4a&ern$ 4eara$ 4iton$ W "reCers-Daer$ 2002=7
"#ere is e&idence t#at e1ica ric#ness is cosey reated to study success
o5 internationa students at %ngis#-speaking uni&ersities <Daer W \ue$
2002=$ and t#ere are indications t#at some measures o5 e1ica ric#ness
are reated to &er-a inteigence7 "#e main measure under in&estigation
in t#e present study$ Guiraud 'd&anced$ is a measure o5 e1ica
sop#istication$ 9#ic# is t#e kno9edge o5 in5re0uent 9ords <see Daer$ &an
3out and "reCers-Daer 2003=7 "#is measure s#o9s #ig# correations 9it#
measures o5 &er-a inteigence as #as recenty -een s#o9n in a proHect at
CardiC )ni&ersity$ )* #eaded -y 'ison >ray7 "#e present paper
in&estigates #o9 Guiraud 'd&anced is reated to measures o5 &er-a
inteigence and #o9 it can -e used to predict t#e study success o5
internationa students7
>e report t#e Indings o5 a study 9it# !0 internationa students enroed
at a Aritis# uni&ersity7 Data 5rom t#ese participants consist o5 essays at
t#e -eginning o5 t#eir studies$ t#e &er-a IS test 5rom t#e 4utipe
Dimensiona Aattery II <.igma 'ssessment .ystems= and t#eir study
success in t#e Irst semester7 In addition$ I%L". scores and data a-out t#e
2(
educationa -ackground o5 t#e participants are a&aia-e7 "#e essays are
anaysed 9it# se&era measures o5 e1ica ric#ness$ incuding Guiraud
'd&anced7 "#ese data are used as predictor &aria-es in a mutipe and a
og inear regression 9it# study success o5 t#e participants as dependent
&aria-e7 >e argue t#at Guiraud 'd&anced can -e used as singe predictor
5or study success and t#at t#e reason 5or t#is predicti&e &aidity is t#e 5act
t#at it measures mainy &er-a inteigence7
The corpus in Corpus #ragmatics% decisions2 data2 and desiderata
Author4s5% Rac#ee De Feice$ .&enHa 'dop#s
@ragmatics researc# increasingy makes use o5 corpus data and corpus
inguistics anaysis$ rat#er t#an introspection or artiIciay eicited data <c57
e7g7 Romero-"rio 200($ Oucker et a7 2002$ BD*eeCe et a7 2011=7 "#e
process o5 ac0uiring and anaysing data$ #o9e&er$ is not a9ays
straig#t5or9ard$ especiay since t#ere are not many corpus resources
de&eoped speciIcay 5or pragmatic researc#7
"#is tak addresses some met#odoogica and t#eoretica issues
encountered in corpus pragmatics researc#$ taking as a case study a
researc# proHect on speec# acts in Ausiness %ngis#7 Issues incude6
- 3o9 do 9e identi5y t#e corpora -est suited to our needsM
- Do 9e need to create ne9 ones or can 9e 9ork 9it# e1isting
resourcesM
- 3o9 muc# data do 9e needM Does increasing t#e amount o5 data
aCect our concusionsM
- >#at kind o5 annotation is re0uiredM
- >#at toos -est ser&e our anaysisM Can natura anguage
processing tec#ni0ues en#ance and support our in&estigationsM
"#is presentation discusses #o9 t#ese issues #a&e -een addressed in t#e
course o5 our researc#$ and s#o9s #o9 t#is proHect #as t#e potentia 5or
9ide-ranging impact7 's 9e as &aidating and e1panding current researc#
on pragmatics$ it constitutes an in5ormati&e study on #o9 to -ring
22
toget#er natura anguage processing and appied inguistics tec#ni0ues
<c57 e7g7 De Feice and Deane 2002=7 Furt#ermore$ its Indings contri-ute to
de&eoping ne9 teac#ing materias 5or %ngis# as a 5oreign anguage$
supported -y empirica e&idence rat#er t#an artiIciay constructed
scenarios7
R7 De Feice and @7 Deane$ 20027 1dentifying speech acts in emails7
3usiness %nglish and non6natie spea-ers7 @aper presented at t#e Corpus
Linguistics Con5erence$ Li&erpoo
'7 Oucker$ D7 .c#reier$ and 47 3undt <eds=$ 20027 Corpora7 Pragmatics and
Discourse7 Rodopi
'7 BD*eeCe$ A7 Cancy$ and .7 'dop#s$ 20117 1ntroducing Pragmatics in
8se7 Routedge
O7 Romero-"rio <ed7=$ 200(7 Pragmatics and Corpus Linguistics7 a
Mutualistic %ntente7 De Gruyter
,nglish for ;edical #urposes and the medic identit$ in a S$rian
Digher ,ducation institution
Author4s5% Dima Far#at
"#e paper 9i s#are Indings 5rom a @#D researc# on t#e teac#ing and
earning o5 4edica %ngis# in an 'ra- uni&ersity in5ormed -y 'ra-
nationaism and t#e 5orces o5 go-aisation7 4edicine #as -een taug#t in
'ra-ic since 1212 in a country t#at prided itse5 5or preser&ation o5 t#e
mot#er tongue t#roug# ara-icisation o5 education since independence7
%ngis# is taug#t as a 5oreign su-Hect in t#e medicine curricuum <%ngis#
5or Genera @urposes and %ngis# 5or .peciIc @urposes=7 3o9e&er$
recenty$ one content medica su-Hect 9as introduced to -e taug#t in
%ngis# in ad&anced years o5 study7 "#is presentation 9i a= e1pore t#e
position o5 %ngis# in t#e uni&ersity medicine curricuum$ and -= un5od t#e
impact o5 go-aisation and %ngis# as a go-a anguage on t#e medic
identity o5 t#e medicine students in an 'ra--medium uni&ersity7 Data
9ere coected 5rom medicine students8 5ocus groups$ %.@ teac#ers8 semi-
structured inter&ie9s and anguage poicy documents7 Data 9ere anaysed
t#roug# t#e enses o5 Critica 'ppied Linguistics$ Critica %ngis# 5or
'cademic @urposes and Critica Language @oicy7 Foucaut8s concept o5
Npo9er reations8 and Aourdieu8s notion o5 N#a-itus8 are aso utiised in t#e
30
anaysis to #ig#ig#t t#e compe1ity nature o5 %.@ <%4@= in t#e .yrian
#ig#er education conte1t7 "#e paper ends 9it# concuding remarks on t#e
reconceptuaisation o5 %.@ <%4@= t#at goes -eyond pedagogy$ needs
anaysis and course design7
Aenesc#$ .7 <2001= Critical %nglish for Academic Purposes7 Theory! Politics
and Practice7 4a#9a#$ FO6 La9rence %ri-aum 'ssociates7
Aourdieu$ @7 <1221=7 Language and Sym,olic Po9er7 Cam-ridge6 @oity
@ress7
Foucaut$ 47 <12+(=7 The "istory of Sexuality! :ol' 17 An 1ntroduction$
<trans7 Ro-ert 3urey=7 3armonds9ort#6 @enguin7
@ennycook$ '7 <2001=7 Critical Applied Linguistics7 @#iadep#ia6 La9rence
%r-aum
'ssociates7
Ricento$ "7 <%d7= <200!= An introduction to language policy7 Theory and
method7 B15ord6 Aack9e @u-is#ing7
The position of ,LT practitioners in ;e-ican #ublic *ni&ersities
Author4s5% Frank Farmer$ 4aria %ena La&en Fucamendi$ Ismae C#uc
@i]a

%ngis# Language "eac#ing <%L"= staC in 4e1ican uni&ersities may -e
academics or tec#nicians$ depending on t#e status accorded -y t#e
uni&ersity7 "#is paper reports a sur&ey o5 t#e academic 0uaiIcations and
duties o5 1(5 %L" staC in se&en 4e1ican pu-ic uni&ersities and reates
t#ese to t#e 4e1ican go&ernmentDs desira-e standards 5or uni&ersity
ecturers in genera <@RB4%@ proIe=7
Data 9as o-tained and anaysed 5or eac# o5 t#e criteria re0uired 5or a
desira-e @RB4%@ proIe7 It 9as 5ound t#at t#e proportion o5 %L" staC
oJciay accredited 9it# a desira-e @RB4%@ proIe 9as o9$ and t#at
ot#er staC &aried 5rom t#e @RB4%@ proIe in diCerent 9ays and to
diCerent degrees7 Fe&ert#eess$ many more %L" practitioners 9ere 5ound
31
to #a&e t#e academic 0uaiIcations and researc# -ackground needed 5or
a @RB4%@ proIe$ -ut are not in 5act recogniEed7
@ossi-e reasons 5or t#e 9ide &ariation in t#e position o5 %L" staC in
tertiary institutions are e1pored and discussed in t#is paper7 'mong t#ese
issues$ t#e roe o5 appied inguistics in determining an appropriate
position 5or %L" practitioners in #ig#er education is gi&en #ig# priority7
't#oug# t#e present study 9as carried out in a particuar country$ 4e1ico$
t#e issues raised are o5 internationa concern7 "#e pacing o5 pro5essiona
anguage teac#ing ser&ice pro&iders 9it#in educationa institutions
#ig#ig#ts am-iguities in -ot# academic and pro5essiona roes7 "endencies
to9ards generaiEed and 0uantiIed indicators o5 0uaity may tend to
o-scure rat#er t#an iuminate t#ese am-iguities$ and may aso ead to
under&auing -ot# %L" staC and t#e ser&ices t#ey pro&ide7
,-ploring the &alidit$ of le-ical richness measures
Author4s5% 4aHid Fata#ipour
Le1ica ric#ness is a meaning5u 0uaity o5 second anguage &oca-uary
kno9edge and ski against 9#ic# earners can -e compared 9it# eac#
ot#er on -asis o5 &ariety o5 acti&e or rare &oca-uary used <Daer$ 4iton
and "reCers-Daer$ 200+L 4a&ern et a7 2004=7 .e&era measures o5 e1ica
ric#ness #a&e -een proposed to compensate 5or a 5undamenta
met#odoogica pro-em o5 type-token ratio <""R= 9#ic# #as a systematic
decrease 9it# increasing te1t engt#7 3o9e&er$ t#e &aidity o5 t#ese
measures in regard to reRecting aspects o5 anguage a-iity re0uires
32
5urt#er in&estigation7 "#is study uses t#e potentia o5 second anguage
9riting tasks 5or eiciting narrations 9it# compara-e e1ica ric#ness to
understand 9#ic# dimensions o5 anguage a-iity are addressed -y
e1isting measures o5 e1ica ric#ness7 "o do t#is$ !2 %ngis# earners 5rom a
#omogenous -ackground and @ersian as L1 9ere asked to 9rite narrati&e
essays connected ike stories 5rom t9o se0uences o5 ! pictures and a
&ideo cip 5rom a sient Im7 4easures o5 e1ica ric#ness$ incuding e1ica
sop#istication and e1ica di&ersity 9ere anaysed in t#e in&estigation o5
9ritten te1ts7 "#eir scores on t#e ,oca-uary Le&es "est <,L"= 9ere
eicited$ -acked up -y a -ackground 0uestionnaire as indicators o5 t#eir
anguage a-iity7 "#e preiminary resuts demonstrate a signiIcant
correation -et9een anguage a-iity data$ scores 5rom t#eir ,L" and
0uestionnaire data 9it# e1ica ric#ness as measured t#roug# Guiraud
'd&anced Inde17 "#e resuts pro&ide ne9 e&idence 5or t#e construct
&aidity o5 e1ica ric#ness measures7
Daer$ 37 4iton$ O7 and "reCers-Daer$ O7 <200+=7 4odeing and assessing
&oca-uary kno9edge7 Cam-ridge6 Cam-ridge )ni&ersity @ress
4a&ern$ D7D7$ Ric#ards$ A7O7$ C#ipere$ F7 and Duran$ @7 <2004= Le1ica
Di&ersity and Language De&eopment6 SuantiIcation and 'ssessment7
Aasingstoke6 @agra&e 4acmian7
,nglish2 de&elopment and education% impacts and tensions3
Author4s5% Gi-son Ferguson
In t#e appied inguistics community t#e continued use o5 %ngis# as a
medium o5 education in many postcoonia societies$ especiay in su--
.a#aran '5rica$ is o5ten seen as impairing t#e 0uaity o5 education$ and
33
#ence as #oding -ack de&eopment7 Qet$ at t#e same time$ oJcia
discourses$ and some de&eopment speciaists <e7g7 Green et a 200+=$ see
9idespread %ngis# skis as contri-uting to de&eopment -y oCering
access to t#e go-aised economy$ and -y ena-ing t#e gro9t# o5 ser&ice
industries <as in India=7 "#is paper anayses t#e strengt#s and 9eaknesses
o5 -ot# points o5 &ie9$ arguing t#at %ngis# is$ as one mig#t e1pect$ a &ery
mi1ed -essing$ -ringing some -eneIts -ut aso many ad&erse
conse0uences$ o5ten 5or diCerent categories o5 indi&idua7 "#e paper goes
on to argue t#at 5or a range o5 reasons %ngis# is ikey to persist as a
medium o5 instruction$ especiay in secondary sc#oos$ e&en in
circumstances 9#ere it can reasona-y -e demonstrated t#at t#is poicy
#as ad&erse educationa eCects7 It discusses #o9 in suc# a situation t#e
appied inguist may 9ork to mitigate t#e ad&erse conse0uences o5 t#e
use o5 a 5oreign anguage o5 instruction$ and in t#is 9ay #a&e an impact$
a-eit sma$ on t#e 0uaity o5 educationa pro&ision and t#ere5ore on t#e
de&eopmenta gains -eie&ed to Ro9 5rom education7 4ean9#ie$ 5urt#er
detaied empirica e&idence is needed on #o9 %ngis# per5orms
economicay 5or diCerent indi&iduas$ and on 9#at contri-utions it makes
at t#e diCerent e&es o5 indi&idua community and society7
Green$ '7L Litte$ '7L *amat$ .7L Bketc#$ 47 and ,ickers$ %7 <eds= <200+=
%ducation and deelopment in a Glo,al %ra7 Strategies for ;Successful
Glo,alisation<' London6 Department 5or Internationa De&eopment <D5ID=7

The Linguistics of Ambiguit$% dentit$ and Agenc$ in the *CGs
0irst Tele&ised #rime ;inisterial .ebates
Author4s5% 'nt#ony Fis#er

34
>#ie t#e tee&ised @rime 4inisteria de-ates o5 t#e 2010 genera eection
may not #a&e -een uni&ersay 9ecomed$ t#eir impact on eectora
poitics in t#e )* #as -een signiIcant7 Bne eCect o5 t#e de-ates #as -een
to 5ocus t#e attention o5 t#e media and eectorate more Irmy on
personaities t#an #ad pre&iousy -een t#e case7 "#e present study
5ocuses on identity and agency in t#e discourse o5 t#e eaders8 de-ates$
and empoys corpus toos in order to account 5or t#e identity caims t#e
party eaders make as indi&iduas$ and as co-mem-ers o5 t#e nationa
coecti&e$ and 9#ic# are t#ere-y ascri-ed aso to t#e &ie9ing eectorate7
' particuar concern o5 t#e study is persona re5erence$ and speciIcay
#o9 incusi&e pronomina and possessi&e re5erence ser&e to -ur t#e
distinction -et9een t#e actions and responsi-iities o5 poitica actors and
t#e pu-ic$ as coecti&e identities are 5oregrounded and agency
o-5uscated7
"#e study -uids on 9ork in Critica Discourse 'naysis <e7g7 >odak et a7
1222$ Faircoug# 2000= t#at #as #ig#ig#ted t#e ideoogica signiIcance o5
persona re5erence in poitica discourse7 3o9e&er$ 9#ie practitioners o5
CD' #a&e noted t#e am-iguity t#at 5re0uenty c#aracteriEes incusi&e
pronomina re5erence$ t#ey #a&e o5ten e5t t#e precise inguistic
mec#anisms at 9ork argey unanayEed7 4oreo&er$ suc# studies #a&e
tended to 5ocus on t#e pronoun 9e$ o&erooking its possessi&e
counterpart$ a discourse 5eature o5 e0ua ideoogica import7 In contrast$
t#e present study pro&ides a detaied inguistic account o5 a &ariety o5
9ays in 9#ic# incusi&e re5erence$ -ot# pronomina and possessi&e$ ser&es
to compicate notions o5 identity and agency in t#e discourse o5 t#e @rime
4inisteria de-ates7 It 9i aso -e argued t#at it is ony -y supporting our
caims 9it# ro-ust inguistic e&idence t#at anaysts can #ope to promote
t#e &aue o5 critica engagement 9it# mediated poitica discourse$ -ot#
9it#in academia and -eyond7

n&estigating the eFects of age on le-ical retrie&al beha&iour
35
Author4s5% "ess FitEpatrick$ Da&id @ay5oot
>ord association response data #a&e t#e potentia to re&ea patterns o5
e1ica retrie&a -e#a&iour in ageing and dementia <e7g7 Goan et a 200!L
3irs# and "ree 2001=7 Researc# Indings t#us 5ar in t#is area #a&e -een
promising$ -ut are imited -y con&entions o5 norms ists compiation$ and
t#e 5act t#at ony one dimension o5 response -e#a&iour - stereotypy - #as
so 5ar -een in&estigated7 ^-_^P-_
"#is paper 9i report Indings 5rom a proHect 9#ic# uses data 5rom a 100-
item 9ord association task$ competed -y t9o distinct age co#orts6
adoescents <n ` 450= and o&er-!5s <n ` 150=7 "#e study 9orks 9it# t9o
dimensions o5 an indi&iduaDs 9ord association response -e#a&iour6 t#e
stereotypyPidiosyncrasy o5 t#eir responses$ and t#e type o5 associations
t#ey typicay make <5oo9ing FitEpatrick 200+=7 In t#is 9ay$ participant
proIes are created 9#ic# reRect an indi&iduaDs pre5erred e1ica access
routes7 "#e -e#a&iour o5 t#e t9o groups is compared in terms o5
#eterogeneity o5 responses$ tendency to produce canonica responses$
and pre5erred association type <e7g7 coocation$ synonym$ etc7=7
Identi5ying age-reated diCerences in associati&e inks 9i contri-ute to a
:#eat#y ageing; proIe o5 e1ica retrie&a patterns$ 9#ic# can -e used in
screening 5or cogniti&e decine7 "#e Indings 5rom t#is proHect contri-ute to
an impro&ed understanding o5 semantic and e1ica net9orks$ and o5 t#e
9ays in 9#ic# -ot# #eat#y ageing and dementia can aCect t#ese
net9orks7
FitEpatrick$ "7 200+6 >ord association patterns6 )npacking t#e
assumptions7 1nternational &ournal of Applied Linguistics$ 1+$ 312-317
Goan$ "737$ .amon$ D7@7 and @a1ton$ O7L7 200!6 >ord association in eary
'E#eimerDs disease7 3rain and Language$ 22$ 2(2-3037
3irs#$ *7>7 and "ree$ O7"7 20016 >ord association norms 5or t9o co#orts o5
Aritis# aduts7 &ournal of =eurolinguistics$ 14$ 1-447
The research reported here 9as funded ,y the %conomic and Social
#esearch Council! 8>7
3!
0rom Sociolinguistic 1esearch to ,nglish Language Teaching
Author4s5% .ue Fo1$ Oenny C#es#ire

"#ere is a ong-standing recognition in socioinguistics t#at researc#ers
#a&e a responsi-iity to disseminate kno9edge a-out anguage &ariation
and potentia inguistic preHudice to t#e pu-ic$ especiay to teac#ers and$
t#roug# t#em$ to c#idren and young aduts <%d9ards 12(26321$ La-o&
12(2=7 Bur %.RC-5unded proHects$ Linguistics Inno&ators and 4uticutura
London %ngis#$ 9ere arge-scae socioinguistic studies o5 %ngis# in
London$ 9it# Indings directy ree&ant to t#e teac#ing o5 spoken %ngis#
Language$ 9#ic# #as ac0uired increased importance in t#e GC.% and GC%
'-Le&e %ngis# Language curricua7 ' greater understanding o5 t#e nature
o5 spoken anguage and its regiona and socia di&ersity #as important
potentia socia -eneIts 5or )* society6 it e0uips students 9it# skis
e1picity connected to t#e needs o5 empoyers in t#e ser&ice industries
and$ t#roug# earning a-out t#e socia di&ersity o5 %ngis#$ speakers o5
nonstandard &arieties are positioned to ac0uire standard %ngis# more
eCecti&ey$ t#us meeting an important o-Hecti&e o5 t#e Fationa
Curricuum7 3o9e&er$ our e1poratory in&estigations &ia consutation 9it#
%ngis# teac#ers across t#e )* #a&e unco&ered a deart# o5 aut#entic
audio materia 9it# transcripts suita-e 5or use in t#e cassroom7 .ourcing
t#ese materias paces #ea&y demands on teac#ers7
In our ne9 proHect 9e t#ere5ore 5ocus e1picity on kno9edge trans5er and
t#us aim to ma1imiEe t#e socia impact o5 our pre&ious researc# and to
demonstrate #o9 socioinguistic researc# t#at 9as primariy designed to
ad&ance socioinguistic t#eory can aso ac#ie&e practica o-Hecti&es in t#e
rea 9ord7 In t#is paper 9e 9i s#o9 #o9 9e are de&eoping ree&ant$
easiy accessi-e materias on spoken %ngis# t#at can -e used in t#e
cassroom -y teac#ers o5 GC.% and GC% '-Le&e %ngis# Language7 >e 9i
aso s#o9case our onine Researc# Digest 9#ic# #as -een de&eoped 9it#
t#e aim o5 e1c#anging in5ormation on ree&ant academic researc# on
spoken %ngis# 9it# teac#ers o5 %ngis# Language7

3+
Language Teacher ,ducation across +ational Boundaries
Author4s5% C#arotte Franson$ Q&onne Foey
"#e education o5 inguistic minority c#idren and young peope is a
dominant t#eme in internationa educationa de-ate and 9it#in t#at
de-ate issues o5 anguage$ curricuum and attainment predominate7 '
sectors o5 t#e education system pay a roe in 9ecoming inguistic
minority earners into t#e curricuum$ sc#oo community and societyL
#o9e&er$ teac#ers pay t#e most signiIcant roe in t#eir educationa
success7
"#is paper is inspired -y a recent %uropean researc# initiati&e$ 9#ic#
5ocuses on Nincusi&e academic anguage teac#ingD <I'L"= and addresses
anguage earning t#roug# earning o5 t#e curricuum 5or -ot# :immigrant
and monoingua pupis 9#o #a&e reduced e1posure to academic
anguage; <%)CI4-"% Consortium 2010 p7 11=7 "#e concept o5 content and
anguage integrated earning is not ne9$ nor is t#e notion t#at anguage
teac#ers must de&eop more responsi&e and Re1i-e approac#es 9#ic#
utiiEe Npost met#odD strategies$ 5or teac#ing di&erse earners 9it#in
c#anging educationa conte1ts7 3o9e&er$ t#ere are signiIcant
impications 5or teac#er education7
In t#is paper 9e dra9 on 0uestions distied 5rom %ngestramDs <2001=
acti&ity t#eory to e1amine t#e possi-iities and constraints in
impementing suc# approac#es in teac#er in-ser&ice education in %ngand
and .cotand7
Bur discussion and anaysis o5 teac#ersD pro5essiona de&eopment 5or
incusi&e academic anguage teac#ing 5or inguistic minority earners 9i
address t#e conte1ts in %ngand and .cotand in reation to t#e
educationa pro&ision 5or inguistic minority earners$ and consider #o9 a
s#i5t 9it#in t#e Nacti&ity systemD mig#t s#ape and ena-e teac#ers to enact
more conte1t-sensiti&e pedagogies to meet t#e di&ersity o5 5uture
anguage earners7
3(
%ngestram$ Q7 <2001= %1pansi&e Learning at >ork6 "o9ards an acti&ity
t#eoretica reconceptuaisation7 &ournal of %ducation and ?or-! @A B@C7
%)CI4-"% Consortium <2010= %uropean Core Curricuum 5or Incusi&e
'cademic Language "eac#ing 9997eucim-te7de
The ssue of 0ocus for 7ritten Correcti&e 0eedbac"
Author4s5% Da&id Frear

"#e &aue o5 9ritten correcti&e 5eed-ack <CF= #as -een an issue o5
considera-e de-ate in t#e iterature <e7g7 "ruscott$ 122!$ 1222L Ferris$
1222=$ and t#is poemic #as ead to a trend in recent researc# to dra9 on
.L' Indings as a 9ay to 5urt#er compre#end t#e intricacies o5 t#is
compe1 issue7 Indeed$ %is$ .#een$ 4urakami and "akas#ima <200(=
deineate -et9een 5ocused CF <t#e pro&ision o5 5eed-ack soey on errors
o5 a target 5orm or sma num-er o5 target 5orms= and un5ocused CF
<pro&iding 5eed-ack on a or an array errors=7 For direct CF$ t#ey 5ound
t#at -ot# types o5 5ocuses 9ere eCecti&e in ne9 pieces o5 9riting$ and t#is
eCect 9as dura-e7 's ony t#is one study #as e1amined t#ese 5ocuses 5or
t#e target 5orm o5 artices$ argua-y 5urt#er researc# is needed 9it#
diCerent target 5orms7 >it# t#is in mind$ t#e study presented #ere
contrasted t#e eCecti&eness o5 5ocused direct CF$ un5ocused direct CF and
a contro group <no CF= on t#e accuracy o5 t#e reguar past tense in ne9
pieces o5 student 9riting7 )sing a 0uasi-e1perimenta design 9it# t#ree
9riting tasks operating as a pre-test$ an immediate post-test and a
deayed posttest$ non-parametric tests 5ound t#e Focused Direct CF Group
signiIcanty impro&ed across t#e t#ree tests and t#e )n5ocused Direct CF
Group -et9een t#e pre-test and t#e immediate posttest7 "#ere 9ere no
suc# impro&ements 5or t#e Contro Group7 Group diCerences 9ere e&ident
-et9een t#e Focused Direct CF Group and -ot# t#e )n5ocused Direct CF
Group and t#e Contro Group in t#e deayed post-test7 It is suggested t#at
t#e 5re0uency o5 input in t#e 5orm o5 corrections contri-uted to t#ese
resuts7
32
*se of passi&e 8ith ps$chological &erb% Comparison bet8een
nati&e spea"ers of ,nglish and Hapanese ,0L learners
Author4s5% 4i#aru Fuyuno
"#is paper aims to anayEe t#e use o5 passi&e construction 9it#
psyc#oogica &er- <#ence psy-passi&e= -y nati&e speakers o5 %ngis#
<F.%= and Oapanese %FL earners <O%FLL= t#roug# corpus data$ 5rom a
cogniti&e inguistic standpoint7 @assi&e construction #as -een considered
as one o5 t#e most c#aenging grammatica items 5or %FL earners7
@re&ious researc#es conIrmed t#at O%FLL are no e1ceptions <4ouri$ 2010=7
B5 a 9ide &ariety o5 passi&e constructions$ psy-passi&e makes t#e
situation e&en 9orse 5or O%FLL$ since it is taug#t in a con5using 9ay in
Oapanese cassroom7
In Oapanese cassroom$ psy-passi&e is taug#t as p#rasa e1pression$
toget#er 9it# a speciIc type o5 preposition 5or eac# &er-7 For e1ampe$
O%FLL are typicay urged to memoriEe :,e 9orried a,out; as a set7 "#e
rote-earning eads O%FLL to assume t#at t#ere is no :,e 9orried ,y; -ut
:,e 9orried a,out;$ and t#at psy-passi&e is totay diCerent 5rom norma
passi&e construction7
3o9e&er$ 5rom a cogniti&e inguistic point o5 &ie9$ psy-passi&e is surey a
type o5 passi&e construction$ 5orming a continuum 9it# ot#er types o5
passi&e t#at s#are t#e same sc#ema as psy-passi&e does <c57 Langacker$
200(=7 "#e teac#ing approac# in current Oapanese cassroom may -e too
simpistic and not reRect t#e actua use o5 psy-passi&e as 9e as t#e
intrinsic nature o5 t#e construction7
40
In order to e1amine t#e &aidity o5 t#e teac#ing process o5 psy-passi&e in
Oapan$ t#is study compares t#e use o5 psy-passi&e -y F.% and O%FLL7 Data
5or t#e study 9ere coected 5rom a su--corpus o5 AFC and se&era O%FLL
corpuses7 "o compare t#e data$ correspondence anaysis and statistica
tests 9ere appied to -ot# AFC and O%FLL corpuses data sets7
"#e resut o5 t#e study re&eas pro-ems o5 current teac#ing approac# to
psy-passi&e in Oapan7 "#is paper 5urt#er discusses t#e positi&e impact o5
mutidiscipinary inguistic approac# on teac#ing anguage7
,nglish 1ealit$ and (Icial Bilingualism through the ,$es of
mmigrants in Canada
Author4s5% '-ert Gaie&
Canada #as -een kno9n as a country t#at is -iingua 9#en it comes to
anguage poicy and muticutura 9#en it comes to cutura di&ersity7 In
5act$ t#e promotion o5 oJcia -iinguaism and inguistic duaity #as -een
one o5 t#e top priorities o5 t#e Go&ernment o5 Canada since t#e BJcia
Languages 'ct in 12!27 "#is study in&estigates t#e perceptions and
e1periences o5 a group o5 adut immigrant students earning one o5
CanadaDs oJcia anguages regarding t#e status o5 -iinguaism7 It
attempts to ans9er #o9 promoted oJcia -iinguaism and t#e dominant
%ngis# reaity are reconcied and e1pained and #o9 immigrantsD &oices
are paced in t#e discourses on -iinguaism in t#e monoingua
en&ironment7 It argues t#at t#e macro- e&e discourse on oJcia
-iinguaism maintained and promoted -y t#e go&ernment doesnDt reate
to micro-e&e discourse produced -y t#e Canadian pu-ic$ especiay ne9
Canadians7
In-dept# open-ended indi&idua and 5ocus group inter&ie9s 9ere
conducted 9it# 50 %ngis# as a .econd Language <%.L= and Frenc#
anguage earners o5 immigrant -ackground7 "#e resuts suggest t#at 5or
ne9comers it is o5ten a c#aenge to matc# t#e promoted discourse on
oJcia -iinguaism 9#ic# t#ey encounter t#roug# t#eir pre-Canadian
41
e1periences and t#e rea picture o5 -iinguaism in a predominanty %ngis#
speaking pro&ince7 Fre0uenty$ despite strong 5edera discourse t#eir
perceptions o5 -iinguaism are 0uite &ague due to &ery 5act o5 t#eir
e1periences in a soey monoingua conte1t7
ntegration through Language Learning in Canada% #erceptions of
Adult ,SL mmigrants
Author4s5% '-ert Gaie&$ .epide# 4asoodi
"#e Language Instruction 5or Fe9comers to Canada <LIFC= program$
esta-is#ed in 1222$ is a 5ederay 5unded program 9it# t#e aim o5
5aciitating t#e socia$ cutura and economic integration o5 immigrants and
re5ugees into Canada t#roug# anguage instruction in eit#er %ngis# or
Frenc#7 Ay e1poring discourses o5 30 %ngis# as a .econd Language <%.L=
immigrant students regarding t#eir anguage practices and e1periences
9it#in and outside t#e program$ t#e study argues t#at 9#ie immigrants
reaiEe t#e importance o5 anguage earning 5or socia and cutura
integration t#roug# t#e LIFC program$ t#ey -eie&e t#at it is not ony t#e
anguage proIciency and cutura 5amiiarity -ut aso pro5essiona
accreditation t#at are important contri-uting 5actors7
>#ie integration t#roug# anguage earning is mainy seen as t#e
responsi-iity o5 immigrants <CIC$ 2004=$ itte #as -een researc#ed
regarding immigrants o9n understanding o5 integration and t#eir socia
42
interactiona e1periences7 %1isting studies suggest t#at immigrantsD
anguage earning e1periences cannot -e &ie9ed and anayEed out o5 t#e
socia and cutura conte1t and s#oud consider a num-er o5 contri-uting
5actors t#at coud eit#er #inder or 5aciitate t#eir anguage earning and
integration <Der9ing W "#omson$ 2005=7
"#roug# in dept# semi-structured inter&ie9s conducted indi&iduay and in
5ocus groups$ immigrants reRect on t#eir anguage earning and
interactiona e1periences -ot# 9it#in and outside t#e program7 "#e
Indings demonstrate t#at 9#ie anguage proIciency and cutura and
socia 5amiiarity are essentia means 5or integration$ suc# integration
9oud not occur competey 9it#out ac#ie&ing t#eir pro5essiona goas7

CitiEens#ip and Immigration Canada7 <2004=7 %aluation of the Language
1nstruction for =e9comers to Canada BL1=CC program7 CitiEens#ip and
Immigration Canada7
Der9ing$ "7 47$ W "#omson$ R7 I7 <2005=7 CitiEens#ip Concepts in LIFC
Cassrooms7 T%SL Canada &ournal$ +.<1=$ 44-!27
?Toda$ it is time for a ne8 &ision?3 (perationaliJing action in the
Baltic corporate discourse3
Author4s5% 4aria Cristina Gatti
"#is paper aims at in&estigating t#e meaning-making strategies -uit
around t#e encoding o5 action in corporate 9e-sites o5 t#e Aatic
countries7 .peciIcay$ I 9i Irsty anayse #o9 action #as -een
reconte1tuaiEed 9it#in t#e corporate #istory te1t-type 5or t#e 9e- pages7
"#is 9i -e done 9it# a particuar 5ocus on representationa meanings in
-ot# t#e medium-scae and ong-scae engt#7
.#edding ig#t on action in terms o5 process types and circumstances
necessariy in&o&es time and time is a socia construct cosey
interconnected 9it# space7 'gainst t#is -ackdrop and -uiding on t#e
assumption t#at any #istorica narration is necessariy encoded in t#e dua
43
dimension o5 space-and-time$ I 9i 5urt#er iustrate t#e reations#ip
-et9een diCerent temporaities$ as reaised in t#e e1icogrammar$ and t#e
construction o5 oca and go-a space-times$ as meta-discursi&ey 5ramed7
Finay$ I 9i s#o9 #o9 t#is approac# to te1t #as ena-ed t#e retrie&a o5
traits o5 typicaity as 9e as idiosyncrasies <9it# re5erence to Indings 5rom
my pre&ious studies o5 Fortune Go-a 500 >estern companiesD 9e-sites=7
"#is study contri-utes to t#e sc#oary iterature on t#e
interconnectedness o5 time and space and t#e representation o5
organisations as spatio-tempora processes7
1ele&ance and nKuence of #hraseological #henomena in +ati&e
and +on/nati&e Te-t #roduction
Author4s5% Cordua Gass
' nati&e-ike inguistic competence is o5ten 0uoted as one o5 t#e main
o-Hecti&es o5 ad&anced anguage teac#ing7 Qet despite a good command
o5 e1is and synta1$ 5e9 earners -ecome truy proIcient users o5 t#eir
seected target anguage7 GItDs not 9rong -ut itDs not proper %ngis# eit#erG
is 9#at students o5ten #ear7 "#ere5ore t#is paper takes a coser ook at
p#raseoogica p#enomena 9it# respect to anguage perception in genera
and Hudgement o5 nati&eness in particuar7
44
Fati&e and non-nati&e teac#ers o5 %ngis# as 9e as nati&e and non-nati&e
speakers 9it#out any -ackground in %FL teac#ing 9ere asked to e&auate
a sampe o5 eig#t te1ts7 "#ese te1ts 9ere a -ased on t#e same picture
story and 9ritten -y more and ess competent L1 and L2 speakers o5
%ngis#7 >it# t#e #ep o5 an onine 0uestionnaire t#ese s#ort stories 9ere
t#en su-di&ided into s#ort paragrap#s$ 9#ic# t#e participants assessed
and ranked in terms o5 Gnati&enessG7
In most cases$ correct %ngis# p#rasing did indeed #a&e an impact on t#e
perception o5 its reader7 )nsurprisingy$ nati&e speakers o5 %ngis# #a&e
#ardy any pro-ems to identi5y te1ts 9ritten -y non-nati&es7 3o9e&er$ t#is
study aso suggests t#at p#raseoogica mistakes gi&e a9ay t#e identity o5
t#e 9riter e&en more ceary t#an grammatica errors do7 Furt#ermore$ L1
teac#ers o5 %ngis# tend to -e more toerant in t#eir e&auation t#an non-
nati&e speakers areL especiay 9it# p#rases$ 9#ic# are 0uite cose to t#eir
o9n mot#er tongue in 9ording and structure7 Bn t#e ot#er #and non-
nati&e speakers 9it#out an %FL -ackground are more easiy misead -y a
&ery conIdent$ non-earner-stereotypica stye7
3ence t#e use o5 nati&e-ike p#raseoogy 9it#in a te1t seems to -e a
rat#er inRuentia 5actor$ 9#ic# s#oud -e taken into consideration in t#e
assessment o5 inguistic competence as 9e as 5oreign anguage teac#ing
and teac#er training7

#ublish in ,nglish or #erish in 'erman6 A 1esearch #ro@ect on
Academic 7riting and #ublishing in ,nglish as a 0oreign
Language
Author4s5% Caus GnutEmann$ Frank Ra-e
"#e predominance o5 %ngis# in scientiIc pu-ications is a 9e
documented 5act7 Suite ceary$ t#is 9as t#e precondition as 9e as t#e
45
resut o5 t#e go-aisation o5 science7 3o9e&er$ it #as aso ed to t#e
dispacement o5 ot#er anguages in scientiIc communication in a arge
num-er o5 discipines7
In t#e natura sciences$ t#e proportion o5 pu-ications in %ngis# 9ord9ide
#as -een greater t#an 20 percent 5or o&er a decadeL in t#e Ied o5
engineering and e&en in t#e socia sciences and t#e #umanities t#e
Igures are apparenty 0uite simiar7 "#us$ it comes as no surprise t#at in
t#e rankings o5 t#e %uropean .cience Foundation amost a academic
Hournas 9it# t#e top grade G'G are pu-is#ed in %ngis#7 's a
conse0uence$ 9riting and pu-is#ing in %ngis# #as -ecome t#e norm in
amost a scientiIc discipines7 .ince Hourna pu-ications in %ngis# #a&e
-ecome t#e essentia indicator 5or researc# per5ormance and assessment
internationay$ it seems o-&ious t#at non-nati&e %ngis# researc#ers #a&e
to cope 9it# an additiona pro-em$ namey t#e inguistic c#aenge$ a 5act
9#ic# &ery o5ten puts t#em at a communicati&e disad&antage7 "#e main
researc# 0uestions o5 our proHect are t#e 5oo9ing6
17 >#at pro-ems and diJcuties do non-nati&e researc#ers encounter
in t#eir preparation o5 researc# artices in %ngis#M
27 >#at strategies and resources do t#ey depoy in order to o&ercome
t#ese pro-ems$ i7e7 t#eir communicati&e disad&antageM
"#e empirica part o5 t#e researc# is presenty -ased on 1+ inter&ie9s 9it#
researc#ers 5rom &arious discipines taug#t at t#e )ni&ersity o5
Araunsc#9eig7 "#e presentation descri-es #o9 and 9#y t#e inter&ie9s
9ere conducted7 "#is is 5oo9ed -y a preiminary e&auation o5 t#e
resuts$ as 9e as suggestions t#at mig#t inRuence 5urt#er de&eopments7
#lanning ,LT in ,thiopia% ;anagerial &ersus participator$ models
Author4s5% Ross Gra#am

4!
Impro&ing t#e teac#ing o5 %ngis# in %t#iopia is an urgent priority$ gi&en
t#e roe accorded to %ngis# as medium o5 instruction in secondary and
tertiary education$ and t#e demonstra-y negati&e conse0uences 5or
su-Hect earning o5 studentsD inade0uate e&e o5 %ngis#7 "#is paper
e1amines t#e t#inking -e#ind t9o maHor centray-directed proHects6 t#e
%ngis# Language Impro&ement @roHect <%LI@=$ 9#ic# ran 5rom 2003 to
200($ and t#e %ngis# Language Suaity Impro&ement @rogram <%LSI@=$
co&ering t#e period 2002-201+7 't#oug# %LI@ reac#ed o&er 140$000
teac#ers o5 %ngis# and ot#er su-Hects$ t#e muti-stage cascade mode on
9#ic# it 9as -ased$ toget#er 9it# t#e ack o5 integration 9it# t#e
countryDs education system$ resuted in imited ong term impact7 %LSI@$ in
contrast$ is designed as part o5 a compre#ensi&e package o5 measures
aCecting a aspects o5 t#e countryDs education system$ and is 5ounded on
strategic management principes7 Its -asic 9eakness is t#at as an
administrati&e ediIce$ it paces pans a-o&e peope7
"#e paper puts 5or9ard t#e strong need 5or a diCerent conception o5
panning$ one t#at takes account o5 -ot# regiona di&ersity and oca
needs$ and -uids supporti&e net9orks in 9#ic# kno9edge and
e1perience can -e s#ared7 %Cecti&e panning needs to go -eyond t#e
e1ercise o5 manageria contro and accounta-iity6 it needs to -e -uit on
taking cognisance o5 oca needs and construct 5rame9orks 5or de&eoping
appropriate soutions7 I e1pore t#e %LSI@ t#eme o5 Nsu-Hect--ased
mentoringD$ in 9#ic# %ngis# teac#ers are e1pected to 9ork cosey
toget#er 9it# su-Hect teac#ers7 .ome ot#er concrete proposas are made
concerning 9ays in 9#ic# %ngis# anguage teac#ing in %t#iopia can -e
ena-ed to ser&e di&erse educationa needs7
4+
Turn Ta"ing in *ni&ersit$ Seminars% The negotiation of meanings
and identities in an intercultural space
Author4s5% "re&or Grims#a9$ Da&id .kidmore$ *yoko 4urakami
Recent iterature #as emp#asiEed t#e -eneIts o5 muticutura group 9ork
as a means o5 encouraging internationaist integration and 5ostering t#e
de&eopment o5 intercutura competencies <e7g7 Ryan$ 2000L Carro W
Ryan$ 2005=7
3o9e&er$ 0uestions remain a-out t#e eCecti&eness and cutura
appropriateness o5 group 9ork$ 9#ic# in some cases may actuay
increase cross-cutura misunderstandings and resentment -et9een
participants7 "#e assumption t#at coa-orati&e discussions 9i
necessariy 5aciitate incusi&eness needs to -e -aanced against
considerations suc# as cassroom management$ t#e inguistic resources o5
participants$ and t#e socia dynamics o5 speciIc groups o5 earners7
4oreo&er$ spontaneous speec# in ingua 5ranca conte1ts remains a
reati&ey une1pored area7 4uc# researc# remains to -e done a-out t#e
strategies depoyed in mutiingua cassrooms 5or t#e negotiation o5
meaning and t#e e1pression o5 disagreement7
"#is presentation reports on an in&estigation into t#e turn-taking practices
t#at go&ern tak 9it#in mutiingua groups o5 postgraduates7 "#roug#
Con&ersation 'naysis it e1amines #o9 participants interact in sma group
discussions$ and #o9 t#ey reRe1i&ey e&auate t#eir o9n roes in t#ese
interactions7
"#e study constitutes an opportunity to assess t#e impact o5 recent t#eory
5rom t#e Ied o5 appied inguistics$ incuding t#e de-ate on nati&e-
speakerism <3oiday$ 2005= and t#e roe o5 %ngis# as a Lingua Franca7 It
aso suggests 9ays in 9#ic# issues in appied inguistics can -e 5urt#er
in5ormed -y insig#ts 5rom sociocutura t#eory and t#e -roader socioogy
o5 education7

Carro$ O7 W Ryan$ O7 <eds7= <2005= Teaching 1nternational Students7
1mproing Learning for All$ London6 Routedge <pp7 (4-21=
3oiday$ '7 R7 <2005= The Struggle to Teach %nglish as an 1nternational
Language$ B15ord6 B15ord )ni&ersity @ress
4(
Ryan$ O7 <2000= A Guide to Teaching 1nternational Students$ B15ord6
B15ord Arookes )ni&ersity$ B15ord Centre 5or .taC W Learning
De&eopment
A diachronic corpus anal$sis of generic pronouns and
determiners in ,nglish
Author4s5% @enny 3ands$ *ate >id
Generic pronouns and determiners #a&e ong -een a contro&ersia area o5
%ngis# usage6 t#ere is disagreement o&er sentences suc# as %eryone
has the right to express their* his* his or her opinion7 )nti recenty$ ad&ice
a-out 9#ic# 5orm to use #as argey -een -ased on persona opinion7
"#ere #a&e -een a 5e9 corpus--ased studies$ -ut t#ese #a&e -een imited
-y t#e sma siEe o5 t#e corpora and t#e ack o5 toos a&aia-e 5or
automaticay detecting anap#oric reations7
"#e issue o5 gender anguage in genera$ and pronoun seection in
particuar$ is especiay ree&ant to Ai-e transation7 's part o5 t#e
transation process 5or t#e 2011 update o5 t#e Fe9 Internationa ,ersion
o5 t#e Ai-e$ t#e Committee on Ai-e "ransation - 9#o o&ersee t#e te1t o5
t#e FI, - commissioned Coins Dictionaries to carry out a corpus anaysis
o5 generic pronouns and determiners$ using t#e 474 -iion-9ord Coins
Corpus7 "#e proHect used state-o5-t#e-art anap#ora resoution toos in
order to identi5y 9#ic# pronouns and determiners are used to re5er -ack to
indeInite pronouns <e7g7 someone! eeryone= and to nouns re5erring to
indi&iduas o5 unspeciIed gender <e7g7 a person! each child=7 >e tracked
usage and accepta-iity 5or eac# ocution o&er a t9enty-year period$
across diCerent &arieties and registers7
>e 5ound t#at generic they is t#e pre5erred option in a registers and
&arieties$ and t#at it #as -ecome more 5re0uent o&er t#e ast t9enty
years7 "#ere 9as a surge in t#e 5re0uency o5 he*she 5orms in t#e ate
nineties$ -ut t#ese #a&e since -ecome muc# ess 5re0uent$ as #a&e
mascuine generics7 Furt#ermore$ 9e 5ound t#at generic they #as spread
to t#e e1tent t#at it is used e&en 9#en it is not necessary to -e gender
neutra$ as in D'sk t#e young mot#ers and no one 9i say t#ey regret
#a&ing their -a-yD7
42
0luenc$ in interacti&e oral ,0L e-ams
Author4s5% Ouia 3uettner

Fuency is a a-e 5re0uenty used to descri-e ora anguage proIciency in
a 5oreign anguage and to capture t#e notion o5 smoot# and apparenty
eCortess trans5ormations o5 anguage panning processes into anguage
production7 3o9e&er$ despite t#is per&asi&e use$ Ruency remains a
Gt#orny issueG <Luoma$ 2004= in assessment$ argey due to a rat#er &ague
deInition o5 t#e underying construct and so t#e inguistic 5eatures
underying Ruency7
>#ie a arge -ody o5 researc# into Ruency #as taken a psyc#oinguistic
perspecti&e <c57$ e7g7$ *ormos W Denes 2004$ Lennon 1220L 2000=$ aready
some o5 t#e eariest inguistic treatments o5 t#is topic esta-is#ed t#e
ree&ance o5 co#erence$ conte1t sensiti&ity and creati&ity <Fimore 12+26
23= 5or users to -ecome :socia communicators; <ArumIt 12(46 54=7 "#is
-roader conceptuaisation ed to an appreciation o5 t#e importance o5
interacti&e 5eatures and t#e roe o5 t#e interactant in t#e perception and
e&auation o5 Ruency <c57 e7g7 Aro9n 2005$ 3ouse 122!$ Riggen-ac#
1221=7 "#ese #ig#ig#t t#e roe o5 strategic communicati&e competences
o5 speakers in t#e creation o5 :natura anguage use; <Arumi5t 12(4= as
9e as reating Ruency to more genera modes o5 anguage proIciency$
especiay Communicati&e Competence
"#is paper anayses eig#t #ig#-stakes interacti&e e1ams in %ngis# at
e&e A2 in t#e C%FR and demonstrates inguistic and diaogic 5eatures
present7 "#e e&auation and perception o5 t#e Ruency o5 t#ese interactions
and indi&idua interactants is discussed -y re5erring to conceptuaisations
and assessments 5rom practicing and pre-ser&ice %FL teac#ers$ o-tained
in inter&ie9s and 0uestionnaires7 "#ese perception data s#o9 t#at speciIc
inguistic 5eatures are assumed to contri-ute to Ruency$ -ut are not
necessariy e&idenced in a inguistic anaysis7 'so$ t#e diJcuties o5
50
assessing indi&iduas 9it# di&erse e&es o5 proIciency in an interacti&e
conte1t 9i -e #ig#ig#ted
<t=s the depression ma"ing $ou feel this 8a$2 and it can be
treated=% *nderstanding patients= accounts of depression and
appl$ing Endings in primar$ care
Author4s5% Danie 3unt
"#is paper e1amines t#e discursi&e construction o5 depression in a
speciaised corpus o5 messages to an onine menta #eat# 5orum7 Bnine
communication no9 constitutes a maHor source o5 in5ormation and
emotiona support 5or arge num-ers o5 indi&iduas 9it# c#ronic conditions
9#ist simutaneousy &aidating particuar iness concepts and patient
identities7 Linguistic anaysis o5 te1t--ased 9e- 5ora t#us oCers a &aua-e
opportunity to iuminate patient e1periences and interactions 9#ic#$
9#ist occurring outside o5 typica #eat#care conte1ts$ #a&e an
increasingy recognised impact on cinica encounters7
'ccommodating anaytica practices 5rom -ot# corpus inguistics and
critica discourse anaysis$ e1amination o5 t#e corpus proceeds initiay
5rom key9ord and coocation cacuations7 I t#en oCer a 0uaitati&e
anaysis o5 a num-er o5 key9ords in t#eir conte1ts o5 use$ 5ocusing
particuary on representations o5 depression and anti-depressant
medication7 "#e resuts suggest t#at at#oug# group mem-ers &er-ay
construct depression as a po9er5u and deeterious 5orce in t#eir i&es$
depression is ne&ert#eess discursi&ey separated 5rom t#e depressed
indi&iduas t#emse&es$ 9it# its agency aCecting t#em ony indirecty7
>#ist t#is inguistic construction o5 depressionDs independence is crucia
5or managing t#e stigma o5 menta iness$ corpus e&idence aso indicates
t#at indi&iduas &er-ay dissociate t#emse&es 5rom medica attempts to
51
treat and ae&iate t#eir condition$ 9#ic# may 9e inRuence t#eir attitudes
to9ards t#e reco&ery process7
Researc# into menta #eat# communication #as t#e potentia 5or
signiIcant non-academic impact and t#e data-dri&en et#os o5 corpus
inguistics is particuary apposite to t#e cimate o5 e&idence--ased
practice in t#e Aritis# F3.7 In ig#t o5 t#is and t#e con5erenceDs t#eme$ I
concude -y outining eCorts to ma1imise cinician in&o&ement 9it# t#is
inguistic study7 "#is discussion incudes an o&er&ie9 o5 a second arm o5
t#e proHect assessing G@sD e1perience o5 managing depression and t#e
c#aenges encountered in attempting to engage cinicians as -ot#
researc# participants and$ cruciay$ as researc# users7
A Comparison of ;ethods for Automatic .ocument ClassiEcation
Author4s5% Ric#ard 3ussey$ .#irey >iiams$ Ric#ard 4itc#e
"#e process o5 assigning keyp#rases to a document -ased on its contents
is kno9n as automatic keyp#rase e1traction <'*%=7 @re&ious researc#$
suc# as <.ood et a$ 200+=$ #as s#o9n t#at in signiIcant num-ers o5
instances$ keyp#rases suppied -y aut#ors are not appropriate 5or t#e
document 9it# 9#ic# t#ey are associated7 B5ten t#ey incude keyp#rases
t#at are cassiIcatory rat#er t#an e1panatory <e7g7$ :)ni&ersity o5
@oppeton; instead o5 :*no9edge Disco&ery in Data-ases;= or 9ere not
updated 9#en t#e documentDs 5ocus c#anged a5ter its conception7
Fumerous distinct systems #a&e -een presented 9#ic# attempt t#is task$
-ut mosty a use diCerent corpora to e&auate t#eir resuts7 "#is makes
comparing t#e eCecti&eness and eJciency o5 eac# system diJcut$ and
t#ere5ore impairing t#e ease o5 incorporating use5u eements o5
agorit#ms in 5uture 9ork7
"#is paper descri-es 9ork 9it# an aim 9as to impement a sma seection
o5 diCerent met#ods 5or '*%$ incuding t#e C-,aue <FrantEiy et a$ 2000=$
52
an n-gram met#od <3ussey et a$ 2011=$ and -asic statistica met#ods <t5
and t5bid5=7 "#ese met#ods 9ere t#en e&auated against a range o5
corpora to compare on issues suc# as per5ormance$ 0uaity o5 resuts$ and
setting a -enc#mark against 9#ic# to compare ne9 systems7

.7C7 .ood$ .737 B9sey$ *7O7 3ammond$ and L7 Airn-aum7 200+7 :"ag'ssist6
'utomatic "ag .uggestion 5or Aog @osts;7 Fort#9estern )ni&ersity7
%&anston$ IL$ ).'7 #ttp6PP9997ic9sm7orgPpapersP2--.ood-B9sey-
3ammond-Airn-aum7pd5 TLast accessed6 5 'pri 2011U
*7 FrantEiy$ .7 'naniadou$ and 37 4imaE7 20007 :'utomatic Recognition o5
4uti->ord "erms6 t#e C-&auePFC-&aue 4et#od;$ Internationa Oourna on
Digita Li-raries $ 3 <2=$ pp7 11+-1327
R7 3ussey$ .7 >iiams$ and R7 4itc#e7 20117 :*eyp#rase %1traction -y
.ynonym 'naysis o5 n-grams 5or %-Oourna CassiIcation;$ @roceedings o5
e*FB>$ "#e "#ird Internationa Con5erence on In5ormation$ @rocess$ and
*no9edge 4anagement7 @p7 (3-(! <2011=7
#ttp6PP9997t#inkmind7orgPinde17p#pM
&ie9`articeWarticeid`ekno9c2011c4c30c!0053 TLast accessed6 5 'pri
2011U
The impact of gender on language learning moti&ation
Author4s5% Oanina I9aniec

4oti&ation is one o5 t#e most 9idey researc#ed concepts in t#e area o5
second anguage earning and ac0uisition7 Fe&ert#eess$ itte is kno9n
a-out #o9 moti&ation is inRuenced -y en&ironmenta &aria-es suc# as
socioeconomic -ackground$ geograp#ica ocation$ and gender7
"#is proHect aims to in&estigate t#e moti&ation to earn %ngis# as a
5oreign anguage o5 @ois# pupis aged 15-1! attending compusory
education in t#eir o9n country7 240 pupis <122 5emae$ 112 mae$ 4
participants missing gender data= coming 5rom diCerent socioeconomic
-ackgrounds and i&ing in ur-an and rura areas competed t#e
moti&ationa 0uestionnaire7 "#e 0uestionnaire contained 12 scaes$ some
o5 9#ic# assessed constructs t#at #a&e -een 5re0uenty used in anguage
earning moti&ation researc# suc# as instrumentaity$ parenta
53
encouragement and Darnyei8s <2005= concept o5 t#e Idea L2 se57 "#e
0uestionnaire aso contained ne9 scaes measuring constructs adapted
5rom genera educationa psyc#oogy suc# as se5-concept$ se5-eJcacy$
and intrinsic moti&ation7 "#e 0uestionnaire contained t9o criterion
measures$ namey moti&ated -e#a&iour and se5-reguation7 "#e
regression anaysis o5 t#e a-o&e 5actors s#o9ed t#at t#e -est predictors o5
t#e participants8 se5-reguation 9ere intrinsic moti&ation$ moti&ated
-e#a&iour and t#e Idea L2 .e5$ 9#ereas moti&ated -e#a&iour 9as
predicted soey -y se5-reguation7 "#e t-tests and 'FB,' uni&ariance
tests re&eaed t#at pupis8 moti&ation 9as #ea&iy inRuenced -y non-
inguistics 5actors7 Femae pupis 9ere 5ound to score signiIcanty #ig#er
on most o5 t#e &aria-es in&o&ed7 "#e anaysis aso s#o9ed t#e
ad&antage o5 pupis coming 5rom midde-cass 5amiies o&er t#e ones
coming 5rom o9er cass 5amiies7 .imiary$ pupis 5rom ur-an areas scored
#ig#er on some scaes t#an students 5rom rura areas7

Darnyei$ K7 <2005=7 The psychology of the language learner 7 indiidual
diDerences in second language acquisition7 4a#9a#$ F7O76 L7 %r-aum7
Conte-t2 Culture2 and Critical Thin"ing% Teaching ,nglish 8ithin
Local #arameters
Author4s5% 'yes#a *ama
Go-aiEation #as made e1posure to %ngis# practicay inescapa-e7 's a
resut$ t#e impications o5 teac#ing %ngis#$ especiay i5 one keeps in mind
its #istorica past and its roe in t#e spread o5 cooniaism and capitaism$
are -eing anayEed and 0uestioned7 .e&era researc#ers are concerned
t#at oca traditions and cutures are deteriorating as %ngis# is -eing
DimposedD on t#e oca citiEens7 "#ese t#eorists -eie&e t#at it is important
5or educators to earn #o9 to use %ngis# anguage cassrooms to promote
critica t#inking among t#e students and #a&e t#em anayEe t#eir o9n
54
position in t#e 9ord in reation to t#eir sociopoitica conte1ts7 "#is
e1pectation assumes t#at earners are not critica t#inkers7 It aso
assumes t#at in reaity$ t#e cassroom conte1t and cuture pro&ide a
suita-e space 5or postmet#od pedagogica teac#ing strategies7
Aased on et#nograp#ic o-ser&ations$ con&ersations$ and inter&ie9s$ t#is
study presents t#e &ie9s o5 *u9aiti students enroed in t#e 3eat#
.ciences program at *u9ait )ni&ersity7 "#eir responses iustrate t#e
compe1 negotiation processes t#ey go t#roug# 9#en deciding 9#at
stance - 9#et#er acti&e participant or passi&e recipient - t#ey take in
con5ronting t#e c#anges around t#em and t#e anguages t#ey use to
e1press t#emse&es7 "#is presentation aims to #ig#ig#t t#is compe1ity
and emp#asiEe t#at understanding oca conte1ts and cutures is crucia to
teac#ing and earning %ngis# in t#is go-aiEed 9ord7 4oreo&er$ t#e
respondents demonstrate t#at 9#ie t#e concept o5 DHustD teac#ing %ngis#
may not -e possi-e$ it s#oud -e made cear t#at t#e students are not
DHustD earning7
CanagaraHa#$ .7 <1222= ^em_Resisting Linguistic Imperiaism in %ngis#
"eac#ing^Pem_7 B15ord6 B15ord )ni&ersity @ress7
*umara&adi&eu$ A7 <200(= ^em_Cutura Go-aiEation and Language
%ducation^Pem_7 Qae6 Qae )ni&ersity @ress7
@#iipson$ R7 <1222= ^em_Linguistic Imperiaism^Pem_7 B15ord6 B15ord
)ni&ersity @ress7
A Linguistic Approach to British Sign Language #oetr$
Author4s5% 4ic#iko *aneko$ Donna >est
"#is paper e1pores #o9 anaysis o5 Aritis# .ign Language <A.L= poetry
can -eneIt 5rom e1isting inguistics 5rame9orks$ and #o9 esta-is#ed
anaytica terms and concepts can -e appied to t#e &isua-spatia
modaity o5 creati&e sign anguage per5ormance7
55
.ign anguage poetry is a reati&ey ne9 p#enomenon in terms o5 inguistic
anaysis7 "#at is to say$ at#oug# Dea5 peope #a&e passed on signed
stories$ Hokes$ anecdotes and 5okore 5or generations$ it is ony since t#e
ad&ance o5 &ideo tec#noogy$ Im$ editing and coding so5t9are t#at 9e
#a&e 9itnessed t#e gro9t# and esta-is#ment o5 a iterary$ poetic tradition
among Dea5 peope around t#e 9ord <Rose$ 200!=7
,arious non-inguistic approac#es #a&e -een taken to t#is ne9y emerged
-ody o5 signed poems$ 5rom t#e per5ormati&e <Rose$ 200!= t#at 5ocuses on
a poems8 resem-ance to t#eatrica and per5orming arts$ to t#e kinetic and
cinematograp#ic <Aauman$ 200!=7
3o9e&er$ sign anguage poetry is 5undamentay a linguistic art7
%sta-is#ed terms and concepts in genera inguistics can #ep5uy
contri-ute to met#odica anaysis o5 A.L poetry7 "#ey are especiay use5u
in identi5ying su-te diCerences among &arious poets$ eading to t#e
di&ersiIcation 9it#in A.L poetry <9#ic# #as$ to date -een argey treated
as one genre=7
In t#is paper 9e seect t#e 9orks o5 se&era esta-is#ed Dea5 A.L poets
and #ig#ig#t$ t#roug# inguistic anaysis$ t#e styistic diCerences in t#eir
use o5 &oca-uary$ conceptua and spatia -ending$ 5raming$
segmentation$ and metap#or7
Aauman$ 3-D L7 <200!= :Getting out o5 Line6 "o9ards a ,isua and
Cinematic @oetics o5 '.L;7 In Aauman$ 3-D L7$ O7 L7 Feson$ and 3 4 Rose
<eds7= Signing the 3ody Poetic7 Aerkey6 )ni&ersity o5 Cai5ornia @ress7
Rose$ 37 47 <200!= :"#e @oet in t#e @oem in t#e @er5ormance;7 In Aauman$
3-D L7$ O7 L7 Feson$ and 3 4 Rose <eds7= Signing the 3ody Poetic7 Aerkey6
)ni&ersity o5 Cai5ornia @ress7
G
Accents of ,nglish and Listening Comprehension% ,&idence of
ConKict bet8een ,LT Dandboo"s and Teachers= #ractices
5!
Author4s5% ,asiiki *aneou
Listening to and processing t#e pronunciation o5 speakers o5 diCerent
nati&e and non-nati&e &arieties o5 %ngis# presents a c#aenge 5or many
earners7 "#e genera consensus among aut#ors o5 %L" #and-ooks is t#at
teac#ers need to use istening materia t#at 9i #ep earners -ecome
a9are o5 diCerent accents o5 %ngis# <i7e7 3armer$ 200+L Cece-4urcia W
Bs#tain$ 2000=
In order to disco&er i5 teac#ers o5 %ngis# s#are t#is &ie9 and i5 t#is is
reRected in t#eir teac#ing practices$ a 0uestionnaire 9as competed -y a
representati&e sampe o5 4+ %ngis# anguage teac#ers in "#essaoniki$
Greece7 "#e mean response 5or eac# 0uestionnaire item 9as cacuated
and t#e paired-sampes t-test 9as undertaken in order to determine i5 any
diCerences in t#e scores 9ere statisticay signiIcant7
"#e 0uestionnaire resuts indicate t#at t#e percei&ed importance o5
earnersD e1posure to a standard Aritis# or 'merican &ariety is greater
compared to t#e earnersD e1posure to standard regiona$ non-standard
regiona$ or non-nati&e &arieties o5 %ngis#7 ' simiar pattern emerged in
terms o5 t#e teac#ersD responses to t#e 0uestion addressing t#e 5re0uency
o5 earnersD e1posure to &arious accents o5 %ngis# t#roug# t#e istening
materia o5 t#e course7 Conersations among non6natie B,ut EuentC
spea-ers of %nglish recei&ed t#e o9est rating o5 a 0uestionnaire itemsL
t#is is disappointing since no9adays %ngis# is primariy used 5or
communication among non-nati&e speakers o5 %ngis# <Oenkins$ 2000=7
"#is study suggests t#at t#e &ie9s e1pressed in %L" #and-ooks in t#is
area #a&e #ad itte impact on teac#ersD practices and t#e reasons 9#y
t#is is t#e case 9i -e re&eaed7
3armer$ O7 200+7 "o9 to teach %nglish7 2^sup_nd^Psup_ edition7 3aro96
Longman
Cece-4urcia$ 47 W Bs#tain$ %7 20007 Discourse and Context in Language
TeachingF A Guide for Language Teachers7 Cam-ridge6 Cam-ridge
)ni&ersity @ress
Oenkins$ O7 20007 The Phonology of %nglish as an 1nternational Language7
B15ord6 B15ord )ni&ersity @ress
5+
,nglish in C$prus% 0rom Colonial to Lingua 0ranca
Author4s5% Dimitra *aroua-,rikki
"#e paper e1amines anguage poicy aimed at %ngis# in Cyprus 5rom t#e
Aritis# coonia rue <1(+(-1252= to t#e 50
t#
anni&ersary o5 t#e Repu-ic o5
Cyprus <2010=7 It in&estigates t#e status and 5unctions o5 %ngis# during
t#e coonia period and demonstrates its roe as an administrati&e$ oJcia
anguage rat#er t#an a ingua 5ranca7 It inks t#is roe to t#e concerns o5
-ot# Greek-Cypriots and "urkis#-Cypriots a-out t#e maintenance o5 t#eir
et#nic identity and anguage <Greek and "urkis# respecti&ey=7 "#e paper
proceeds 9it# e1amining t#e e1cusion o5 %ngis# 5rom t#e oJcia
anguages stipuated in t#e Constitution o5 t#e ne9y-esta-is#ed Repu-ic
o5 Cyprus in 12!07 It aso studies t#e anguage-poicy strategies t#at eit#er
promoted %ngis# as a 5ormer coonia and an internationa anguage or
reHected it in order to decrease its po9er and graduay re&erse its
dominant roe in 5a&our o5 Greek <ate 12(0s and mid-1220s=7 "#ese
eCorts are associated to identity oyaties <e7g7 3eenocentrism and
Cyprocentrism= and are -ased on data dra9n 5rom t#e domains o5 t#e a9
courts$ t#e ci&i ser&ice <e7g7 oJcia documents$ car num-er-pates$ pu-ic
signs= and education7 "#e paper Inay 5ocuses on t#e period a5ter t#e
mid-1220s and especiay a5ter t#e isandDs accession to t#e %uropean
)nion in 2004 unti 2010 to s#o9 t#at %ngis#$ as a Irst 5oreign anguage
on t#e isand$ #as ac0uired a de-et#nicised roe and ser&es as an
internationa ingua 5ranca in a mutiingua and muticutura Cyprus7
5(
;ediating bet8een ,nglish and Slo&enian% Do8 Ad&anced
Slo&enian Students *se ,nglish Comparati&es
Author4s5% 4onika *a&air
Foo9ing t#e .ystemic-Functiona paradigm$ t#e paper e1pores t#ree
#ypot#eses6
1- In -ot# %ngis# and .o&enian$ adHecti&es can -e used eit#er
a-soutey or reati&ey in a t#ree degrees$ i7e7 t#ere is a systemic
c#oice -et9een t#e a-soute and reati&e use o5 adHecti&esL t#is is
part o5 t#e contri-ution t#e Interpersona 4eta5unction makes at t#e
e&e -eo9 t#e cause7
2- ' o5 t#ese possi-iities e1ist in -ot# %ngis# and .o&enian$ -ut t#e
diCerence -et9een t#e t9o is t#at in %ngis# it is t#e a-soute use o5
t#e superati&e degree t#at is particuary producti&e 9#ereas in
.o&enian it is t#e a-soute use o5 t#e comparati&e degree t#at is
&ery 5re0uent7
3- >#en mediating -et9een t#e t9o anguages$ .o&enian speakers o5
%ngis# 9i typicay e1perience diJcuties on account o5 t#e
diCerences in t#e use o5 adHecti&esL most importanty$ t#ey are
e1pected to o&eruse a-soute comparati&es in %ngis#7
'n anaysis o5 transations -y uni&ersity students o5 %ngis# conIrms t#e
#ypot#eses7 "#e study o5 student 9riting s#o9s$ #o9e&er$ t#at not ony
comparati&es$ -ut aso superati&es are a critica area 9#ere t#e
diCerences -et9een t#e t9o anguages #a&e -een underappreciated$ and
t#e Indings are e1pected to in5orm t#e educationa process making t#e
topic a part o5 uni&ersity instruction7

52
A cross/cultural comparison of e&aluati&e languages in doctoral
dissertations % An e-plorator$ stud$
Author4s5% "sang-3ao *e$ C#ia-Qen Lin
%&auation #as -een considered as crucia inguistic de&ices used to
e1press oneDs stance in t#e construction o5 academic discourse7 Fumerous
studies #a&e in&estigated e&auati&e anguages 9#ci# can -e reaiEed -y
diCerent e1ica items <e7g7 ad&er-ias$ nouns= in academic 9riting and
speaking7 Fe9 studies$ #o9e&er$ #a&e cross-cuturay compare e&auation
in doctora dissertations7
"#e present study e1amines e&auation 9#ic# is reaiEed -y e&auati&e
adHecti&es in t#e doctora dissertations 9ritten -y 10 nati&e speakers o5
%ngis# and 10 nati&e speakers o5 C#inese7 In addition$ it e1amines t#e
distri-ution o5 e&auati&e adHecti&es and potentia &ariations in t#e t9o
corpora7 "#e -roady distri-uted o5 e&auati&e adHecti&es s#o9 t#at t#e
same type o5 adHecti&e may -e used 5or diCerent purposes7 "#e Indings o5
t#is study may s#ed ne9 ig#t into t#e use o5 adHecti&es in dissertations
and #a&e impicaiton 5or %'@ pedagogy7
!0
A Corpus/based n&estigation of ;etaphor in Business Science
.iscourse
Author4s5% Aaramee *#eo&ic#ai
In t#e domain o5 economics and -usiness$ metap#or #as -een caimed to
pay an important roe in constructing t#eories and communicating ideas7
3o9e&er$ pre&ious studies are -ased on searc#es 5or pre-seected strings
o5 metap#oric e1pressions$ 9#ic# may ony partiay capture t#e
metap#oric e1pressions in a corpus7
"#is researc# aims to in&estigate #o9 metap#or constructs
-usinessPeconomic concepts in -usiness researc# artices 9it# t#e
assistance o5 semantic annotation so5t9are /an approac# caimed to
ena-e a more open-ended searc# <3ardie et a7 200+=7 Data incude 42
-usiness researc# artices <500$000 tokens in tota= pu-is#ed in 2002-
2010 in I&e Hournas ranking in t#e top-ten according to t#e 200+ Hourna
impact 5actors7 .emantic annotation so5t9are$ ).'. <Rayson 200(=$ 9as
empoyed to retrie&e metap#oric e1pressions 9#ic# 9ere t#en anayEed
using Conceptua 4etap#or "#eory <LakoC and Oo#nson 12(0= and
4etap#or .cenario <4usoC 200!=7
Data anaysis indicates t#at metap#or constructs -usinessPeconomic
concepts in terms o5 narrati&es containing participants$ t#eir interactions
and t#e purposes o5 t#e interactions7 Centra to t#ese scenarios is t#e
,ounded space source domain 9#ic# 5unctions as a setting 5or t#e
scenarios7 "#e scenarios are proHected 5rom ot#er source domains t#at
#a&e a source-pat#-goa sc#ema$ incuding 9ar$ sport$ game$ Gourney$
machine$ liing organism$ ,uilding and physical forces7 "#ese scenarios
are interconnected and 5orm a co#erent narrati&e o5 -usiness science
discourse7


!1
3ardie$ '7$ *oer$ ,7$ Rayson$ @7 'nd .emino$ %7 <200+=7 %1poiting a
semantic annotation too 5or metap#or anaysis7 In6 Proceedings of the
Corpus Linguistics +HHI conference7
LakoC$ George and Oo#nson$ 4ark7 <12(0=7 Metaphors 9e lie ,y7 C#icago
and London6 "#e )ni&ersity o5 C#icago @ress7
4usoC$ 'ndreas7 <200!=7 4etap#or scenarios in pu-ic discourse7
Metaphor and Sym,ol7 21<1=6 23-3(7
Rayson$ @au7 <200(=7 From key 9ords to key semantic domains7
1nternational &ournal of Corpus Linguistics' 13 <4=6 512-5427
,-periencing space and place% A multi/modal corpus approach
Author4s5% Da9n *nig#t$ .&enHa 'dop#s
"#is presentation discusses #o9 ne9y emerging muti-moda$ u-i0uitous
corpora can -e used to assist in t#e 0uestioning o5 t#e e1tent to 9#ic#
anguage c#oices are determined -y diCerent spatia$ tempora and socia
conte1ts in communication7
)-i0uitous corpora are emergent muti-moda datasets comprised o5 a
&ariety o5 diCerent records o5 e&eryday communication$ 5rom te1t--ased
media <e7g7 .4. messages and interaction in &irtua en&ironments=$ &ideo
and audio data <5rom 5ace-to-5ace interaction andPor p#one and &ideo
cas= to G@. and -iometric data ogs <i7e7 #eart and s9eat rate
monitoring=7
"#is presentation 9i report on some o5 t#e issues and c#aenges t#at are
currenty -eing 5aced in compiation and use o5 &arious 5orms o5
u-i0uitous corpora7 It 9i seek to discuss some o5 t#e optimum 9ays in
9#ic# corpora 5rom a range o5 diCerent domains are recorded$ processed$
stored and accessed -y t#e inguist7 "#e presentation aso e1pores #o9
t#ese datasets are 0ueried at &arious diCerent e&es$ i7e7 e1amining
diCerent units o5 anaysisL 5rom 9ords to muti-9ord e1pressions$ to
speciIc 5orms o5 discursi&e markers and 5unctions$ 9it#in and across
&arious diCerent data streams7
"#e notions o5 NspaceD and NpaceD 9i -e gi&en particuar attention in t#is
presentation and$ as part o5 t#is 5ocus$ demonstrations o5 9ork carried out
using a -espoke Ied 9ork tracking system 9i -e pro&ided7 "#e Ied
9ork tracker 9as de&eoped to support t#e capture 5or 0uaitati&e anaysis
!2
o5 Ied9ork data$ ao9ing users to take p#otograp#s$ audio recordings or
mo&ies and make te1tua notes as 9e as t#e recorded ocations 9#ie Non
t#e mo&eD7 'nayses o5 recordings made as part o5 a case study o5 usersD
na&igating -et9een and around diCerent art gaeries in Fotting#am 9i
-e presented$ detaiing #o9 suc# ocation -ased data can -e utiised in
order to start to ans9er 0uestions a-out t#e conte1t-speciIcity o5
anguage use7
Congruence bet8een teachers= beliefs and research norms for
,A# reading materials
Author4s5% Irena *uE-orska

' s#i5t 5rom teac#ing %ngis# 5or genera to teac#ing %ngis# 5or speciIc
purposes #as caed 5or c#anges in %ngis# teac#ersD practices in a
Lit#uanian uni&ersityL -ut$ as researc# #as demonstrated$ t#e 9ays
teac#ers adapt or adopt ne9 practices in t#eir cassrooms reate to
9#et#er t#eir -eie5s matc# t#e assumptions in#erent in t#e ne9
programmes <.#i W Cummings$ 1225=7 3o9e&er$ no study today #as
in&estigated t#is congruence in t#e Lit#uanian %'@ conte1t7
"o gauge t#e reations#ip$ t#is e&auati&e-interpretati&e study e1amined
t#e practices o5 eig#t Lit#uanian %'@ teac#ers and t#eir -eie5s a-out
reading materias 5or ad&anced earners7 "#e study used &ideo stimuated
reca to o-tain measures o5 t#e teac#ersD -eie5s$ 9#ie comparing t#ose
-eie5s and -e#a&iours against t#e researc# norms7 "#e resuts o5 t#e
study re&eaed t#at materias 9ere commercia and in-#ouse te1t-ooks
and used topic units to de&eop studentsD tec#nica &oca-uary
kno9edge7 "#e seection o5 materias 9as intuition-ed rat#er t#an
researc# -ased7 "#e conte1tua 5actors$ suc# as t#e principaDs
re0uirements and t#e a&aia-iity o5 resources$ appeared to aso 5unction
as guiding 5actors in t#e teac#ersD approac#es to reading materias7
!3
Impications o5 t#ese Indings 5or impementing appropriate reading
materias in a Lit#uanian conte1t are discussed7
n&estigating L2 learnersG pragmatic competence in the stud$
abroad conte-t% a multimedia stud$ focusing on Tai8anese
learners of ,nglish
Author4s5% C#ia-C#un Lai
@ragmatic competence re5ers to t#e a-iity o5 producing sociay
appropriate utterances and interpreting impicit or e1picit meaning
according to t#e conte1t <Aac#man W @amer 122!=7 In recent years
interest in secondP5oreign anguage <L2= earners8 interanguage pragmatic
<IL@= de&eopment #as increased$ as t#e pu-ication o5 -ook-engt# studies
#a&e s#o9n <e7g7 'c#i-a$ 2003L Aarron$ 2003L .c#auer$ 2002=7 3o9e&er$
&ery 5e9 studies #a&e 5ocused on t#e Aritis# study a-road conte1t and
e&en 5e9er on a ongtitudina in&estigation o5 "ai9anese earners7 "#is
presentation presents t#e resuts o5 a 12-mont# study into t#e IL@
de&eopment o5 2( postgraduate "ai9anese students studying 5or
postgraduate degrees at a Aritis# uni&ersity7 "#e study e1amines -ot#
earners8 pragmatic production o5 re0uests and re5usas7
!4
Data 5or t#e producti&e part o5 t#e study 9ere eicited 9it# a ne9y
designed pragmatic eicitation instrument t#at contained 10 computeriEed
&ideo cips 9it# #ig#er and e0ua status interocutors$ o5 9#ic# 5 5ocused
on re5usas and 5 on re0uests7 "#e 2( "ai9anese earners took part in t#e
data coection at t#ree distinct times6 s#orty a5ter t#eir arri&a$ in t#e
midde o5 t#eir stay$ and at t#e end o5 t#eir stay7 In addition$ 2( nati&e
speakers aso took part in t#e study7
"#e presentation 9i address t#e 5oo9ing researc# 0uestions6
- Did "ai9anese earners8 re0uests and re5usas c#ange during t#eir
study a-road soHournM
- Did t#e "ai9anese earners8 re0uests and re5usas -ecome more
nati&e-speaker ike during t#eir stayM
- Do t#e data indicate t#at t#e earners de&eoped diCerenty in
situations incuding an e0ua or #ig#er status interocutorM
- Do t#e earner data indicate any de&eopmenta patternsM
"#e resuts o5 t#e study 9i aso oCer some impication 5or teac#ing L2
earners7

Chinese students= preferences for feedbac" % e-ploring peer
re&ie8 in a second language 8riting class
Author4s5% Lam "sui %u .andra
.tudies #a&e s#o9n t#at 9#ie L2 students do accept peer re&ei9 as one
mode o5 5eed-ack on t#eir 9riting < 3u 2005L Oaco-s et a 122(L Qang et a
200!=$ t#ere is a pre5erence 5or teac#er 5eed-ack o&er peer 5eed-ack < 3u-
Lam 2010$ "sui and Fg 2000$ K#ang 1225=7 3o9e&er$ t#e reasons -e#ind
t#is pre5erence #a&e not -een ade0uatey e1pored7 "9o reasons #a&e
-een suggested -y 3u and Lam < 2010= 6 :t#e L2 5actor; and :t#e cutura
5actor;7
"#is paper reports on a study 9#ic# seeks to ans9er t#e 5oo9ing
0uesitons6 a='re C#inese students recepti&e to9ards t#e use o5 peer
re&ie9 as a pedagogica acti&ity in a 9riting cassM -=>#at are t#eir
pre5erences 5or 5eed-ackM >#at are t#e reasons 5or t#eir pre5erencesM
!5
c='re t#eir reported pre5erences consistent 9it# actua -e#a&iourM
@re&ious studies on t#e use o5 peer re&ie9 9it# C#inese students in&o&ed
participants 5rom more de&eoped regions o5 t#e @RC < Liu and C#ai 2002L
"sui and Fg 2000L Qang et a 200!=7"#is study #ad as its participants
(! students enroed in a uni&ersity in an^em_ inand^Pem_ pro&ince o5
C#ina7 It 9as an attempt to see i5 C#inese students in a ess de&eoped
region$ ess e1posed to >estern met#ods o5 education$ are recepti&e to
peer re&ie97 ' com-ination o5 0uaitati&e and 0uantitati&e met#ods
comprising 0uestionnaires <open-ended and cosed=$ semi-structured
inter&ie9s and e1amination o5 dra5ts 9it# peer 5eed-ack s#eets$ 9as used7
Suaitati&e anayses o5 t#e open-ended 0uestionnaire and inter&ie9 data
re&ea t#at t#e L2 5actor may -e t#e 5actor 9#ic# accounts 5or t#e
studentsD pre5erence 5or teac#er 5eed-ack o&er peer 5eed-ack7 Reasons
gi&en -y students 9#o did not put teac#er 5eed-ack o&er peer 5eed-ack
re&ea studentsD a9areness o5 t#e potentia -eneIts o5 peer 5eed-ack7 In
addition$ impications 5or t#e use o5 peer re&ie9 in t#e teac#ing o5 9riting
9it# C#inese earners are discussed7
A loo" at children=s L2 phonolog$ acBuisition in conte-ts 8here
se&eral &arieties are present
Author4s5% 'e1 3o-C#eong Leung
"#e Ied o5 appied inguistics #as seen an increase in researc# pertaining to
c#idrenDs concurrent ac0uisition o5 mutipe anguages <e7g7 @#ip et a7 200(=7
3o9e&er$ 9#at #appens 9#en &arious &arieties o5 a <second= anguage are
in&o&ed remains argey under-researc#ed <see .ige 2010=7 "#is paper ooks at
t#e ac0uisition o5 L2 %ngis# p#onoogy -y 3ong *ong <3*= C#inese c#idren
9#en mutipe &arieties are present7
In 3*$ c#idren 9#ose 5amiies empoy 5oreign domestic #epers <FD3s= recei&e
FD3-accented %ngis# input 5rom an eary age aongside t#e institutiona input
!!
t#ey get encompassing t#e 3*$ Aritis# and 'merican &arieties7 Despite
sometimes -eing treated as au1iiary %ngis# teac#ers <4c'rt#ur 2002=$ FD3sD
inRuence on c#idrenDs L2 %ngis# ac0uisition #as not -een 9idey studied7 "#e
current study 5ocusing on t#e inRuence o5 Fiipino-FD3s is an eCort to I t#is gap
30 kindergarten-3
rd
graders aged 4L! to !$ and 30 1
st
year secondary students
aged 12 to 14 9#o #ad recei&ed Fiipino-accented %ngis# or 9ere sti recei&ing
ongoing input in suc# %ngis# at t#e time o5 data coection participated in t#is
study aongside 30 contros7 "#ey took part in perception <picture c#oosingL '\
sound-discrimination= and production tasks <picture namingL pair-matc#ing= t#at
targeted posi&es Pp$t$kP and 5ricati&es P5$&P 9#ic# are reaised diCerenty in
Fiipino and 3* %ngis#7 "#ey aso participated in an attitude &er-a-guise task
9#ere t#ey istened to Fiipino-$ 3*-$ )*-$ ).- accented %ngis# speec# and rated
speakers according to personaity and status traits7
Resuts s#o9 t#at FD3-cared 5or participants are -etter at identi5ying t#e Fiipino
%ngis# sounds t#an t#e contro7 3o9e&er$ most participants do not produce
Fiipino-accented speec#7 4oreo&er$ attitude data s#o9s am-i&aence to9ards
Fiipino-accented %ngis#7 "#ese resuts #ig#ig#t t#e need to 5urt#er in&estigate
socia 5actors in c#id L2 ac0uisition7 "#is resonates 9it# a num-er o5
contri-utions in .eed#ouse et a7 <2010= 9#ic# principay emerged 5rom A''L
200(7
'erman as a third language% Cross Linguistic nKuence and the
stage of L3 learning
Author4s5% )rsua Langegger-Foakes

"#is paper e1amines cross-inguistic inRuence <CLI= in t#ird anguage
ac0uisition in Aritis# uni&ersity students7 In common 9it# ot#er students
o5 German in Great Aritain$ t#e maHority o5 students at t#e .c#oo o5
!+
4odern Languages in Aangor$ studying German$ #a&e %ngis# as L1$
Frenc# as t#eir L2 and German as t#eir L37
"#e purpose o5 t#is paper is to report on Indings o5 a study carried out
9it# Irst and t#ird year students o5 German at Aangor )ni&ersity7 "#e
9ritten and ora 9ork coected 5or t#e purpose o5 t#is study is$ as one
mig#t ca it$ :aut#entic academic data; and consists o5 essays$ s#ort
te1ts$ presentations and inter&ie9s7 "#e aim o5 t#e study is to in&estigate
i5 t#e stage o5 ac0uisition o5 t#e t#ird anguage i7e7 -eginners$
intermediate or ad&anced s#oud -e added as a key &aria-e in CLI7 "#e
present study in&estigates -eginners and intermediate students7
"#e data 9as anaysed using an adapted &ersion o5 3u5eisenDs 5rame9ork
<122(= and t#e Indings suggest t#at t#e stage o5 L3 earning$ is indeed an
important 5actor7 Bn t#e one #and it #as an eCect on t#e amount o5 CLI in
L3 production$ as <negati&e= CLI decreases 9it# increasing L3 proIciency
in t#e ora productions7 Bn t#e ot#er #and it seems to #a&e an inRuence
on t#e 0uaity o5 CLI7 Depending on t#e medium$ e1ica and syntactic
trans5ers decrease <in t#e ora tasks= or increase <in t#e 9ritten tasks= 9it#
increasing L3 proIciency7
3u5eisen$ A7$ 122(7 L3 - .tand der Forsc#ung - >as -ei-t Eu tunM In
TertJrsprachen' Theorien! Modelle! Methoden7 "d-ingen6 .tauCen-urg$
pp7 1!2 - 1(37
ScaFolding Strategies in L2 #eer 1e&ision and 'enre
Author4s5% Li Li$ 'ireEa 4emari 3anHani
!(
Inspired -y ,ygotskyDs sociocutura t#eory o5 earning and de&eopment
and one o5 its essentia tenets - scaCoding$ t#e primary purpose o5 t#is
case study researc# is to e1amine %FL studentsD interactiona dynamics
during peer re&ision acti&ities in genera and to deepen our kno9edge o5
scaCoding strategies t#ey utiise as t#ey 9ork coa-orati&ey in re&ising
t#eir papers in particuar7 Indeed$ t#e present in&estigation is an attempt
to grasp a -etter understanding o5 t#e mec#anisms o5 mutua scaCoding
strategies empoyed -y L2 earners in peer re&ision and potentia
simiaritiesPdiCerences across t9o 9riting genres$ process and
argumentation respecti&ey7 @articipants incude a pair o5 %FL uni&ersity
students enroed in a I5teen 9eek ong L2 essay 9riting course in an
Iranian uni&ersity 9#o take part in t9o re&ision sessions during 9#ic# t#ey
Hointy re&ise one process and one argumentation essays7 's t#e
participants 9ork toget#er and pro&ide 5eed-ack 5or eac# ot#er$ t#eir
con&ersations are tape-recorded7 "#ere5ore$ audio-taping o5 t#e
participantsD interactions and t#eir Irst and Ina dra5ts constitute t#e main
sources o5 our data7 Data anaysis$ t#en$ incudes microgenetic anaysis o5
t#e dyadDs con&ersations$ and e1amination o5 studentsD 9ritten te1ts7 "#e
resuts indicate t#at students empoy diCerent strategies to pro&ide
scaCoded support to t#eir peers7 Finay$ t#e reations#ip -et9een
scaCoding strategies and genre types are discussed in dept#7
!2
#arallel Language *se//planner=s dream or 8or"able polic$6
Author4s5% 'ndre9 Linn
"#e 5ocus o5 anguage panning in For9ay o&er t#e past 20 years$ -ut as
part o5 a process dating -ack to t#e 12!0s$ #as mo&ed 5rom interna
anguage panning$ in&o&ing t#e reations#ip -et9een t#e t9o 9ritten
standards$ Aokme and Fynorsk$ to e1terna anguage panning$ managing
t#e reations#ip -et9een For9egian and %ngis# in key domains o5
anguage use7 Oust as Aokme and Fynorsk #a&e oJciay -een e5t in
peace to de&eop independenty and side -y side$ so t#e oJcia ine on
t#e use o5 %ngis# and For9egian is one o5 parae anguage use$ o5
:For9egian 9#en you can and %ngis# 9#en you #a&e to;7 In t#is paper
9e e1pore t#e idea o5 a poicy o5 parae anguage use in For9ay$ and
indeed in .candina&ia more 9idey$ as it #as -een articuated in
go&ernment$ #ig#er education and -usiness pronouncements on anguage
use$ and ask i5 t#ere is a co#erent &ision7 >e suggest t#at$ 9#ie t#is
remains a &ision$ in a pick-and-mi1 9ord it is unen5orcea-e7 I5 domain
oss is to -e taken seriousy -eyond anguage panning circes$ 9e suggest
t#at #ig#er education and -usiness can and s#oud demand ad#erence to
t#e principe o5 parae anguage use and t#at t#ere can and s#oud -e
sanctions 5or t#ose pro5essionas 9#o do not ad#ere to it7 I5 t#is doesn8t
#appen$ 9e mig#t as 9e simpy accept domain oss ike any ot#er 5orm o5
anguage s#i5t7 "#e For9egian e1perience #as -een t#at anguage
management principes 9#ic# are not in ine 9it# popuar 9i are doomed
to 5ai$ and$ in t#e a-sence o5 necessary sanctions$ parae anguage use
9i Hoin t#e idea o5 a uniIed 9ritten 5orm o5 For9egian on t#e scrap#eap
o5 anguage panning #istory7
+0
,Fects of 1ecasts in ,0L Senior Digh School% +oticing2
Characteristics2 and ,-plicitness
Author4s5% C#i#-Qu Lo and Qa-C#in "sai
' num-er o5 empirica studies o5 interactiona 5eed-ack #a&e indicated
t#at recasts as 5re0uent 5eed-ack used -y teac#er eicit t#e east
success5u uptake in o9-t#reatening cassroom7 "#is pro-em concerns
t#e 5act t#at recasts may -e considered am-iguous to earners in terms o5
t#e diCerent e&es o5 e1picitness and impicitness7 "#e present study
attended t9o5od6 <1= to in&estigate earners8 noticing o5 recasts
associating 9it# earner uptakeL <2= to e1amine diCerent c#aracteristics o5
recasts in reation to earner uptake7 "9o %ngis# teac#ers and 44 senior
#ig# sc#oo earners participated in a 5our-9eek o-ser&ation in %ngis# as
Foreign Language <%FL= cassroom ocating in sout#ern "ai9an7 "#e data
9ere coected t#roug# cassroom o-ser&ation$ stimuated reca 9it#
earners$ and earning Hourna s#eet7 "#e resuts s#o9ed t#at recasts
appeared to -e success5u aong 9it# e1picit ones suc# as 5e9er c#anges
and s#ort in engt#7 In accordance 9it# earners8 noticing o5 recasts$
earners identi5ying recasts as response to inguistic aspects tended to
repair t#eir origina utterance7 Qet$ t#e case o5 no c#ance to uptake
s#o9ed t#at earners needed more immediate cues to notice t#e
correcti&e repetitions7 "#is study suggests t#at pedagogica impications
need to care5uy e1pain t#e connection -et9een earners8 noting o5
recasts and t#eir uptake7 Aesides$ t#e degree o5 e1picitness o5
p#onoogica recasts may contri-ute to its eCecti&eness on promoting
more uptakePrepair7
+1
Linguistic identit$ and 4second5 dialects% British ,nglish Spea"ers
in the *3S3
Author4s5% 'ison 4ackey$ *aityn "agarei$ .#eena .#a#
"#e ac0uisition o5 second anguage diaects is currenty -eing
c#aracteriEed as a su-Ied o5 second anguage ac0uisition <.L'= <.eige$
2010=7 >#ie t#ere are o-&ious diCerences -et9een ac0uiring a second
diaect <D2= and a second anguage <L2=$ suc# as t#e degree o5 pro1imity
-et9een t#e Irst anguage and t#e target$ interesting simiarities aso
e1ist$ 5or e1ampe in t#e indi&idua diCerences t#at contri-ute to earning
processes and outcomes7 In t#is presentation$ 9e descri-e a 0uaitati&e
study o5 I&e Aritis# 9omen$ a nati&e speakers o5 Aritis# %ngis#$ no9
resident in t#e )nited .tates7 "#ese 9omen #a&e a range o5 diCering
perceptions and production patterns in reation to )7.7 %ngis# diaects7
Bur researc# in&estigates t#eir e1periences 9it# anguage and identity$
9it# t#e goa o5 understanding #o9 t#eir e1periences inRuence and #a&e
-een inRuenced -y t#e ac0uisition patterns 5or t#eir second diaects7 In
genera$ t#e 9omen e1picity identi5y t#emse&es as Aritis# %ngis#
speakers and distance t#emse&es 5rom )7.7 %ngis# speakers7
Concomitanty$ t#oug#$ t#ey use 5eatures o5 )7.7 %ngis#$ sometimes
inad&ertenty and sometimes intentionay$ to gain ad&antages7 In
contrast to Oones8 <2001= Indings$ #o9e&er$ t#e socia re9ards o5 -eing a
Aritis# %ngis# speaker in t#e )nited .tates do not pay t#e most
signiIcant roe in 9#y t#e 9omen in our study stri&e to maintain t#eir
nati&e diaects7 Rat#er$ t#eir resistance to second diaect 5eatures seems
to stem 5rom t#eir -eie5s and perceptions a-out t#e strong reations#ip
-et9een t#eir nationa identities and t#eir diaects7
+2
,nterprise culture as #ro@ected in ;ission Statements of
,ducational nstitutions% A 0unctional #erspecti&e
Author4s5% 3aa 4akad

.ince 2000$ %gyptian uni&ersities #a&e -een undergoing c#anges 9#ic#
can -e descri-ed as a trend to9ards Nt#e adoption o5 a 5ree-market or
corporate--usiness perspecti&eD7 "#is paper addresses mission
statements as a promotiona and reporting too t#at may reRect t#e
enterprise cuture &aues e1picity stated -y t#e %gyptian 4inistry o5
3ig#er %ducation in t#e 3ig#er %ducation %n#ancement @roHect <2000=7
"9enty eig#t mission statements o5 %gyptian uni&ersities are coected
5rom 9e-sites$ <15 5rom pu-ic uni&ersities and 13 5rom pri&ate ones=7 "#e
study dra9s upon t#e systemic 5unctiona grammar o5 3aiday <1224= and
3aiday and 4att#iessen <2004=7 "e1ts o5 mission statements are
anayEed using t#e cause compe1 as t#e unit o5 anaysis7 "#e
propositiona content o5 statements is addressed 5rom an e1perientia
meta5unctiona perspecti&e$ 5ocusing on t#e process types$ participants$
and circumstances as construed -y t#e transiti&ity system7 "#e study
5ocuses on ogica meta5unction to e1pore types o5 reations -et9een
causes <ogica dependency or ogico-semantic=7
+3
1oles2 relationships and identit$ in Bualitati&e inter&ie8s
Author4s5% .te&e 4ann$ Fiona Copand
Researc#ers o5ten under&aue or e&en 5ai to consider t#e impact o5
inter&ie9er roe and identity in t#eir anayses7 "#is issue is one o5 t#e
a&oida-e NcontingentD pro-ems 9it# inter&ie9ing t#at @otter and 3ep-urn
<2005= dra9 attention to <in addition to pro-ems 9it# t#e representation
o5 interaction$ t#e una&aia-iity o5 t#e inter&ie9 set-up$ and t#e 5aiure to
consider inter&ie9s as interaction=7 "amy <2010= in a re&ie9 o5 appied
inguistics artices caims t#at numerous studies mention some aspect o5
t#e inter&ie9erDs identity -ut do not consider in any detai #o9 t#ese
mig#t #a&e payed out in t#e inter&ie9s7 "#is is despite a num-er o5
papers dra9ing researc#ersD attention to t#e issue o5 t#e inter&ie9 as Hoint
construction and t#e roe o5 t#e inter&ie9er in t#is construction <5or
e1ampe$ Gu-rium and 3ostein$ 2002L 3ostein and Gu-rium$ 2004L
Rapey$ 2001$ 2004L Rouston 2010=7
4aking a comparison 9it# 9ork in 0uaitati&e socioogy$ ant#ropoogy$
et#nomet#odoogy$ and discoursi&e psyc#oogy$ t#is paper 9i s#o9 t#at
most artices in appied inguistics treat aspects o5 t#e roe and identity o5
t#e inter&ie9er as part o5 -ackground in5ormation or Nsetting t#e sceneD <i5
t#ey get mentioned at a=7 >e 9i t#en argue t#at researc# in appied
inguistics needs to -e more open in accounting 5or mem-ers#ip$ roes and
reations#ips in researc# inter&ie9s7 >e 9i iustrate t#is point -y
s#o9ing #o9 prior reations#ips as coeagues and 5riends are in&oked and
made ree&ant -y -ot# inter&ie9er and inter&ie9ee during educationa
researc# inter&ie9s and #o9 t#ese prior reations#ips contri-ute to t#e
NgenerationD <Aaker$ 20046 1!3= o5 data7 "#e paper 9i end -y in&iting t#e
+4
audience to discuss roes$ reations#ips and identity in t#eir o9n researc#
inter&ie9s7

Aaker$ C7 <2004= N4em-ers#ip CategoriEation and Inter&ie9 'ccountsD$ in
D7 .i&erman
<ed7= Suaitati&e Researc#6 "#eory$ 4et#od and @ractice$ pp7 1!2-+!7
London6 .age
Gu-rium O7 and 3ostein O7 <2002= NFrom Indi&idua Inter&ie9 to Inter&ie9
.ocietyD$ in
O7 Gu-rium and O7 3ostein <eds= 3and-ook o5 Inter&ie9 Researc#6 Conte1t
and 4et#od7
"#ousand Baks$ C'6 .age
3ostein$ O7'7 and Gu-rium$ O7F7 <2004= N'cti&e Inter&ie9ingD$ in D7 .i&erman
<ed7=
Suaitati&e Researc#6 "#eory$ 4et#od and @ractice$ pp7 140-!17 London6
.age 7
@otter$ O7 and 3ep-urn$ '7 <2005= Suaitati&e inter&ie9s in psyc#oogy6
pro-ems and possi-iities7 Suaitati&e Researc# in @syc#oogy 2P46 2(1 -
30+
Rapey$ "7O7 <2001= N"#e 'rt<5uness= o5 Bpen-ended Inter&ie9ing6 .ome
Considerations
on 'naysing Inter&ie9sD$ Suaitati&e Researc# 16 303-237
Rapey$"7O7 <2004= NInter&ie9sD$ in C7 .eae$ G7 Go-o$ O7F7 Gu-riumand D7
.i&erman <eds=
Suaitati&e Researc# @ractice7 London6 .age
Rouston$ *7 <2010= ReRecti&e Inter&ie9ing6 ' Guide to "#eory and
@ractice7 London6 .age
"amy$ .7 <2010=7 Suaitati&e inter&ie9s in appied inguistics7 "#e 'nnua
Re&ie9 o5 'ppied Linguistics$ 306 12(-4(
+5
;eeting ,SLL,LL instructional needs% a Canadian charter school
mandate
Author4s5% .epide# 4asoodi
Learning e1periences 5or %.LP%LL students are o5ten compicated -y many
5actors some o5 9#ic# may create uni0ue c#aenges 5or t#ese students
<'-erta %ducation$ 200+=7 's researc# s#o9s$ %.L students seem to -e
ceary disad&antaged compared to t#eir nati&e speaker peers reRected in
t#eir unsatis5actory ac#ie&ement resuts <'s#9ort#$ 1222L DuCy$ 2005=7
"#e study ooks into an inno&ati&e program oCered -y a uni0ue c#arter
sc#oo in Canada 9it# t#e mandate o5 catering e1cusi&ey 5or t#e needs o5
%.LP%LL students7 "o see 9#et#erP#o9 t#e sc#oo program contri-utes to
5aciitating t#ese studentsD success5u integration into t#e mainstream
Canadian educationa system$ -ot# i&ed and percei&ed e1periences o5
students$ parents and staC are empiricay e1pored7
+!
"#roug# a one-year et#nograp#ic researc#$ data is coected -y appying
&arious data coection tec#ni0ues incuding cassroom o-ser&ations$ in-
dept# inter&ie9s and discourse anaysis o5 documents7 "#e data coected
5rom more t#en 300 recruited participants indicate t#at one o5 t#e key
5actors contri-uting to t#e success o5 t#e program is t#e teac#ersD
a9areness o5 t#e speciIc needs o5 %.LP%LL students and t#e particuar
strategies t#at t#ey empoy7 "#e ot#er main 5actor is t#e sa5e en&ironment
t#at t#e sc#oo pro&ides t#roug# respecting t#e s#ared cutura and
reigious &aues o5 t#e students and t#eir 5amiies t#at eads to taking care
o5 t#eir identity and t#e issue o5 stigmatiEation and t#is contri-utes to
t#eir academic success7 "#e study oCers t#eoretica and practica
pedagogica impications t#at coud -e impemented and adopted -y ot#er
educationa pro&iders 5or %.L students7
'-erta %ducation7 <200+=7 %SL >6K guide to implementation7 %dmonton$
'A6 '-erta %ducation7
's#9ort#$ 47 <1222=7 ,ie9s and &isions7 In A7 Aurna-y and '7 Cumming
<%ds7=7 .ocio-poitica aspects o5 %.L7 "oronto6 "#e Institute 5or .tudies in
%ducation7
DuCy '7 <2005=7 %.L6 ' ca 5or researc#7 %ducation Canada$ 45<3=$ 5!7

Applied Linguistics and the ;anagement Communit$% A Tale of
+on/mpact
Author4s5% Gerinde 4autner
Gi&en t#is yearDs o&era con5erence t#eme$ G"#e Impact o5 'ppied
LinguisticsG$ it may seem sig#ty parado1ica to de&ote a paper to t#e lac-
o5 impact t#at appied inguistics <'L= #as #ad in certain areas o5 sc#oary
in0uiry and socia i5e7 @arado1ica per#aps$ -ut it is aso pertinent i5
appied inguists 9is# not ony to consoidate e1isting terrain -ut aso to
regain territory ost to ot#er discipines <nota-y socioogy and
psyc#oogy=$ and per#aps e&en stake out ne9 caims7
In -ot# management studies and manageria practice$ 'L tends to -e
conspicuous -y its a-sence - in spite o5 t#e recei&ed 9isdom t#at t#e
++
socia sciences #a&e undergone a Ginguistic turnG <'&esson W *frreman
2000$ DeetE 2003$ 4usson$ Co#en W "ietEe 200+=$ and t#e common
o-ser&ation t#at at east (0[ o5 a managerDs 9orking time is spent
communicating <>#etten W Cameron 1221$ 230=7 I5 anguage is so centra
to organisationa i5e and manageria acti&ity$ 9#y #as it not -een
recognised more 9idey t#at appied inguists #a&e #ig#y speciaised
e1pertise to oCer in t#at areaM
)sing data 5rom mainstream management te1t-ooks and canonica
re5erence 9orks$ t#is paper s#o9s #o9 t#ey typicay dea 9it# anguage
and communication$ and 9#ic# nota-e gaps occur7 It aso suggests 9ays
5or appied inguists to increase t#eir su-HectDs &isi-iity among
management sc#oars and practitioners7
'&esson$ 47$ W D7 *frreman7 20007 "aking t#e inguistic turn in
organiEationa researc#7 &ournal of Applied 3ehaioral Science 3! <2=6 13!-
15(7
DeetE$ .7 '7 20037 Recaiming t#e egacy o5 t#e inguistic turn7
LrganiMation 10 <3=6 421-4227
4usson$ G7$ L7 Co#en W .7 "ietEe7 200+7 @edagogy and t#e DLinguistic "urnD6
De&eoping understanding t#roug# semiotics7 Management Learning 3(
<1=6 45-!07
>#etten$ Da&id '7 W *im .7 Cameron <1221=6 Deeloping Management
S-ills7 2nd ed7 Fe9 Qork6 3arperCoins @u-is#ers7
Language2 'raphemes2 and S$nesthesia
Author4s5% 4att#e9 4cCoo
Grap#eme-coor synest#esia is 5ound in a seect group o5 peope 9#o see
etters or num-ers as particuar coors7 "#e num-er one may -e red and
t#e etter A may -e green7 "#ere are o&er si1ty documented types o5
synest#esia$ and can e&en in&o&e a I&e senses$ at#oug# most
+(
encompass ony t#e grap#eme-coor &ariation7 Bne o5 t#e more interesting
aspects o5 synest#esia is t#at peope 9it# t#e grap#eme-coor &ariation
o5ten e1perience t#ese reations#ips in a particuar se0uence7 "#is pattern
appears to s#ed ig#t on t#e 9ay t#at anguage is used to manipuate
coor and num-er7 Furt#er$ certain geometric s#apes appear to -e
associated 9it# particuar sounds$ and not merey among synest#etes7
"#is paper addresses t#e ink -et9een anguage$ grap#emes$ and
synest#esia$ and oCers suggestions 5or 5urt#er researc#7
Local 1esponses to +ational #olices% Language #ractices from The
'ambia2 7est Africa
Author4s5% Caroine 4cGynn
"#is paper ooks at t#e anguage practices in t#ree sc#oos in "#e Gam-ia$
>est '5rica7 "#e sc#oos are in di&erse geograp#ica regions and eac#
sc#oo community #as responded to t#e Language in %ducation poicy in
+2
indi&idua 9ays7 Bne sc#oo is in t#e ur-an area$ one in t#e semi-ur-an
area and one in t#e rura pro&inces and t#is resuts in asymmetric
e1posure to t#e anguage o5 education7 "#e Go&ernment dictated
anguage o5 education poicy is one o5 .traig#t 5or %ngis# <.5%= and
%ngis# Bny <%B=7 3o9e&er$ e&idence 5rom t#is et#nograp#ic doctora
researc# iustrates t#at teac#ers and earners engage in creati&e
anguage practices in order to essen t#e impact o5 t#is poicy7 For
e1ampe$ ur-an reiance on oca inguae 5rancae is contrasted 9it# seria
monoinguaism <4cGynn 2011= in t#e rura areas7 In addition$ anguage
p#enomena suc# as parae -iinguaism <Ga5aranga 200!= and anguage
amagamation <4akoni W 4ein#o5 2005= #a&e aso -een identiIed7 "#is
papers uses et#nograp#icay coected data to iustrate #o9 cassroom
participants use t#eir inguistic mutipicity <4cGynn 2011= to progress
earning and teac#ing in dynamic$ mutiingua cassrooms7
Ga5aranga O7$ <200!=$ 'ppying Language 'ternation .tudies6 Language
.#i5t W 4aintenance in t#e R9andan Community in Aegium$ @aper gi&en
at A''L Language in '5rica .pecia Interest Group Con5erence6 Languages
in Contact6 Conte1ts in '5rica and t#e Diaspora$ Leeds )ni&ersity$
Fo&em-er 1+
t#
and 1(
t#
200!
OuCermans *7 W 4cGynn C7$ <2002=$ ' .ocioinguistic @roIe o5
"#e Gam-ia$ Sociolinguistics! olume .'. p6322-355
4c Laug#in F7$ <2002=$ Introduction to t#e Languages o5 )r-an '5rica$ In
4c Laug#in F7$ <ed=$ "#e Languages o5 )r-an '5rica$ London$ Continuum
4akoni .7W 4ein#o5 )7$ <2004=$ >estern @erspecti&es in 'ppied
Linguistics in '5rica$ Oo#n AenHamins @u-is#ing Company$ A1LA reie9 @I
p++-104
Linguistics in .rama
Author4s5% 'ndrea 4ide
(0
In t#is presentation I 5ocus on #o9 inguistics can -e use5u in drama7 Drama
occurs in diCerent 5orms and conte1ts suc# as in t#eatre productions$ in drama
teac#ing at sc#oos$ in drama studies at uni&ersities$ in 5orum t#eatre$ and in
corporate roe-pay7 Drama is #ere understood as an interacti&e and artistic
communication process 9it# its o9n 5eatures$ pro-ems and soutions7 4any
peope in drama and ot#er artistic conte1ts 9ork 9it# anguage7 4ost o5 t#em
are not academic inguists and 9ork 9it# an intuiti&e kno9edge7 Aased on t#is$ I
9ant to address t#e 0uestion o5 #o9 inguistics can -e use5u in drama$ and ask
9#at t#e diCerences are -et9een t#e 9ay a director <as a drama practitioner=
appies inguistic kno9edge in t#eir 9ork and t#e 9ay I use inguistics in
drama7
Communication in t#e arts$ suc# as in drama$ ot#er per5ormati&e arts and music$
#as some common arts-speciIc 5eatures$ and needs an ade0uate 5rame9ork7 I
#a&e de&eoped a suita-e approac# and 9i introduce spo-en artistic discourse
as a 5rame t#at ena-es one to in&estigate t#e interaction in drama conte1ts7 "#e
communication in spoken artistic production processes #as not -een in&estigated
5rom a inguistic-communicati&e perspecti&e$ and is a negected area7 4y
approac# is a com-ination o5 discourse anaysis and an adapted &ersion o5 t#e
Frenc# critica iterary mo&ement critique gNnNtique$ and uses t#e 5rame9ork o5
spo-en artistic discourse to ook at communication in drama conte1ts$
particuary in re#earsas7
L2 &ocabular$ and oral Kuenc$% A longitudinal stud$ in an ,0L
conte-t
(1
Author4s5% Imma 4irapei1$ Fataia Fuana

"#e present study 9as designed considering t9o arge gaps identiIed in
t#e .L' iterature7 First$ researc# on t#e reations#ip -et9een L2 e1ica
kno9edge and spoken Ruency is scant$ at#oug# t#e 5ormer #as -een
s#o9n to -e one o5 t#e maHor o-staces to ac#ie&ing t#e atter <3iton$
200(=7 .econd$ .L' researc#ers #a&e persistenty -een caing 5or t#e
impementation o5 ongitudina studies as t#e utimate 9ay to descri-e
de&eopmenta trends in t#e anguage ac0uisition process <e7g7 Brtega W
I-erri-.#ea$ 2005=7
"#is in&estigation contri-utes to t#e gro9ing -ody o5 ongitudina researc#
-y anayEing and descri-ing L2 &oca-uary and ora Ruency de&eopment
in an instructiona conte1t7 ' tota o5 15 -iingua earners o5 %ngis#$ 9it#
an 'B #ed constant at ( years od$ 9ere assessed at 5our data coection
points o&er a period o5 ( years o5 %FL instruction7 Le1ica ric#ness
measures as 9e as tempora measures o5 ora Ruency 9ere o-tained
5rom t#e earnersD ora reteing o5 a picture narrati&e7 In addition$ 9ritten
producti&e &oca-uary 9as assessed -y means o5 a coEe7
Resuts trace t#e de&eopment o5 t#ese t9o dimensions -y s#o9ing #o9
L2 earners -ecome more Ruent o&er time and #o9 a #ig#er degree o5
Ruency is reated to greater e1ica ric#ness <simiary to de Oong W @er5etti$
2011=7 It is aso o-ser&ed t#at indi&idua earning traHectories are diCerent$
9#ic# is in ine 9it# recent ongitudina researc# <e7g7$ '-ra#amsson$
2003L Larsen-Freeman$ 200!=7 'dditionay$ t#e Indings are compared to
t#e per5ormance e1#i-ited -y a contro group o5 young nati&e speakers o5
t#e target anguage7 "#e outcomes o5 t#is sma-scae ongitudina
in&estigation #ig#ig#t t#e need to 5urt#er c#aracteriEe t#e input a&aia-e
in instructiona settings 0uaitati&ey and 0uantitati&ey$ as e1posure to L2
input is o5ten imited and nonnati&e-ike in %FL conte1ts <e7g7$ Garcga-
Lecum-erri W Gaardo$ 2003=7
(2
A case stud$ of de&eloping student/teachers= language a8areness
through online discussion forums
Author4s5% Oane 4ok
"#is case study in&estigated t#e reRections o5 a group o5 undergraduates
participating in an onine discussion 5orum as part o5 an initia teac#er
education programme in 3ong *ong7 "#e onine t#readed discussions
aimed to #ep t#e no&ice teac#ers o5 L2 %ngis# make t#e -ridge -et9een
t#e decarati&e and procedura dimensions o5 teac#er anguage a9areness
<'ndre9s$ 200+=7 'ccording to .amon <2002=$ an onine discussion 5orum$
i5 impemented sensiti&ey$ can 5aciitate student reRection in t#e earning
process7 "#e onine discussion 5orum in&estigated in t#is study$ 9#ic# 9as
opened during t#e practicum in t#e academic year 2002P2010$ aimed to
engage student-teac#ers in reRection on t#eir o9n e1periences o5 deaing
9it# diCerent anguage systems in t#e teac#ing practice cassroom7
"#roug# content and genre anaysis o5 t#e discussion t#reads initiated -y
students$ t#e study re&eas t#at t#e student-teac#ers 9ere ready to s#are
t#eir persona 0ueries and student 0uestions regarding diCerent anguage
systems in t#e 5orum7 It aso s#o9s t#at t#ese student-teac#ers payed a
signiIcant roe in structuring and monitoring t#e anguage input 5or and
output o5 t#eir students7 's reported -y some student-teac#ers$ t#e onine
5orum 9as not ony a discussion pat5orm7 It 9as a support system$ a
secure en&ironment 5or s#aring t#eir content-reated teac#ing pro-ems as
9e as a data -ase 5or t#em to poo toget#er t#eir kno9edge a-out
anguage7 Impications are dra9n 5or t#ose 9#o pan to use onine
discussion 5orums to en#ance student-teac#ersD anguage a9areness7
'ndre9s$ .7 <200+=7 Teacher language a9areness7 Cam-ridge6 Cam-ridge
)ni&ersity @ress7
.amon$ G7 <2002=7 4irror$ mirror$ on my screen6 %1poring onine
reRections7 3ritish &ournal of %ducational Technology! ..6 3+2-3217
(3
A contrasti&e anal$sis of the language of sports commentar$ on
tele&ised football matches in ,g$ptian Arabic and British ,nglish
Author4s5% 3es#am 4ousta5a
"#e massi&e media co&erage o5 most sports e&ents$ t#e arge amounts o5
money in&ested in sport$ as 9e as t#e #uge audience sport dra9s make
o5 sports-in-media an area 9ort# studying7 "ee&ised sports commentary$
t#e 5ocus o5 t#is paper$ represents a type o5 monoogic discourse 9#ere
t#e mass media audience is not co-present in t#e commentatorDs p#ysica
conte1t and #ence commentators cannot interact eit#er &er-ay or
non&er-ay 9it# t#e remote #ome &ie9ers7
"#is paper aims to identi5y t#e c#aracteristic inguistic 5eatures o5
tee&ised 5oot-a commentary in Aritis# %ngis# and %gyptian 'ra-ic7 "#e
paper in&estigates t#e 9ay certain saient inguistic de&ices$ suc# as
eipsis$ passi&e construction$ re5erentia strategies and r#etorica
0uestions$ are empoyed -y commentators to ser&e certain discoursa
5unctions7 "#ese 5unctions incude coping 9it# t#e 5ast pace o5 action$
in&o&ing t#e audience$ and identi5ying participants7 "#e t9o corpora$ i7e7
t#e Aritis# %ngis# and %gyptian 'ra-ic ones$ are Hu1taposed aong eac#
inguistic 5eature to Ind out 9#et#er eac# anguage #as its o9n inguistic
5eatures and to identi5y t#e 5eatures t#e t9o corpora s#are7 In addition$
t#e seected inguistic de&ices are anayEed aong t#e diCerent styes o5
commentary$ i7e7 pay--y-pay description <@@D=$ coor commentary <CC=
and commentary on action repay <'R=$ 9it#in eac# anguage7
"#is paper reac#es signiIcant Indings concerning t#e nature and
c#aracteristics o5 tee&ised 5oot-a commentary7 'naysis o5 t#e %ngis#
and 'ra-ic corpora re&eas striking simiarities -et9een t#e t9o anguages
particuary in t#e 9ay commentators use t#e seected inguistic de&ices
to ser&e diCerent 5unctions7 "#ose simiarities can -e traced to t#e 5act
t#at commentators$ regardess o5 t#e anguage used in commentary$ dra9
upon certain inguistic con&entions t#at #ep t#em in t#eir task7 "#e
insigniIcant diCerences discerned #ig#ig#t t#e uni&ersa nature o5 t#is
type o5 discourse 9#ic# party stems 5rom t#e nature o5 t#e game itse5 as
9e as t#e medium7
(4
<Sure she=s @ust the same as all the 8omen3 'i&e them a
centimetre and the$ ta"e a "ilometreG% ,-ploring gender and
humour in a corpus of rish ,nglish soap opera discourse
Author4s5% Arona 4urp#y$ 4aria @ama-Fa#ey
B&er t#e past decade$ in&estigations into gender representation and into
t#e creation o5 #umour and its roe #a&e -een centra to e1porations o5
soap opera discourse <Suagio$ 2010=7 Suagio <2010= #ig#ig#ts t#at soap
opera #umour is not created in a socia &acuum$ -ut against a -ackdrop o5
mora and socia issues t#at per&ade t#e cuture o5 t#e soap opera7 I5 t#is
is t#e case$ it is t#en e1pected t#at #umour in soap opera discourse 9i
in&aria-y c#ange t#roug# t#e decades to reRect suc# e&o&ing mora and
socia issues7 "#is paper in&estigates t#is #ypot#esis -y e1poring t#e
anguage o5 t9o su--corpora o5 Iris# soap opera data at t9o points in time
in Iris# society7 Dra9ing on insig#ts 5rom a range o5 perspecti&es discourse
anaysis$ corpus inguistics$ socioinguistics and pragmatics$ 9e e1pore in
particuar a= "#e Riordan8s$ 9#ic# is an (2$ 42! 9ord corpus taken 5rom
t#e pioneering soap 9#ic# ran -et9een 12!5 and 12+(7 "#is anaysis
#ig#ig#ts t#e o&er-riding importance o5 gender as a means o5 creating
#umour7 It re&eas #o9 representations o5 men and 9omen as -inary
opposites is commonpace and #o9 men8s perceptions o5 9omen and &ice
&ersa portray socia issues in a 12!0P+0s Ireand7 "#e study aso makes
re5erence to -= Fair City 9#ic# is a 20$ 0(+ 9ord corpus o5 contemporary
soap opera discourse$ and 9#ic# #as -roadcast on Iris# tee&ision since
12(27 "#e study s#o9s t#at diCerences in gender representations e1ist7
"#e paper concudes t#at not ony is #umour in soap opera discourse
cuturay and sociay -ound -ut soap opera #umour is aso time stamped7


Suagio$ @7 20107 Teleision Dialogue7 The Sitcom $riends =atural
Conersation7 'msterdam6 Oo#n AenHamins7
(5
.etecting Slant in the +e8s% Applied Linguistics for deolog$/
Based +e8s Aggregation
Author4s5% "imot#y 4usgro&e
Gat#ering and editoriay re&ie9ing ne9s artices on a daiy -asis is a
re0uirement 5or many organiEations$ and in many cases is a daunting
task$ eit#er -ecause t#ere is Hust too muc# content to read t#roug#$ or
-ecause t#e desired type o5 content is so sparse t#at Inding it is ike
:ooking 5or a neede in a #aystack7; For e1ampe$ in trying to gat#er ony
poiticay conser&ati&e <or i-era= artices a-out t#e en&ironment$ or
trying to gat#er dining re&ie9s t#at speciIcay appea to t#e coege-age
cro9d$ 9#ere a certain interpreti&e stance$ attitudina tone$ or ideoogica
position <a :sant;= is desired$ -asic cassiIcation and tagging toos 5a
s#ort7 ' ne9 too caed t#e :sant engine;$ 9#ic# utiiEes a sentence
5unction anayEer to per5orm a s#ao9 parse and e1tract seected
semantic eements$ #as ena-ed one ne9s organiEation to produce
ideoogicay 9eig#ted ne9s5eeds <in t#is case$ optimistic or :soutions-
oriented; ne9s=$ 9#ie re0uiring ony one tent# o5 t#e a-or t#at 9oud -e
re0uired 9it# con&entiona ne9s gat#ering met#ods7 In t#is paper$ 9e
outine t#e process usedL disco&er trade-oCs -et9een e1#austi&e
gat#ering and t#e degree o5 automationL see cases 9#ere su-Hecti&e
deInitions make measurement o5 precision and reca &ery diJcutL and
earn #o9 t#e system 9as adHusted se&era times to o&ercome &arious
practica o-staces$ suc# as accompis#ing a percei&ed di&ersity o5 sources
and topics7 >e aso e1pain t#e proHectDs impact on t#e sponsoring
organiEation$ 9#ic# positi&ey aCected its a-iity to 9in 5unding$ and
created promising ne9 modes -ot# 5or editoria Hournaism and 5or
re&enue generation in t#e ne9s industry7
(!
The eFects of seBuencing order and modalit$ on Kuenc$2
comple-it$2 and accurac$ in L2 oral and 8ritten narrati&e
performance
Author4s5% 'kemi Fagasaka
Researc# on task--ased per5ormance #as mainy conducted on ora
production$ and t#e iterature assumes t#at tasks are directed at ora
skis$ particuary speaking <%is$ 2003=7 In cassrooms$ ora and 9ritten
skis are used 5or task per5ormance$ and c#oice o5 t#ese t9o skis as 9e
as se0uencing order is dei-eratey and Re1i-y adopted according to
goas to ac#ie&e$ earnersD needs and proIciency e&es$ cassroom
situations$ materias to -e used$ etc7 @oio and >iiams <2002= note t#at
teac#ers can use 9riting to promote ot#er skisL >eiss-erg <200!= aso
considers t#at t#e 9ritten and ora modaities as ine1trica-y inked
de&eopmentay 5or many earners7 "#e reations#ip -et9een speaking
and 9riting is important in task--ased anguage earning and teac#ing7
"#e present study e1pores t#e eCects o5 se0uencing order <speaking-
9riting &s7 9riting-speaking= and modaity <speaking &s7 9riting= on
Ruency$ compe1ity$ and accuracy o5 ora and 9ritten narrati&e production
-y 22 Oapanese uni&ersity students7 "#e resuts s#o9 t#at se0uencing
order #ad itte eCect on ora per5ormance$ 9#ie it #ad some eCect on
Ruency and accuracy o5 9ritten per5ormance7 "#e diCerences can -e
e1pained 9it# re5erence to eCects o5 panning time <-ot# pre-task and
9it#in-task panning=7 It is aso important to e1amine reations#ips
(+
-et9een Ruency$ compe1ity$ and accuracy7 4odaity #ad great impact on
narrati&e per5ormance7 "#e ora production 9as more Ruent -ut ess
compe1 and accurate t#an t#e 9ritten production7 DiCerences in process
o5 speaking and 9riting can e1pain t#e modaity diCerences and t#e
se0uencing diCerences7
"#e Indings indicate t#at t#e se0uencing order o5 speaking Irst and t#en
9riting may -e more eCecti&e t#an t#e re&erse order 5or L2 earners in
task--ased narrati&e per5ormance under time pressure7 Limitations o5 t#is
study point to t#e direction o5 5urt#er researc#7
mpact of peer interaction on L2 learnersG discourse%
.e&elopment of Kuenc$ follo8ed b$ comple-it$
Author4s5% %iko Fakamura

%ucidation o5 ora anguage earning t#roug# student-student interaction
can pro&ide an impact on second anguage pedagogy7 "#is presentation
e1pores discourse data o5 5our intermediate e&e L2 earners in -ot# t#eir
monoogues and prior interactions7 "#eir e1pressions in t#e monoogues
can -e traced -ack to prior diaogues in content$ e1is$ 5orm$ and
con&ersationa e1pression used -y t#eir interocutors7 "#e increase o5
e1ica items in monoogues t#roug# interactions reRects on t#e resuts o5
t#e de&eopment o5 Ruency and compe1ity7
"#e task used in t#is study is a picture carouse acti&ity$ 9#ic# incudes
-ot# a diaogue and a monoogue <a diaogue comes -e5ore a monoogue=7
"#is task is designed as a cassroom acti&ity$ modiIed 5rom @oster
Carouse <Lync# W 4cean 2001=7 %ac# student is gi&en a p#oto <reated to
a 5oreign cuture= to discuss 9it# a diCerent interocutor <diaogue=
5oo9ed -y #isP#er e1panation o5 t#e p#oto <monoogue=7 "#e #ost
student taks a-out t#e same p#oto eac# time -ut t#e interocutor <&isitor=
((
sees t#e p#oto 5or t#e Irst time7 "#e data o5 t#e 5our students 9ere
e1tracted 5rom a arger corpus o5 25 students 9#o participated in t#is
task7
First$ t#e monoogue data are e1amined 5or speec# Ro9 and speakers8
c#oice o5 e1ica items across t#e repeating monoogues7 "#en t#e
presenter e1pores t#is reations#ip t#roug# microanaysis -et9een t#eir
anguage use in t#e monoogues and t#e e1pressions t#at appeared in t#e
prior diaogues7 "#e resuts suggest t#at as t#e students8 Ruency
de&eoped so did compe1ity o&er t#e I&e task iterations7 @art o5 t#eir
anguage de&eopment coud reRect t#e cose inks -et9een t#eir use o5
ne9 e1pressions in t#e monoogues and initia e1posure in t#e prior peer
interactions despite t#e students8 diCerent 5oci on anguage <e7g7$ content$
e1is$ 5orm$ and con&ersationa aspect=7 @otentia o5 ora anguage earning
t#roug# peer interaction oCers a ne9 ig#t on pedagogy7

Author4s5% Ric#ard Fickas
"#is paper presents t#e Indings o5 a study in&estigating t#e c#anging
patterns o5 o&eruse and underuse o5 %ngis# artices -y 24 L1 4andarin
students using a sma error-tagged earner corpus de&eoped 5rom t#e
essays o5 earners during a t#ree mont# )ni&ersity presessiona course in
20107
>#et#er or not target ike use o5 t#e %ngis# artice is percei&ed as
necessary or possi-e 5or internationa students -y t#e researc#
community$ t#ere is a cear case 5or 5ocussing researc# into earner
interanguage upon 5re0uenty occurring 9ords7 .ince t#e deInite artice
is t#e most 5re0uent 9ord 5ound in most anguage corpora <.incair$ 1221=$
it is particuary use5u 5or researc# into eCects o5 e1picit grammar
teac#ing in t#e cassroom7
@reiminary Indings s#o9 t#at t#e )pper Intermediate L1 mandarin
earners in t#is study #ad itte diJcuty 9it# h$ marginay more 5re0uent
(2
pro-ems 9it# the artices and greater pro-ems 9it# a*an7 .igniIcanty$
t#ese earnersD #ierarc#y o5 accuracy <h _ t#e _ a= 9ere diCerent to
t#ose o5 DieE-Aedmar and @appDs <200(= corpus -ased Inding <h _ a _
t#e=7 Bne reason 5or t#is diCerence coud -e t#e reati&ey ongitudina
nature o5 t#is study compared 9it# DieE and @appDs and anot#er coud -e
t#e inRuence o5 teac#ing7 .ome interesting patterns in t#e earnersD
de&eopment during t#e t#ree mont# course 9i -e compared 9it# t#e
Indings 5rom a contro group and t#e most 5ossiised errors 9i -e
presented7
DieE-Aedmar$ 47A7 and @app$ .7 <200(= D"#e use o5 t#e %ngis# 'rtice
.ystem -y C#inese and .panis# earnersD7 In Gi0uin$ G7L@app$ .7 W DieE-
Aedmar$ 47A7 <%ds7= Lin-ing up Contrastie and Learner Corpus #esearch7
'msterdam$ 'tanta$ Rodipi 14+-1+57
.incair$ O7 <1221= Corpus! concordance! collocation7 B15ord6 B15ord
)ni&ersity @ress7
#hraseological *nits .e&elopment in Hapanese ,0L LearnersG
nterlanguage through Con&ergent Concordances
Author4s5% Qos#iyuki Foto#ara
"#is study descri-es ongitudina p#raseoogica units de&eopment in
si1teen C%FR '2 e&e Oapanese %FL earners8 interanguage t#roug#
con&ergent concordances7 Aased on Radden W Dir&en8s <200+= cogniti&e
inguistic 5rame9ork on ee&en canonica e&ent sc#emata 9it# sentence
patterns$ ten Oapanese %FL earners8 un5amiiar constructions <Foto#ara$
2010a$ 2010-= 9ere reguary taug#t t#roug# con&ergent concordances in
20
a ten-9eek period7 "#e target items 9ere se&en constructions reated to
un5amiiar sc#emata <i7e7 LocationP.,$ @rocessesP.,C$ @erception W
CognitionP.,B$ 'ctionP.,B$ Caused-motionP.,B$ "rans5erP.,B$ 'ction
4iddeP.,= and t#ree un5amiiar catenati&e &er- constructions <i7e7
@erception W CognitionP.,Bi ing$ @erception W Cognition P .,B i-are-
inIniti&e and @erception W CognitionP.,Bien=7 ' one-9ay 'FB,' 9it#
repeated measures 9as used to conIrm t#e ongitudina eCects o5 ten
con&ergent concordances on recurrent constructions in earners8 narrati&e
emais7 "#en to categoriEe t#e types o5 ongitudina eCects$ a
correspondence anaysis -et9een constructions and periods 9as
conducted7 "#ese 0uantitati&e anayses s#o9 t#at t#e Oapanese %FL
earners used a catenati&e &er- construction$ @erception W
CognitionP.,Biing in t#eir emais at t#e tent# 9eek7 'dditionay$ 4-gram
anayses -y 'ntConc 372707m7 <200!= descri-e ongitudina p#raseoogica
units de&eopment in Oapanese %FL earners8 interanguage suc# as 1 sa9
a! 1 sa9 a man$ and 1 sa9 a man dancing7 "#e anayses aso disco&er
earners8 interanguage errors suc# as F@ is loo- li-e 'dH and there has
F@7 It coud -e said t#at in terms o5 conceptua -ending <Fauconnier$ G7 W
"urner$ 47$ 2002=$ t#ese errors mig#t #a&e -een caused -y eit#er intra-
sc#ema or inter-sc#ema conRicts7
Fauconnier$ G7 W "urner$ 47 <2002=7 The ?ay ?e Thin-' Conceptual
,lending and the mindOs hidden complexities7 Fe9 Qork6 Aasic Aooks7
Langacker$ R7>7 <2000=7 ' dynamic usage--ased mode7 In 47 Aaro97$ W
.7 *emmer7<%ds7= 8sage 3ased Models of Language <pp71-!37= .tan5ord6
C.LI @u-ications7
Radden$ G7 W Dir&en$ R7 <200+=7 Cognitie %nglish Grammar7 'msterdam6
Oo#n AenHamins7
The e-ploitation of rish ,nglish accent and dialect in rish
ad&ertising
Author4s5% Ooan BD.ui&an

21
>it# a gro9ing trend to9ards more in5ormaised anguage in ad&ertising
te1ts$ %ngis# 9it# an Iris# accent or diaect is a 5eature 9#ic# is
increasingy e1poited -y ad&ertisers in t#e Iris# conte1t7 "#e paper 9i
ook at t#e presence o5 #eterogossia or muti&oicedness <in Aak#tinDs
terms= in Iris# radio ad&ertisements t#roug# an anaysis o5 5eatures o5
Iris# %ngis# and t#e e1tent o5 t#eir use in a corpus o5 Iris# radio
ad&ertisements spanning t#e past 5our decades7 "#e study diCerentiates
-et9een t9o types o5 Iris# %ngis# - NneutraD Iris# %ngis# 9#ic# in t#e
media is represented -y Nan educated$ ur-ane <Du-in= &oiceD <*ey-
3omes$ 20056120= and Nnon-neutraD Iris# %ngis# 9#ic# is comprised o5
oca accents and diaects 9#ic# are easiy distinguis#a-e7 %ements o5
Iris# %ngis# <at t#e e&es o5 grammar$ e1is$ pragmatics <incuding
poiteness p#enomena= and p#onoogy= are anaysed 5rom -ot# a
0uantitati&e and 0uaitati&e perspecti&e7 "#e sym-oic <as opposed to
in5ormati&e= nature o5 #eterogossia or muti&oicedness$ <t#roug# t#e use
o5 Nnon-neutraD Iris# %ngis#= in Iris# ad&ertisements$ is anaysed -y
esta-is#ing t#e e1tent to 9#ic# Nnon-neutraD Iris# %ngis# is used in t#e
-ody o5 t#e ad&ertisement as compared 9it# t#e &oice-o&er or sogan o5
t#e Iris# ad&ertisement7 Features o5 t#e NneutraD Iris# radio &oice <*ey-
3omes$ 20056123= o5ten associated 9it# N&oice o5 aut#orityD <@ier$
2001= are e1amined to identi5y c#anges o&er t#e 5our decades7


Aak#tin$ 47 <12(1= NDiscourse on t#e Fo&e$ in 3o0uist$ 47$ ed7$ The
Dialogic 1magination7 $our %ssays! 'ustin6 )ni&ersity o5 "e1as @ress$ 252-
422
*ey-3omes$ 37<2005= Adertising as Multilingual Communication!
London6 @agra&e 4acmian
@ier$ I7 <2001= NIdentity construction in mutiingua ad&ertisingD$
Language in Society$ 30$ 153-1(!
22
A+ +A,ST'AT(+ + ,9#L(1+' ',+.,1 1,#1,S,+TAT(+ +
SCD((L T,9TB((CS% TD, C(1#*S A+. .SC(*1S, A+AL:TCAL
7A:
Author4s5% Karina Bt#man$ 'E#ar Oaudin$ Aa#iya# Dato 3H '-du 3amid$ 4o#d7
.u-akir 4o#d7 Qasin$ Quen C#ee *eong
%ducation pays an important roe to incucate in society -ot# t#e a9areness o5
gender and cutura di&ersity especiay to anguage$ reigion and et#nicity 5rom
an eary age7 's te1t-ooks and practice -ooks are t#e mainstay o5 teac#ing$ t#ey
may -e 5or many students a repository o5 gender reations$ identity and se1 roe
identiIcation7 ' researc# coa-oration conducted -y a team 5rom )ni&ersiti
*e-angsaan 4aaysia utiises corpus in&estigation so5t9are on sc#oo te1t-ooks
in 4aaysia and Satar to e1pore gender representation7 Corpus in&estigation
so5t9are ao9s t#e user to process and organise arge amounts o5 te1tua data7
It reorders t#e items in a corpus so t#at t#ey can -e o-ser&ed and in&estigated
-y t#e user and it cacuates statistica in5ormation a-out t#e data in t#e corpus7
"#is paper #ig#ig#ts t#e met#odoogy and issues t#at #ad arisen as 9e as
measures taken to o&ercome t#ese issues to ensure &aidity and reia-iity o5 t#e
data anaysis7 It 9i aso present an o&er&ie9 o5 t#e anaysis t#at indicates t#e
dominant mae gender representation in 4aaysian sc#oo te1t-ooks7
23
7riting in L2% 0luenc$2 te-t t$pes and L2/proEcienc$
Author4s5% jsa @a&iainen$ *atHa 4fntyf$ @aua *aaHa
"#is paper ooks at t#e 9riting process in L2 and Ruency7 >#ereas Ruency
#as -een a topic in t#e study o5 ora production in L2 5or a ong period o5
time$ Ruency in 9riting #as -een ess studied7 )nti recenty$ measures o5
Ruency in 9riting #a&e primariy -een -ased on 9ritten products 9#ereas
keystroke-ogging tec#ni0ues no9adays ao9 a more precise anaysis
since t#ey record t#e 9#oe 9riting acti&ity7 "e1t types and te1t
c#aracteristics #a&e aso -een a topic o5 interest 5or 0uite some time in
Ieds suc# as iterature$ inguistics and education7 It is 9e esta-is#ed
t#at c#idren 5rom eary on earn #o9 to produce a narrati&e$ 9#ereas t#e
genre o5 argumentati&e te1ts is typicay earnt ater$ at sc#oo7
In t#is study$ 9e 5ocused on ad&anced anguage students at a Finnis#
uni&ersity7 "#ey 9ere Irst-year maHors o5 .9edis# <n`21= and %ngis#
<n`40= 9it# Finnis# as t#eir L17 "#e .9edis# students #ad on a&erage !-+
years o5 anguage studies -e5ore entering uni&ersity$ and t#e %ngis#
students 10 years7 "#ey a 9rote t9o te1ts - one argumentati&e and one
narrati&e - in t#eir L2$ using t#e keystroke-ogging programme .criptog7
4easures o5 pauses$ re&isions and Ruency <Ruency$ -urst and Ruency
during -urst$ 5oo9ing .ui&an$ Lindgren W .peman 4ier 200(= 9ere
appied in addition to more traditiona measures7 "#e resuts s#o9ed t#at
t#e %ngis# te1ts 9ere signiIcanty more Ruent t#an t#e .9edis# te1ts7
3o9e&er$ t#ere 9ere no diCerences in Ruency -et9een te1t types in eit#er
anguage7 "#e study suggests t#at Ruency is connected 9it# proIciency
rat#er t#an te1t type7
.ui&an$ *7@737$ Lindgren$ %7 W .peman 4ier$ *7 <200(=7 De&eopment o5
Ruency and re&ision in L1 and L2 9riting in .9edis# #ig# sc#oo years (
and 27 Internationa Oourna o5 Applied Linguistics! @()$ 133-1517

24
The impact of ,nglish language tests in 'reece% constructing the
neoliberal entrepreneurial sub@ect
Author4s5% ,asiiki "itina @apaIippou
"#e imited empirica researc# on t#e impact o5 tests on t#e construction
o5 students8 inguistic and earning identities <e7g7$ Fier and @oard 2000L
3u#ta et a7 200!L @oard et a7 2000L Rea-Dickins et a7 2003=$ #as
s#o9ed t#at tests s#ape t#e sense o5 t#e se5 as a earner and a test-taker7
Fe&ert#eess$ e1ams$ apart 5rom naming and categorising peope <e7g7$
goodP-ad student= are aso argued to 5a-ricate a particuar type o5
su-Hecti&ity as t#ey render t#e indi&idua a target o5 socia contro
mec#anisms <Foucaut 12++=$ as t#ey promote certain agendas and
ideoogies <Aroad5oot 122!L .#o#amy 200+= t#us contri-uting to t#e
ac0uisition o5 t#e egitimate cuture and cass diCerences <Aourdieu and
@asseron 1220=7 "#e proposed paper$ 9#ic# em-races Critica Language
"esting <.#o#amy$ 2001= as its t#eoretica 5rame9ork$ e1pores #o9 Greek
test-takers &ie9 %ngis# anguage tests$ t#e &aues underpinning t#eir
&ie9s and #o9 t#e NGreek candidate8 is constituted as a su-Hect -y
society$ ideoogy and t#e #egemonic discourses o5 anguage testing7 "en
young peope in t#eir mid-t9enties recounted$ t#roug# narrati&e
inter&ie9s <*o#er Riessman$ 200(=$ t#eir stories and e1periences o5
taking %ngis# anguage tests7 "#e anaysis indicated t#at 9#ie t#ese
tests appeared indeed to contri-ute to t#e construction o5 t#e se5 as a
earner o5 %ngis# <e7g7$ taented$ #opeess= during t#e sc#oo years$ ater
t#is image su-sided7 >#at remained t#oug#$ is t#at t#ese tests$ or rat#er
t#e ideoogy t#at 9as 5ound t#roug# Critica Discourse 'naysis t#em to
encompass$ t#at is$ neoi-eraism$ inRuenced candidates8 9ay o5 t#inking6
t#e su-Hect seems to -e perpetually candidate$ as #erP#is priority seems
to -e #erP#is empoya-iity and t#e ac0uisition o5 t#e necessary
0uaiIcations t#at t#e Ho- market demands7 %ngis# anguage tests
t#ere5ore$ 5orm and promote certain su-Hecti&ities not ony regarding t#e
se5 as a earner -ut aso as a socia person and citiEen7
25
The impact of linguistic anal$sis% #rescripti&e grammar and
gender/neutral pronouns
Author4s5% Laura @aterson
It is traditiona grammatica con&ention to coinde1 re5erents o5 unkno9n
se1 9it# t#e generic mascuine pronoun he7 3o9e&er$ e&idence 5rom
inguistic e1periments <e7g7 >ison and Fg 12(($ Gasti 1220= #as s#o9n
he to #a&e a de5aut mascuine interpretation 9#ic# cannot -e generic7 Qet
in t#e ate t9entiet# century studies on t#e treatment o5 epicenes in
grammar #and-ooks$ suc# as Aodine <12+5= and Ku-er and Reed <1223=$
s#o9ed t#at despite suc# e&idence$ and mo&ements against se1ist
anguage$ prescriptions endorsing generic he_ continued7 "#us$ it seemed
t#at descripti&e inguistic anaysis #ad itte impact on #istoricay
proposed grammatica norms7
In t#is paper I s#o9 t#at t#ere appears to #a&e -een a s#i5t in grammar
-ook prescriptions and guidance on pronomina c#oice7 )sing a corpus o5
grammars pu-is#ed -et9een 2000 and 2010 I s#o9 t#at generic he is
no9 amost categoricay descri-ed as outdated or traditiona usage7 It is
more ikey to Ind grammarians ad&ising readers to puraise sentences$
or use com-ined pronouns in order to a&oid pronomina c#oice 5or generic
re5erents7 "#ere is aso imited acceptance o5 t#e aternati&e epicene
candidate singuar they7
I argue t#at one o5 t#e maHor contri-uting 5actors to t#is c#ange in
grammar guideines is t#e socioinguisticPe1perimenta researc#
conducted o&er t#e ast 5orty years$ 9#ic# #as Inay -egun to impact
upon traditiona prescripti&e norms7

2!
Aodine$ 'nne7 12+57 N'ndrocentrism is prescripti&e grammar6 .inguar
:t#ey;$ se1-indeInite :#e;$ and :#e or s#e;7D Language in Society A6 122-
14!7
Gasti$ Oo#n7 12207 NGeneric pronouns and se1ist anguage - t#e
o1ymoronic c#aracter o5 mascuine generics7D Sex #oles +.<11-12=6 !22-
!437
>ison$ %iEa-et# and .ik 37 Fg7 12((7 N.e1 -ias in &isuas e&oked -y
generics6 ' Fe9 Keaand study7D Sex #oles @26 152-1!(7
Ku-er$ .#aron and 'nn 47 Reed7 12237 N"#e poitics o5 grammar
#and-ooks6 Generic #e and singuar t#ey7D College %nglish ((B(C7 515-5307
Since ta"ing part in the research things ha&e started to change333
m$self ha&e begun to put a lot more energ$ into peer
discussions3! .iscourse anal$sis as an open/ended approach to
&alidit$ and impact in research into language teacher learning3
Author4s5% .te&en @eters
"#is paper ooks to e1pore some o5 t#e tensions and re9ards -roug#t
a-out -y t#e use o5 discourse anaysis <@otter and >et#ere$ 12(+L
'&esson and .kad-erg$ 2000= in a researc# proHect conducted -y t#is
practitioner-researc#er as part o5 a researc# training 4asters at t#e
)ni&ersity o5 Aristo7 "#e study ooked into reRecti&e practices <e7g7 .c#an$
1221L 4cLaug#in$ 1222L Farre$ 200+$ 200(= in anguage teac#er
de&eopment <4ann$ 2005=7 "#is presentation seeks$ 5rom t#e perspecti&e
o5 an eary career researc#er and "%.BL practitioner$ to e1pore t#e
inter9ea&ing o5 inter&ie9 data as anayEa-e se0uences o5 interaction
<.i&erman$ 200+=$ 9it# participant &aidation and eCorts to understand
researc# impact7
"#e origina researc# proHect 5rom 9#ic# t#is paper takes its empirica
starting point 9as conducted in 2002 and used a series o5 researc# stages
in order to in&estigate t#e roe o5 anguage teac#ers in s#aping t#eir
reRecti&e practices7 'n e1poratory case study <Qin$ 2002= o5 a group o5
t#ree teac#ers pro&ided t#e data 9#ic# 9ere t#en anayEed using an
approac# to discourse anaysis de&eoped during t#e study to maintain
t#e #oistic nature o5 t#e discourses7 ' Ina stage incorporating participant
2+
&aidation and participantsD responses 9as t#en conducted eading to
concusions and recommendations7
It is suggested 5rom t#is researc# t#at processes o5 positioning <Da&ies
and 3arrk$ 1220= can use5uy in5orm our understandings o5 #o9 anguage
teac#ers s#ape reRecti&e practices7 'dditionay$ discourse anaysis
ena-ed insig#ts into t#e disparities -et9een e&es o5 engagement 9it#
discourses -y mem-ers o5 t#e group7 "#is paper goes on to suggest t#at
t#e inter9ea&ing o5 discourses 9#ic# can -e seen to #a&e 5orce and eCect
<Foucaut in 4is$ 122+=$ -ot# at t#e e&e o5 t#e researc# proHect and t#at
o5 t#e day-to-day e1periences o5 t#e researc# participants$ pro&ides
c#aenges 5or researc#ers in understanding an open-ended nature o5
&aidity and impact7

)uantif$ing moti&ation in applied linguistics% ne8 methodolog$ to
measure its elusi&e nature
Author4s5% 4artin @ickett
Is it possi-e to 0uanti5y moti&ationM It is o5 course &ery #ard to disco&er
t#e e1act moti&ation 5or any decision$ any course o5 action or set o5
-e#a&iours and to demonstrate cause and eCect <Aeck$ 2004=7 "#e aim o5
t#is paper is not to attempt t#is -ut to identi5y decisions$ courses o5 action
and sets o5 -e#a&iours t#at seem to co-occur7 "#e strategy in&o&es
asking anguage earners a-out t#eir actions$ t#eir attitudes and t#eir
persona pre5erences7 "#e inno&ati&e met#odoogy designed #eps to
identi5y t#e main moti&ations 5or attempting 5oreign anguage earning7 .o
5ar$ it #as -een possi-e to pro&ide a proIe o5 t#e adut indi&iduas and
groups most ikey to -e moti&ated to earn a 5oreign anguage in t#e )*7
"#e 9ork #as potentia appications in ot#er conte1ts 9it# ot#er target
anguages and earners7
"#e second aim o5 t#e sur&ey 9as to dra9 out t#e reasons 9#y a
particuar anguage 9as c#osen 5or study$ comparing Frenc#$ .panis#$
Itaian and German7 It 9as necessary to ascertain #o9 eac# anguage is
2(
percei&ed -y t#e earner and to Ind out 9#et#er t#e moti&ating 5actors
reate to particuar target anguages7 "#e o-Hecti&e 9as to disco&er #o9
diCerent anguage conte1ts reate to t#e indi&idua earners7 >oud it -e
possi-e to distinguis# one anguage -eing earned more 5or instrumenta
reasons rat#er t#an integrati&e onesM
In 5act$ t#e inno&ati&e met#odoogy goes -eyond t#e simpe
instrumentaPintegrati&e mode o5 moti&ation and creates a ne9 mode
using 5actor anaysis$ 9#ic# incudes components o5 intrinsicPe1trinsic
moti&ation$ attri-ution o5 successP5aiure$ an1iety$ se5-eJcacy and
e1pectation o5 success7
"#e study soug#t to unco&er stereotypica attitudes and preconcei&ed
ideas a-out t#e anguages7 For e1ampe$ 9ere some anguages considered
#ard to earn or -eauti5u to t#e ear or N5unDM
Aeck$ R7C7 <2004=7 Motiation7 theories and principles7 )pper .adde Ri&er6
@earsonP@rentice 3a7
n&estigating the relationship bet8een cogniti&e performance and
le-ical retrie&al beha&iour in t8ins
Author4s5% Da&id @ay5oot$ "ess FitEpatrick
>ord association studies #a&e re&eaed su-te -ut important indi&idua
diCerences in t#e storage and accessing o5 e1ica in5ormation and in t#e
9ay e1ica net9orks are constructed and maintained7 "#ese diCerences
seem to -e sta-e 5or indi&iduas 9#en t#ey are tested on more t#an one
occasion and e&en in more t#an one anguage <FitEpatrick 200+$ 2002=7
.ome researc# #as indicated t#at patterns o5 diCerence in association
response may -e connected 9it# &aria-es suc# as cogniti&e degeneration
or psyc#oogica distur-ance <e7g7 Ge9irt# et a7 12(4L 4erten 1223=7
3o9e&er$ t#ere is to date no concusi&e understanding o5 precisey 9#ic#
cogniti&e 5actors impact on e1ica retrie&a7
"#is paper reports Indings 5rom a proHect 9#ic# 5urt#er e1pores t#e
reations#ip -et9een speciIc aspects o5 cogniti&e per5ormance and 9ord
association response -e#a&iour7 'ssociation responses$ toget#er 9it#
22
measures o5 &er-a and non-&er-a IS$ s#ort term memory and se0uencing
capacity$ 9ere gat#ered 5rom participants in a maHor t9in study and
su-Hected to comparati&e anayses7 Distinct reations#ip patterns emerge$
5rom 9#ic# it is possi-e to #ypot#esise common moti&ators o5 &ariation in
cogniti&e and inguistic traits7 "#e ree&ance o5 t#ese Indings to researc#
into conditions associated 9it# anguage impairment suc# as dementia
and sc#iEop#renia are discussed7
FitEpatrick$ "7 200!6 3a-its and ra--its6 >ord associations and t#e L2
e1icon7 %8#LSLA Pear,oo- +HH) !$ 121-457
FitEpatrick$ "7 200+6 >ord association patterns6 )npacking t#e
assumptions7 1nternational &ournal of Applied Linguistics$ 1+$ 312-317
Ge9irt#$ L7R7$ .#inder$ '7G7 and 3ier$ D7A7 12(46 'tered patterns o5 9ord
associations in dementia and ap#asia7 3rain and Language$ 21$ 30+-1+7
4erten$ "7 12236 >ord association responses and psyc#oticism7
Personality and indiidual diDerences! @A! 2.I6K'
The research reported here 9as funded ,y the %conomic and Social
#esearch Council! 8>'
dentiE$ing criterial aspects of pronunciation in L2 ,nglish across
C,01 le&els% mplications for language learning
Author4s5% Arec#tHe @ost$ Fiona Aarker$ 4ic#ae 4cCart#y$ %aine .c#midt
@ronunciation is a key -ut under-researc#ed aspect o5 L2 %ngis#
competence in reation to t#e ac0uisition o5 its components7 InsuJcient
ski in pronunciation production is o5ten &ery damaging to inteigi-iity
at#oug# reati&ey itte is kno9n a-out t#e 9ay in 9#ic# its components
are ac0uired <e7g7 3ansen %d9ards and Kampini 200(=7 It is cear$
#o9e&er$ t#at inguistic proIciency emerges in parae 9it# t#e
ac0uisition o5 p#onoogica competence$ and t#ere are ot#er 5actors t#at
pay a roe suc# as cross-inguistic diCerences and task diJcuty7
100
"#is paper 9i descri-e a piot study t#at in&estigates #o9 &arious
measures o5 prosodic and p#onoogica competence can -e used to
c#aracterise diCerent e&es o5 proIciency in reation to t#e Common
%uropean Frame9ork o5 Re5erence 5or Languages <C%FR6 Counci o5
%urope$ 2001=7 "#is researc# is -eing undertaken 9it#in %ngis# @roIe$ a
ong-term$ coa-orati&e programme o5 interdiscipinary researc# to
produce Re5erence Le&e Descriptors <RLDs= 5or %ngis# to accompany t#e
C%FR7 "#e resuts 5rom t#is study 9i in5orm t#e de&eopment o5 %ngis#
@roIe resources 5or use -y %L" pro5essionas incuding curricuum
designers$ teac#ers and materias 9riters7
>e propose a set o5 measures o5 p#onoogica and prosodic proIciency
t#at coud -e discriminatory or criteria properties o5 t#e diCerent C%FR
e&es7 "#ese measures are t#en appied to a sma dataset o5 Genera
%ngis# -enc#marked speaking tests to e1pore 9#et#er t#ese &ary as a
5unction o5 L1 and in diCerent communicati&e situations and 9#et#er t#ey
are &aid and ro-ust7
' tentati&e 5rame9ork 5or understanding t#e criteria 5eatures o5 L2
spoken %ngis# in diCerent areas o5 prosodic and p#onoogica competence
at I&e C%FR e&es <'2-C2= 9i t#en -e proposed -ased on t#e study
Indings toget#er 9it# suggestions 5or t#e ne1t p#ase o5 t#e researc# and
impications 5or anguage earning and teac#ing and 5or t#e %ngis# @roIe
@rogramme7
Sorr$M .o $ou 8ant me to turn m$ signing space6
Author4s5% Gary Suinn
"#is paper 9i 5ocus on t#e type o5 signing 5ormat used -y NGi&erD and
NFoo9erD during t#e map task7 Findings 5rom researc# e1tending t#e Map
Tas- researc# too <Aro9n et a7$ 12(4= to in&estigate added dynamics and
5ocus on non-ora participant interactions 9i -e e1pored7 >#en
participants de&eop grounding$ 9#at kind o5 signing space 9i emergeM
.ince signing is a &isua means o5 communication$ 9#at sort o5 &isua
101
space 9i -e usedM "#e data gat#ered ao9s 5or t#e anaysis o5 diaogues
-et9een Dea5 nati&e users o5 Aritis# .ign Language <A.L=7
Issues 5or consideration incude6
- Arie5 in5ormation on signing space in A.L
- "#e diaogic representation o5 in5ormation presented in &isua 5orm
in A.L
- "#e co-construction o5 signing spacePs in con&ersation
- "#e con&ersationa deictic centre and ot#er aspects o5 spatia
orientation
- Diaogue representation 9it#in t#e system o5 t#e con&ersation7
"#e Map Tas- researc# too 9as de&eoped t#roug#out t#e 12(0s and
1220s to eicit natura$ yet restricted$ diaogue7 It #as -een 9idey used to
support t#e study o5 communication7 For e1ampe$ it #as -een used to
in&estigate t#e anguage and communication o5 aduts 9it# unimpaired
speec# and anguage <'nderson and Aoye$ 1224L Aoye$ 'nderson and
Fe9ands$ 1224L Da&ies$ 122+L *o9tko$ 122+L .otio$ 122+=L aduts 9it#
impaired speec# and anguage <dysp#asia= as a resut o5 stroke <4errison$
1222L 4errison$ 'nderson and Do#erty-.neddon$ 1224L Aeeke et a7$ 1224L
'nderson et a7$ 122+L 4errison$ 122(=L c#idren 9it# normay de&eoping
speec# and anguage <'nderson$ Cark and 4uin$ 1221$ 1222$ 1224L
Do#erty-.neddon and *ent$ 122!= and c#idren 9it# moderate earning
diJcuties <Lam-$ Ai--y and >ood$ 122+=7
The appeal of Applied Linguistics in Latin America
Author4s5% *ana&ii RaHagopaan

"#e many apprecia-e strides made -y 'ppied Linguistics in Latin
'merica in genera and AraEi in particuar are to -e credited to t#e IedDs
readiness and pro&en capacity to address rea-9ord pro-ems7
102
Researc#ers in 'L in a t#ese countries #a&e -een attenti&e to oca issues
and$ rat#er t#an attempt to -ring t#e 9eig#t o5 grand$ uni&ersay &aid$
t#eories to -ear on t#em$ are keen on 9orking 5rom -ottom up9ards7
"#oug# t#ey #a&e not a9ays -een success5u in t#is <neit#er$ 5or t#at
matter$ is it 5air to say t#at e&eryone su-scri-es to suc# a &ie9 o5 doing
researc#=$ t#ere are tangi-e resuts$ as t#e sampe o5 ongoing researc#
presented in RaHagopaan 2005$ une0ui&ocay pro&e7
"#e 5act remains t#at$ in many countries$ od preHudices against t#e &ery
idea o5 appication <typicay seen as synonymous 9it# mere second
Idding= sti persists7 In ot#er 9ords$ 'L is at -est :inguistics appied; to
many7 "#e idea t#at 'L can and s#oud -e mutidiscipinary in its outook
and in many 9ays e&en transgressi&e in its modus operandi #as gained
some mieage$ -ut t#ere is sti a ong 9ay to go7 "#e -est proo5 o5 t#is
t#at 9#en it comes to t#e aocation o5 5unds 5or researc# it is t#eoretica
inguistics t#at in&aria-y gets t#e ionDs s#are7
"#e gro9ing perception t#at t#e poitics o5 anguage is o5 strategic interest
to nations #as #o9e&er #ig#ig#ted t#e importance o5 'L$ as I #a&e argued
ese9#ere <RaHagopaan$ 2001=7
RaHagopaan$ *7 <2001=7 NFationa anguages as Rags o5 aegianceL or t#e
inguistics t#at 5aied us6 ' cose ook at emergent inguistic c#au&inism in
AraEi7D &ournal of Language and Politics7 17 pp7 115-14+7
--- <ed7= <2005= Applied Linguistics in Latin America$ A1LA #eie97 ,oume
1(7 'msterdam6 Oo#n AenHamins7
The impact of 1eading Strateg$ nstruction on StudentsG 1eading
Comprehension and 0reBuenc$ of Strateg$ use
Author4s5% BEge RaEi$ 4ic#ae Gren5e
103
Language earner strategies researc# #as -een triggered -y t#e
pu-ication o5 Ru-in <12+5= and .tern <12+5=7 "#ere #a&e -een a-undant
researc# on strategy use o5 adut anguage earners and some on sc#oo
c#idren7 .tudies s#o9 t#at e1picit anguage earner .trategy Instruction
<.I= 9it# aduts is eCecti&e$ #o9e&er t#ere is ess kno9n a-out younger
earners7 .ome studies 9#ic# in&o&e sc#oo c#idren #a&e impemented .I
in addition to students8 reguar sc#oo #ours7 "#us e1periment groups are
incompara-e to contro groups and t#is makes it diJcut to comment on
t#e possi-iity i5 integration .I into reguar sc#oo casses7
"#is study is a 0uasi-e1perimenta inter&ention in&o&ing 112 12-13 year-
od secondary sc#oo students earning %ngis# as a 5oreign anguage7
Reading strategy and attitude 0uestionnaires and a reading
compre#ension test 9ere administered pre- and post- inter&ention in order
to e&auate t#e impact o5 t#e .I programme7 "9o open-ended 0uestions
9ere added on t#e reading strategy 0uestionnaire a5ter t#e inter&ention
ony 5or t#e e1periment group students7 "#e aim 9as to pro&ide some
space 5or t#e e1periment group students to reRect on t#e .I programme7
"#e preiminary resuts s#o9 t#at e1periment group students started to
use more strategies a5ter t#e inter&ention$ at#oug# not statisticay
signiIcanty$ t#eir attitudes to9ards reading in %ngis# impro&ed as 9e
as t#eir reading compre#ension7 't#oug# -oys did not s#o9 muc#
interest in earner strategies during t#e essons$ t#e resuts s#o9 t#at
-oys in t#e e1periment groups s#o9ed a statisticay signiIcant
impro&ement compared to -oys in t#e contro group7 >#at is more$
students8 responses to t#e .I programme s#o9ed t#at students 5et more
a-e to dea 9it# t#e c#aenges o5 5oreign anguage reading7

Scoping 0ormati&e Assessment in Bilingual Classrooms% 8hich
language4s5 impacts on learning6
Author4s5% @auine Rea-Dickins
104

Researc# to date on 5ormati&e assessment #as assumed t#at teac#er
5eed-ack is mediated t#roug# t#e medium o5 one or a dominant anguage7
3o9e&er$ a signiIcant num-er o5 c#idren study t#roug# t#e medium o5 a
second or e&en a t#ird anguage7 "#is raises 0uestions a-out t#e impact o5
5eed-ack in earning in t#e -iinguaP mutiingua cassroom7 For e1ampe6
3o9 do teac#ers promote 5ormati&e assessment opportunities in t#eir
cassesM >#ic# anguage<s= do t#ey use and 5or 9#ic# purposesM >#at
diCerences resut in terms o5 student uptake on 5eed-ack 9#en t#e L1 is
used rat#er t#an t#e L2 or t#e L3M "#ese are some o5 t#e 0uestions t#at
9i -e e1pored in t#is presentation7
"#is presentation is -ased on empirica data gat#ered 5rom a -iingua
cassroom conte1t / *is9a#ii and %ngis# - 9#ere teac#ers and t#eir
students s#i5t seamessy in and out o5 t#ese t9o anguages in t#e
teac#ing o5 core curricua su-Hects7 It 9i 5ocus on teac#er 5eed-ack and
0uestioning t#roug# -ot# anguages$ on #o9 t#e diCerences o-ser&ed
impact on 5ormati&e earning opportunities$ and identi5y some o5 t#e
0uaitati&e diCerences in 5eed-ack and student engagement7
"#e presentation t#en 0uestions t#e enduring moti&ations 5or promoting
%ngis# irrespecti&e o5 conte1t and t#e pursuit o5 #omogenising
#eterogeneity t#roug# e1amining processes and t#e conse0uences t#at
t#e un0uestioned use o5 a prestigious 9ord anguage may #a&e on
students7
bData 5rom6 %.RCPD5ID maHor researc# grant R%.-1!+-25-02!3L
9997-risto7ac7ukPspine=

105
ndirectness in self/promotional narrati&e% 4.e5personalised and
other/perspecti&es in selling $our strengths to an inter&ie8er3
Author4s5% .op#ie Reissner-Rou-icek
"#e institutiona practice t#at is t#e -e#a&ioura$ or competency--ased$
Ho- inter&ie9 demands a speciIc kind o5 :discursi&e ski; <Iedema 2003=7
Descri-ed -y Camp-e and Ro-erts <200+6244= as :t#e synt#esiEing o5
persona and institutiona discourses to produce an accepta-e identity;$
t#is ski entais an understanding o5 t#e inter&ie98s competency
5rame9ork and t#e impicit re0uirement$ in ine 9it# &aues underpinning
:t#e ne9 9ork order; <Gee et a7 122!=$ to promote onese5 as an
indi&idua 9#ie simutaneousy Itting into :-road$ #omogenising
institutiona categories / suc# as -eing a good team 9orker; <Ro-erts W
Camp-e 200!63(=7 For candidates$ intuitions a-out demonstrating an
orientation to t#e team$ and negati&e associations o5 s#o9ing oC$
potentiay undermine t#eir attempts at seing t#emse&es7 Inter&ie9ers$
accordingy$ adopt strategies at &arious e&es o5 e1picitness in t#e
5raming o5 certain 0uestions7
"#e presentation discusses inguistic 5eatures common to success or
5aiure in intercutura and intracutura inter&ie9s used to recruit ne9
graduates to t#e corporate 9orkpace in Fe9 Keaand$ dra9ing on
e1ampes 5rom t#e acti&ity-type anaysis o5 t#ree types o5 inter&ie96
practice inter&ie9s 9it# careers consutants$ mock inter&ie9s 9it#
empoyers$ and rea inter&ie9s 9it# a nationa engineering company$
suppemented -y participants8 point--y-point Hudgments recorded in post-
inter&ie9s7 "#e anaysis #ig#ig#ts t#e 9ay 0uestions reating to team9ork
poarised candidates in a num-er o5 9ays$ and makes a ink -et9een
perspecti&es taken on team-reated topics and se5-promotion7 Fota-y$
candidates8 success in seing t#emse&es 9as associated 9it# t#eir
indirect demonstration o5 key competencies$ and not 9it# e1tra&ersion or
nati&e-speaker -ackground7 "#e study contri-utes ne9 kno9edge a-out
institutiona practices in corporate recruitment 9it# signiIcant
impications 5or careers ad&isory ser&ices in t#e muticutura tertiary
education conte1t7
10!
The Carni&al of Aerbal .uelling
Author4s5% C#ris RiEEa
"#is paper dra9s on insig#ts 5rom Critica Discourse 'naysis and iterary
t#eory to present an anaysis o5 &er-a dueing in t#e Im N( 4ie8$ starring
%minem7 I argue t#at an in#erent 5eature o5 suc# &er-a contests is t#e
notion o5 t#e Ncarni&a8 <Aak#tin 12!(=$ 9#ic# descri-es a sense o5
in&ersion o5 socia roes and e1pectations7 "#e carni&a in &er-a dueing
5unctions on &arious e&es6 a desired in&ersion o5 dominant socio-poitica
ideoogies$ t#e identity o5 t#e per5ormers$ t#e creation o5 aternati&e
reaities and t#e interpay o5 t#e 5orm and 5unction o5 anguage7 4uc# o5
t#e anguage o5 &er-a dueing is semanticay redundant <RiEEa 2002=
and is seected as muc# 5or prosodic as 5or communicati&e purposes7 Due
to t#e uncertainty o5 t#e addressee <La-o& 12+2=$ traditiona t#eories o5
anguage 5unction 9#ic# are -ased on dyadic modes o5 interaction <eg
Ad#er 1234$ Oako-son 12!0$ 3ymes 12!2$ .eare 12!2$ @opper 12+2=
cannot gi&e an ade0uate account o5 t#is 5orm o5 anguage use7 4ore
apposite is .#ippey8s <1223= ConRicti&e @rincipe$ 9#ic# states t#at NTiUn a
&er-a e1c#anges$ ensure t#at one8s 9ort# is stated and ackno9edgedV8
<i-id6 121=7 In conte1ts o5 conRict or opposition pragmatic t#eories o5
anguage use t#at may -e appica-e to norma interaction <eg Grice 12+5$
Aro9n and Le&inson 12(+= are unsuita-e7
I argue t#at t#e carni&aes0ue 5eatures o5 &er-a dueing are not
particuar to t#is 5orm o5 interaction$ -ut t#at t#ey are a deIning 5eature o5
pu-ic e1pressions o5 conRict and protest$ suc# as street protests and
demonstrations$ 9#ere participants dispay t#eir opposition to and seek to
su-&ert t#e dominant status 0uo7 "raditiona &erse and songs are mocked
and parodied$ as participants pay 9it# t#e 5orm o5 t#e anguage to create
ne9 &ersions7 Carni&a is t#us -ot# em-odied in and is t#e em-odiment o5
opposition7
10+
Students= self/reports of their ,nglish spea"ing encounters
outside the classroom at the *ni&ersit$ of +ottingham +ingbo
China3
Author4s5% @au Rooke

"#is researc# in&estigates t#e opportunities o5 students at )ni&ersity o5
Fotting#am Fing-o C#ina to speak %ngis# outside t#e cassroom and #o9
t#e students represent t#eir speaking encounters7 It is adapted 5rom an
origina study -y Copand W Garton 9#o e1pored t#e speaking
e1periences o5 internationa students in t#e )* during a pre-sessiona
programme during t#e summer o5 200(7 Aased upon data 5rom
0uestionnaires$ on-ine diaries and inter&ie9s coected in t#e autumn o5
2010 t#ree main categories o5 interaction emergedL academic$ socia and
casua7 "#e resuts s#o9 t#at as t#ere are 5e9 speakers o5 %ngis# outside
t#e cassroom and %'@ tutors in t#e cassroom are t#e primary source o5
%ngis#$ students create t#eir o9n acti&ities 9it# peers to practice %ngis#$
9#ere possi-e7 't#oug# a compre#ensi&e programme o5 e1tra-curricuar
acti&ities #as -een encouraged and esta-is#ed$ t#ere is a se&ere ack o5
natura %ngis# speakers eit#er eading or participating in t#ese e&ents7
"#e situation is compounded -y &ery o9 num-ers o5 internationa
students 9it# 9#om t#ere is itte contact mainy due to segregated
accommodation7 "#e researc# concudes -y suggesting t#e creation o5
greater opportunities 5or e1tra-curricuar acti&ities 9it# natura %ngis#
speakers to de&eop inguistic and socio-cutura skis7 @ossi-iities incude
a Im cu- 5or %ngis# mo&ies 9#ic# 9oud e1pore issues surrounding
Aritis# society$ and suc# acti&ities 9oud #a&e to -e ed -y %'@ tutors 9#o
are t#e maHor source o5 natura %ngis# at )FFC7
10(
Communicating Strategicall$ in Spanish as L2
Author4s5% 4aritEa Rosas

Bne area o5 anguage earning in 9#ic# 'ppied Linguistics #as made an
important contri-ution is in e1tending our understanding o5 t#e important
roe o5 Communication .trategies <C.s=7 "#is term re5ers to t#e diCerent
mec#anisms L2 earners appy to o&ercome diJcuties encountered in
communicating7 3o9e&er$ researc# #as not t#oroug#y e1amined C.s in
interactiona conte1ts and #as 5ocused mainy on e1ica pro-ems and
%ngis# as L27 "#is paper e1amines t#e 9ay %ngis# L2 earners o5 .panis#
use C.s in communicating 9it# ot#er earners <FF.s= and nati&e speakers
<F.s= o5 .panis#7 "#e aim is to in&estigate C.s and t#eir possi-e
contri-ution to earners8 success5u communication7
Learners 9it# diCerent proIciency e&es interacted 5ace-to-5ace in
diCerent dyads <FF.-FF. W FF.-F.= per5orming t9o tasks <cosed W
open=7 ' tota o5 3! interactions 9it# diCerent com-inations o5 dyad and
task 9ere anaysed7 "#e data coection in&o&ed &ideo and audio
recording$ o-ser&ation o5 participants8 interactions and stimuated reca
met#odoogy7
Suantitati&e and 0uaitati&e anayses 9ere conducted to in&estigate
possi-e associations -et9een C.s and tasks$ dyads and proIciency
e&es$ and to e1amine t#e num-er and type o5 strategies appied in eac#
setting7 "#e anaysis dre9 on Dlrnyei W *lrmos8 ta1onomy <122(=$ and
t#e interactiona C.s 5rom Dlrnyei W .cottDs re&ie9 <122+=7 "#e goa 9as
to e1amine #o9 t#e earners use C.s to communicate success5uy in
t#ese t9o settings7
102
Findings so 5ar s#o9 strong reations#ips -et9een &aria-es and t#e
patterns o5 C.s7 In particuar$ t#ey indicate a #ig#er use o5 C.s in pre-
intermediate e&es$ in FF.-F. dyads and in t#e cosed task7

Dlrnyei$ K7 and *lrmos$ O7$ 122(7 N@ro-em-so&ing mec#anisms in L2
communication87 Studies in Second Language Acquisition! 20<03=$ 342-
3(57
Dlrnyei$ K7 and .cott$ 47L7$ 122+7 NCommunication strategies in a second
anguage6 deInitions and ta1onomies87 Language Learning! 4+<1=$ 1+3-
2107

<To impro&e language2 $ou ha&e to mi-=% teachers= perceptions of
the contribution of interaction in a Stud$ Abroad en&ironment to
their linguistic and cultural learning3
Author4s5% 'nneies Rosk&ist$ .#aron 3ar&ey$ De-ora# Corder$ *aren
.tacey
"#e opportunity 5or interaction is considered to -e one o5 t#e essentia
re0uirements 5or success5u anguage earning <%is$ 2005$ Bya$ 4anao W
Green9ood$ 2002=7 "#is paper 5ocuses on t#e .tudy '-road en&ironment
and t#e interaction opportunities it pro&ided to in-ser&ice teac#ers 9#o
9ere participating in s#ort <t9o 9eeks to t#ree mont#s= and ong-term
<appro1imatey one year= immersion programmes7 In particuar it e1pores
t#e impact o5 #omestay accommodation -ut it aso discusses ot#er 5actors
identiIed -y teac#ers as #a&ing #ad an inRuence on t#e de&eopment o5
t#eir inguistic proIciency$ cutura kno9edge and intercutura
competence7 't#oug# #omestay 9as positi&ey e&auated -y many o5 t#e
participants$ and indeed muc# o5 t#e researc# iterature is supporti&e o5
its inguistic and cutura -eneIts$ not a teac#ers regarded t#e
e1perience as use5u in terms o5 pro&iding interactiona opportunities7
"#e paper is -ased on a study 9#ic# in&estigated t#e eJcacy o5 anguage
and cuture immersion programmes 5or Fe9 Keaand teac#ers o5
anguages7 Researc# data incuded a 0uestionnaire <55 respondents=$ 5our
110
case studies o5 teac#ers 9#o #ad -een on onger immersion programmes
and 0uaitati&e studies o5 ten teac#ers 9#o #ad e1perienced s#ort-term
soHourns7 Cassroom o-ser&ations and inter&ie9s 9it# 5ourteen teac#ers
9ere aso carried out7
"#e paper concudes 9it# recommendations seeking to ma1imise
interaction opportunities in t#e .tudy '-road en&ironment and t#us t#e
-eneIts o5 suc# programmes 5or teac#ers and utimatey$ 5or t#eir
students7

deologies of =authenticit$= in an endangered language% change
and =correctness= in 'uernse$ 0rench
Author4s5% Ouia .aa-ank$ Care Ferguson
N'ut#enticityD is a saient issue 9it#in endangered anguage conte1ts <as in
many ot#er areas o5 'ppied Linguistics=$ 9it# t#e odest speakers o5ten
-eing percei&ed -y t#e speec# community as t#ose 9#o speak t#e
anguage most correcty7 "#is ideoogy o&erooks e&idence t#at <1=
anguage c#anges o&er timeL 9#ie eac# aging generation o5 speakers
t#roug#out t#e sometimes centuries-ong period o5 decine o5 endangered
anguages 9i -e ackno9edged as t#e -est speakers$ t#e anguage o5
eac# o5 t#ose generations 9i -e diCerentL <2= aging speakers or t#ose
9it# no interocutors undergo attrition$ so t#at peope percei&ed as Ngood
speakersD may produce mainy 5ormuaic$ restricted or contact-inRuenced
anguageL <3= NcorrectnessD is a contested concept in a non-standardised
anguage 9it# considera-e &ariation and a #istory o5 Lo9 digossic status7
"#is paper 9i present e&idence o5 anguage c#ange 9it#in t#e conte1t o5
t#e endangered anguage Guernsey Frenc#$ and 9i e1amine #o9 it
111
reates to ideoogies o5 aut#enticity and correctness in t#e speec#
community7 Linguistic data 9ere coected in semi-structured and
unstructured inter&ie9s 9it# speakers 5rom as 9ide an age-range as is
possi-e 9it# a #ig#y endangered anguage <aged 43 to 101= and t#e
apparent time Indings 9ere compared 9it# rea time data to su-stantiate
e&idence o5 c#ange in progress7 In addition$ anguage re&itaisation
acti&ities suc# as optiona essons and anguage 5esti&as 9ere o-ser&ed$
and inter&ie9s 9ere conducted 9it# anguage acti&ists7
@erceptions o5 Naut#enticityD 9ere 5ound to -e inked to issues o5 anguage
No9ners#ipD and transmission7 For e1ampe$ concessions to younger
speakers suc# as de&eoping ne9 terminoogy$ or pronunciation guidance$
are not seen as necessary -y NtraditionaistsD7 In addition$ as in ot#er areas
o5 'ppied Linguistics$ 9#en esta-is#ing 9#o #as t#e aut#ority to teac#
Guernsey Frenc# <or 9#o makes t#e N-est teac#erD=$Nnati&e speakerD status
is &aued more #ig#y t#an 5re0uency o5 use or teac#ing skis7

Aocabular$ SiJe2 its .istribution in ,LT Te-tboo"s and 'eneral
,nglish 0reBuenc$ Lists
Author4s5% '0uiino .anc#eE$ @ascua Cantos$ Ra0ue Criado

Linguistic corpora$ and more speciIcay$ corpora--ased 5re0uency ists
#a&e -eneIted t#e ea-oration o5 Foreign Language "eac#ing materias7
"#eir appication can aready -e 5ound in t#e Irst #a5 o5 t#e 20t# century
<"#orndike$ 1224$ 1244L >est$ 1253=7 3o9e&er$ no9adays$ &oca-uary ists
e1tracted 5rom corpora are more reia-e and$ a-o&e a$ more
representati&e o5 NreaD usage <*ucera W Aro9n$ 12!4L .incair$ 12(+L
Leec# et a7$ 2001=7 "#e underying rationae is t#at t#e most 5re0uenty
used 9ords in a anguage are aso ikey to -e t#e most use5u ones 5or
communicati&e purposes7 Corpora a&aia-e and computationa aids
5aciitate enormousy t#e ea-oration o5 reia-e 5re0uency ists7
112
Conse0uenty$ materias aut#ors and te1t-ooks in genera #a&e easy
access to 5re0uency in5ormation regarding t#e use o5 inguistic eements in
daiy use and in any communicati&e domain7 "#us$ do reay te1t-ooks
compy 9it# 5re0uency istsM
"#is paper addresses t#e issue o5 9#et#er anguage teac#ing te1t-ooks
#a&e adapted or not$ and to 9#at e1tent$ to t#e ne9 situation regarding
t#e kind and amount o5 &oca-uary t#ey oCer t#e students and its
distri-ution aong te1t-ooks7 4et#odoogicay$ 9e Irst anaysed t#e
&oca-uary incuded in a 9idey used %L" course -ook6 %ngis# in 4ind -
.tudentDs Aook 2 <%42= <@uc#ta W .tranks$ 2005=7 >e compied an ad #oc
corpus 9it# a t#e te1ts and e1ercises in t#e te1t-ook and processed
t#em 9it# R'FG% <#ttp6PP9997&ictoria7ac7nEPasPstaCPpau-nation7asp1=$ a
computationa too t#at identiIes tokens$ types and 9ord 5amiies per
5re0uency -ands <1$000$ 2$000 and 3$000 most 5re0uent 9ords=7 Fe1t$ 9e
contrasted t#e resuts against a 5re0uency ist -ased on t#e AFC$ a 100
miion 9ord corpus o5 %ngis#$ and anaysed &oca-uary distri-ution in
%427 "#e resuts re&eaed a partia inade0uacy -et9een 9#at t#e aut#ors
o5 %42 caim and 9#at corpus--ased 5re0uency ists apparenty demand7
C,:7(1.S% ,oca-uary .tudies$ 5re0uency ists$ corpus inguistics$
%ngis# Language "eac#ing

The impact of short/term stud$ abroad on Hapanese ,0L learners=
communicati&e competence% Learner perception
Author4s5% Qoko .ato
"#is paper reports on some Indings o5 a study t#at in&estigates t#e
impact o5 s#ort-term study a-road e1periences on t#e communicati&e
competence o5 Oapanese uni&ersity %FL earners7
"#e participants 9ere t9enty-5our second-year Ausiness students at an
intermediate e&e o5 %ngis# proIciency$ 9#o Hoined t#ree- to 5our-mont#
113
%.L programmes at t9o ). uni&ersities7 @re- and post-test data 9ere
eicited t#roug# one-to-one$ 5ace-to-5ace ora proIciency inter&ie9s$ eac#
-et9een a earner and a 0uaiIed nati&e speaker <F.= interocutor-
assessor7 "#e inter&ie9 per5ormances 9ere rated -y t9o F.s <t#e
interocutor and an o-ser&er co-rater= in terms o5 communicati&e a-iity7
"#e earners t#emse&es independenty rated t#e diJcuty t#ey 5et during
t#e inter&ie9s on 5-point anaytica scaes and ans9ered a ree&ant
0uestionnaire7
'ccording to t#e earnersD ratings t#ey e1perienced signiIcanty ess
diJcuty a5ter studying a-road in t#e areas o5 Ruency$ &oca-uary$
appropriacy o5 register$ content and amount o5 utterances$ and t#e use o5
-ody anguage7 's to grammar$ pronunciation$ discourse organisation$
conIdence and pro-em-so&ing a-iity$ #o9e&er$ t#ere 9as no signiIcant
c#ange7 .igniIcant correations 9ere aso 5ound in a areas -et9een t#e
diJcuty 5et in t#e pre-test and t#e impro&ement in ease in t#e post-test7
It is suggested t#at t#e communicati&e pressure and socia conte1t in t#e
target-anguage en&ironment may #a&e 5aciitated t#e de&eopment o5
Ruency$ &oca-uary and appropriacy o5 &er-a and non-&er-a messages7
Bn t#e ot#er #and$ t#ey may not #a&e -een particuary conduci&e to
impro&ing grammar and pronunciation7 "#e 5act t#at no signiIcant c#ange
9as 5ound in grammar$ pronunciation and conIdence may #a&e -een aso
due to t#e reati&e ease t#e participants #ad 5et in t#ese areas -e5ore
going a-road7 "#e engt# and type o5 t#e study a-road programmes may
not #a&e -een ade0uate 5or t#ese earners to de&eop discourse and
strategic competence necessary to con&ey pro-a-y more compe1
messages attempted in t#e post-test7
n&estigating the eFect of e-plicit2 implicit and no instruction on
L2 learners= use of apologies in the stud$ abroad conte-t
Author4s5% Gia '7 .c#auer$ Ficoa 3aenko
114
't#oug# a num-er o5 studies #a&e -een pu-is#ed on t#e interanguage
pragmatic de&eopment o5 study a-road earners to date <e7g7 Aarron$
2002L 4atsumura$ 2003$ Fei1-Arasde5er$ 2004=$ &ery 5e9 studies <e7g7
Co#en W .#i&ey$ 200+= #a&e e1pored t#e eCect o5 instruction on earnersD
pragmatic de&eopment in t#e study a-road conte1t7 "#is paper presents
t#e resuts o5 a ongitudina study into t#e pragmatic de&eopment o5 45
C#inese earners o5 %ngis# 9#o 9ere enroed in an %ngis# anguage
modue <I%L". !70 e0ui&aent= at a Aritis# uni&ersity and 9ere taug#t -y
one o5 us7 .i1teen o5 t#e earners recei&ed e1picit pragmatic instruction$
12 recei&ed impicit pragmatic instruction and 1+ recei&ed no pragmatic
instruction7 Data 9ere coected at t#e -eginning o5 t#e Irst semester in
.eptem-er and at t#e end o5 t#e Irst semester in Oanuary 9it# a
Discourse Competion "ask7
"#e study 5ocuses on apoogies$ as it is #ig#y important 5or earners o5 a
second P5oreign <L2= anguage to #a&e a repertoire o5 diCerent apoogy
strategies and 5ormuas at t#eir disposa to communicate eCecti&ey in t#e
study a-road conte1t7 "#e apoogies used -y t#e earners 9ere anayEed
according to Co#en and Bs#tainDs <12(3= 5rame9ork and rated on a I&e-
point scae regarding t#eir appropriateness -y t#ree e1perienced %.L
teac#ers7
Bur paper 9i address t#e 5oo9ing researc# 0uestions6
1- >#at eCect did e1picit$ impicit or no instruction #a&e on earnersD
use o5 apoogy strategies and 5ormuasM
2- Did t#e t#ree groupsD appropriateness scores increase signiIcanty
a5ter I&e mont#s in t#e target conte1tM
3- >ere t#ere signiIcant diCerences in t#e scores ac#ie&ed -y t#e
t#ree groupsM
Bur tak 9i present -ot# 0uaitati&e and 0uantitati&e resuts$ and 9i aso
incude some practica pedagogica recommendations7
115
The mpact of Applied Linguistics% Teaching ,SL 7riting S"ills 8ith
a 0ocus upon 0ostering Learner Autonom$
Author4s5% 'dam .erag
"#is paper reports on an in&estigation o5 #o9 earner autonomy coud -e
5ostered t#roug# t#e integration o5 onine system and traditiona 5ace-to-
5ace %ngis# 9riting cass7 Furt#ermore$ t#e paper proposes cogniti&e
design strategies 5or %ngis# 9riting courses t#at seek to promote earner
autonomy in Oapan7
"#e cogniti&e psyc#oogica tec#ni0ues 9ere impemented in t9o
dimensions onine in t#e 5orm o5 9eeky paragrap# 9riting and discussion
5orum assignments gi&en to 203 o5 Oapanese )ni&ersity students o&er a
I5teen-9eek semester7 Furt#ermore$ random peer-to-peer assessments
and a scoring ru-ric 9ere used 5or assessing student per5ormance7
@articipants 9ere di&ided into an e1perimenta group and a contro group7
' se5-report 0uestionnaire 9as administered 5or -ot# t#e contro group
and t#e e1perimenta group -e5ore and a5ter t#e inter&ention to measure
c#anges in t#eir autonomous attitudes7 "#e 0uestionnaire resuts suggest
t#at t#e inter&ention -roug#t a-out positi&e c#anges in t#e studentsD
perception and practice in terms o5 t#eir autonomous earning7 "#e paper
t#en discusses t#e impact o5 appied inguistics and anguage pedagogy
com-ined 9it# computer tec#noogy on earner autonomy in %ngis#
9riting courses and #o9 anguage teac#ers can #ep promote earning
eJciency -y making inks -et9een teac#er-guided earning and earner-
initiated acti&ities outside cass7
Ce$8ords6 %ngis# >riting$ Learner 'utonomy$ 'ppied Linguistics$
Computer "ec#noogy


11!
The .e&elopment and Cross/Language Transfer of #honological
#rocessing S"ills Among Tai8anese :oung Learners of ,nglish
Author4s5% Qu-c#eng .ie#
Bne aim o5 t#is study 9as to in&estigate 9#et#er C#inese-speaking
c#idren coud de&eop p#onoogica processing skis at su--sya-ic e&e
in %ngis# in t#e -eginning o5 earning t#e ne9 ap#a-etic anguage7 "#e
ot#er purpose 9as to e1pore 9#et#er t#ese skis mig#t #a&e$ due to t#e
met#od used to teac# C#inese in "ai9an$ trans5erred 5rom C#inese to
%ngis#7
.i1ty-t#ree 2-year-ods 9ere gi&en I&e p#onoogica sensiti&ity measures
in C#inese and %ngis# respecti&ey7 "#e C#inese tasks$ as a preude to t#e
%ngis# ones$ 9ere a9ays administered prior to t#eir %ngis#
counterparts7 Resem-ing t#e C,C-sya-e structure adopted 5or %ngis#
9ord items$ eac# C#inese 9ord item comprised o5 t#ree p#onetic sym-os
5rom t#e K#u-Qin-Fu-3ao script$ 9#ic# is used to mark t#e sounds o5
C#inese c#aracters 9#en "ai9anese c#idren are taug#t to earn to read
C#inese7
"#e resut s#o9s t#at t#e participants #ad more sop#isticated arge-unit
p#onoogica sensiti&ity$ consistent 9it# pre&ious researc# Indings on
nati&e %ngis#-speaking c#idren t#at arge-unit r#yme sensiti&ity
de&eoped earier t#an sma-unit p#onemic a9areness7 Gi&en t#at
"ai9anese young earners #a&e generay recei&ed more instruction in
sma-unit a9areness$ i7e7$ p#onics$ it is ikey t#at arge-unit p#onoogica
sensiti&ity is more o5 a uni&ersa ski reRected in t#e p#onoogy o5 a
anguages and de&eops regardess o5 9#et#er an opa0ue reations#ip
e1ists -et9een t#e ort#ograp#y and t#e p#onoogy o5 a anguage7
In addition$ inter-correations 9ere o-ser&ed 9#en t#e same measures o5
t9o diCerent anguages 9ere computed against eac# ot#er$ suggesting
t#at cross-anguage trans5er o5 p#onoogica processing skis mig#t #a&e
occurred7 >it# t#e assistance o5 K#u-Qin-Fu-3ao$ "ai9anese c#idren
managed to manipuate p#onoogica units at su--sya-ic e&e and
com-ine suc# p#onetic sym-os to sound out ne9 C#inese 9ords7 "#e
resut indicates t#e possi-iity t#at sma-unit p#onoogica a9areness is
not anguage-speciIc -ut #ig#y ikey ac0uired t#roug# su--sya-ic
instruction in L1 iteracy ac0uisition and trans5erred to L27
11+
Applied linguistic impact and inKuence % historical perspecti&es
Author4s5% Ric#ard .mit#
' recent t#emed issue o5 t#e Hourna 3istoire-%pistkmoogie-Langage on
t#e #istory o5 appied inguistics <N3o'LD= #as -egun to pace #istorica
in0uiry in our Ied on a more rigorous met#odoogica 5ooting7
Contri-utors #a&e aso indicated t#e need not to -e o&er-itera in deIning
t#e scope o5 3o'L - se&era participants in t#e ate nineteent#-century
Re5orm 4o&ement in anguage teac#ing <.9eet$ Oespersen$ and so on=$
and 3arod @amer in t#e period -et9een t#e t9o 9ord 9ars #a&e
particuary -een re5erred to as Nappied inguists a&ant a ettreD7 3ere$ I
aim to contri-ute to t#e 5urt#er esta-is#ment o5 3o'L -y arguing t#at it
needs to -e distinguis#ed 5rom t#e #istory o5 inguistics -y means o5 a
5ocus on practica 9ork and its NimpactD as 9e as a 5ocus on
ideasPresearc# and t#eir NinRuenceD7 "#is argument 9i$ 5urt#er$ ser&e to
cari5y current discussions o5 t#e nature o5 appied inguistics and$ in
particuar$ its impact$ t#us ser&ing 9#at I 9i suggest is a 5urt#er
necessary goa o5 3o'L - i7e7$ to -e ree&ant in a contemporary sense$ in
ot#er 9ords to #a&e its o9n impact7
"#e e1ampes o5 past appied inguistic impact and inRuence on 9#ic# I
-ase t#e a-o&e argument 9i -e t#e Re5orm 4o&ement and t#e 9ork o5
3arod @amer <-ot# mentioned a-o&e=$ as 9e as t9o more NiteraD 5orms
o5 appied inguistics reated to anguage teac#ing in t#e s#ape o5 C#ares
FriesDs 9ork in t#e immediate post-9ar period at t#e )ni&ersity o5
4ic#igan$ and t#e Ncommunicati&e mo&ementD o5 t#e 12+0s-(0s$ in 9#ic#
Aritis# appied inguists payed a centra roe7 "#e researc# 9#ic#
underies my e1position o5 t#ese e1ampes #as in&o&ed care5u
e1amination o5 primary sources7 I s#a compare t#e impact and inRuence
o5 t#ese 5our cases 9it# appropriate re5erence to conte1t o5 time and
pace$ in a propery N#istoriograp#icaD manner7
11(
Speech and 7riting% ;ode A8areness of Corean ,0L Learners
Author4s5% Oongmin .ong

.tudies on t#e reations#ip -et9een speec# and 9riting #a&e continued to
-e undertaken 5or a-out a century and no9 it is more generay accepted
t#at t#e inguistic c#aracteristics o5 spoken and 9ritten %ngis# may
o&erap according to t#eir styes or conte1ts 9#ie eac# mode o5 anguage
is sti c#aracterised and diCerentiated to a certain degree <Ai-er$ 200!L
4cCart#y$ 2001=7 Comparing t#e distri-utions o5 t#e occurrences o5 22
inguistic 5eatures <e7g7 moda &er-s$ gerunds$ attri-uti&e adHecti&es= in
t#e spoken and 9ritten %ngis# o5 *orean %FL <%ngis# as a Foreign
Language= earners and nati&e %ngis# speakers$ t#is study s#o9ed t#at
t#ose %FL earners$ 9#o 9ere undergraduate students in a uni&ersity in
.out# *orea$ seemed not to #a&e distinguis#ed pro-ems in appropriatey
using t#ose inguistic 5eatures -et9een speec# and 9riting in %ngis#7 It
9as 5ound t#at$ #o9e&er$ unike some e1iting anguage de&eopmenta
modes <e7g7 *ro$ 12(1=$ t#eir assimiationPdiCerentiation o5 t#e t9o
modes o5 anguage tended to -e dri&en -y t#eir 9ritten %ngis# a-iity$
rat#er t#an -y t#eir spoken one7

Ai-er$ D7 <200!C' 8niersity language7 A corpus6,ased study of spo-en
and 9ritten registers7 'msterdam6 Oo#n AenHamins7
*ro$ A7 47 <12(1=7 De&eopmenta reations#ips -et9een speaking and
9riting7 In A7 47 *ro W R7 O7 ,ann <%ds7=$ %xploring spea-ing69riting
relationships7 Connections and contrasts <pp7 32-54=7 )r-ana$ IL6 Fationa
Counci o5 "eac#ers o5 %ngis#7
112
4cCart#y$ 47 <2001=7 1ssues in applied linguistics7 Cam-ridge6 Cam-ridge
)ni&ersity @ress7

#eer and near peer models for ,nglish language learners
Author4s5% *at#erine .ong
4any adut earners o5 %ngis# set 5or t#emse&es a neary impossi-e and
unreasona-e goa o5 producing t#e anguage ike a nati&e speaker7 It is
not uncommon to #ear earners e1press em-arrassment o&er t#eir
ina-iity to speak ike a nati&e speaker or 9rite at or near t#eir o9n nati&e
anguage e&e7 )n5ortunatey$ suc# attitude is 5re0uenty accompanied -y
reuctance to practice using t#e anguage in cass or in case o5 9riting$
o&erreiance on$ and o5ten misuse o5$ -iingua dictionaries or transation
so5t9are 5re0uenty to incompre#ensi-e and inco#erent resuts7 .uc#
tendencies resuting in insuJcient practice and un9iingness to
e1periment 9it# t#e anguage se&erey imit t#e de&eopment o5 t#e
earners8 anguage and communicati&e a-iities7 "#e presenter 9i s#are
#er attempts to discourage suc# attitudes and accompanying reticence in
#er %ngis# anguage casses at a Oapanese uni&ersity t#roug# t#e use o5
peer and near peer modes o5 success5u earners and eCecti&e users o5
%ngis# and #er students8 response to #er eCorts7 .peaker modes 9ere
c#osen 5rom t#e media <e7g7$ inter&ie9s o5 cee-rities or at#etes= and
among students to s#o9 more practica and accessi-e aternati&es o5
eCecti&e communication7 "#e composition modes a&aia-e in t#e
te1t-ooks 9ere suppemented 9it# student compositions demonstrating
eCecti&e 9riting skis at e&es o5 compre#ensi-y and de&eopment
ac#ie&a-e -y ot#er anguage earners7
120
:o/:o/:NJsef&Oros / or 8ho is rapping in 8hat language to 8hom6
Author4s5% %sEter .Ea-m Giinger
In socioinguistics$ t#e anaysis o5 #ip #op cuture and rap yrics #as come
to t#e 5ore in t#e ast coupe o5 years7 In t#e proposed paper$ departing
5rom$ and at t#e same time$ dra9ing on t#e 9e-documented anges o5
code-s9itc#ing and yout# anguage$ I 9is# to anayEe t#e yrics o5
3ungarian rappers 5rom t9o perspecti&es$ arguing t#at t#ese t9o aspects
actuay are in a co-constructi&e reations#ip 9it# eac# ot#er7 "#e Irst
perspecti&e is t#at o5 t#e contents o5 yrics 9it# a specia 5ocus on t#e
re5erences to signiIcant peope on t#e #ip #op scene <t#e rappers
t#emse&es$ t#e audience$ ot#er musicians or ri&a -and mem-ers=$ 9#ic#
are 5re0uenty inspired -y e1periences o5 group mem-ers#ip and
indi&idua ac#ie&ements in order to esta-is# aut#enticity and credi-iityL
9#ereas t#e second one is t#at o5 mutiinguaism6 9#at code c#oice and
code-s9itc#ing practices c#aracteriEe t#ese yrics7 In my anaysis$ I argue
t#at t#ese t9o perspecti&es cannot -e separated 5rom eac# ot#er as code
c#oice is ony meaning5u i5 it is conte1tuaiEed$ especiay in terms o5 9#o
it is attri-uted to artisticay7 "#e anaysis does not ony ook at t#e
meanings o5 9#at anguages are used and #o9 -ut$ more importanty$
aso at 9#ere one anguage <or a &ariety o5 a anguage= starts and ends7
121
1hetoric / the art of good spea"ing or the art of seduction6 Ethos2
pathos and logos in the language of politicians
Author4s5% Ooanna .EcEepanska->oc#

Cassica r#etoricians deIned r#etoric as ars ,ene dicendi$ t#e art o5 good
speaking$ t#e art con&eying a ski$ ,ene aest#etic -eauty and et#ica
&aue$ dicendi ora and 9ritten te1ts <>icEek$ 20026 (=7 @ato percei&ed it
as t#e art o5 eading <:auring; or :-eguiing;-'smus$ 12(!6 15!= t#e sou
-y means o5 9ords-seeing in it its decepti&e nature$ 9#ie Gorgias caed it
:a means o5 5ascination$ pecuiar psychagogia$ spiritua seduction 9it#
a magica eCect; <*ucE$ 20026 1(=$ #oding :t#e po9er to eCect Nmost
di&ineD deeds; <'smus$ 12(!6 15!=7 'ristote <12526 15=$ in turn$ re5erred
to r#etoric as to :t#e 5acuty o5 disco&ering t#e e1isting means o5
persuasion;7 "#is -eie5 appears to remo&e r#etoric 5rom :t#e ream o5 t#e
#ap#aEard and t#e 5anci5u; <Di1on$ 12+16 14=$ t#e c#arge 9#ic# 9as o5ten
Ied -y t#e opponents o5 'ristote7
3ence in t#e 5oo9ing paper t#e attention 9i -e dra9n to t#e persuasi&e
diaogue in t#e 5unctiona anguage$ i7e7 t#e anguage o5 poiticians7 @rior
to t#at$ t#e t#eoretica -ackground is to -e proposed$ toget#er 9it#
met#odoogy grounded in The Art of #hetoric -y 'ristote <1252=$
structuring t#e content o5 t#e artice7 .peciIcay t#ree kinds o5 proof6
122
ethos$ pathos and logos 9i -e discussed 9it# re5erence to t#e anguage
o5 @ois# poiticians in t#e presidentia eection o5 Oune 20107 "#e
0uestions6 i5$ #o9$ 9#en and 9#y poiticians use t#e persuasi&e skis to
ac#ie&e t#e goas set 9i -e addressed7

'ristote7 <1252=7 The Art of #hetoric7 London6 >iiam 3einemann Ltd7
'smus$ %7 <12(!=7 Psychagogia in @atoDs @#aedrus7 In6 O7 *7 Fe9man7
1llinois Classical Studies @@ B@ Q +C7 153-15+7
C#iton$ @7 <2004=7 Analysing Political Discourse7 London and Fe9 Qork6
Routedge7
Di1on$ @7 <12+1=7 #hetoric7 London6 4et#uen and Co Ltd7
Faircoug#$ F7 <2001=7 Language and Po9er7 London6 Longman7
ncreasing the mpact of ,nglish for SpeciEc #urposes Learning
and Teaching through ;ultiple ntelligences Tas" .esign
Author4s5% Dietmar "atE
%ngis# 5or .peciIc @urposes <%.@= teac#ing demands t#e inno&ati&e
appication o5 pedagogica t#eories in order to reac# students interested in
pro5essiona or academic areas ot#er t#an anguages or inguistics7 "#e
t#eory o5 4utipe Inteigences <4I= 5ormuated in 12(3 -y 3o9ard
Gardner ends itse5 9e to %.@ settings suc# as engineering education
-ecause it appreciates t#e indi&idua strengt#s and competences o5 eac#
earner7 "#is contri-ution presents a mutipe inteigences acti&ity
de&eoped 5or teac#ing %ngis# to aeronautica engineering students at
t#e F3 OB'FF%)4 )ni&ersity o5 'ppied .ciences$ GraE$ 'ustria7 "#e task
rests on t#e assumption t#at engineering students are skied at ogica-
mat#ematica reasoning$ pro-em so&ing$ dra9ing and constructing7
"#ese skis strongy correspond to GardnerDs ogica-mat#ematica$ -odiy-
kinest#etic and spatia inteigences7
123
"#e mutipe inteigences acti&ity presented #ere empoys engineering
studentsD dominant inteigences 5or t#e purpose o5 %ngis# as a Foreign
Language <%FL= earning and teac#ing7 It com-ines creati&ity$ inno&ation
and pro-em so&ing 9it# &oca-uary earning and t#e description o5
tec#nica concepts7 It 5urt#er engages t#e core pro5essiona engineering
tasks o5 designing and constructing mec#anica parts$ mac#ines or
&e#ices and documenting ne9 de&eopments7 "#e immediate and
ent#usiastic earner response to t#is acti&ity suggests t#at t#e target
group o5 aeronautica engineering students coud -e reac#ed and
capti&ated -y t#e assignment under consideration7
"#e impact o5 %.@ earning and teac#ing coud -e increased -y means o5 a
mutipe inteigences acti&ity7 Raised moti&ation$ attention and tec#nica
anguage interaction 9it# peers 9ere t#e immediate eCects produced7
%&en t#oug# t#e acti&ity introduced in t#is contri-ution is taiored to
aeronautica engineering students$ %.@ practitioners acti&e in ot#er Ieds
and discipines$ suc# as arc#itecture$ ci&i engineering or mec#anica and
eectrica engineering$ 9i Ind it use5u 5or t#eir o9n 9ork as 9e7
Hourne$ to Listening 0luenc$
Author4s5% Qa-C#in "sai
"#oug# istening skis are important to anguage ac0uisition$ t#e issues
reated to %FL istening Ruency #a&e not yet -een e1pored7 "#is study
in&estigated #o9 %FL tertiary earners de&eoped t#eir istening Ruency7 '
tota o5 32 tertiary-e&e undergraduate students participated in an
autonomous-earning program o&er eig#t 9eeks7 ' 9eek prior to eac# in-
cass 9eeky istening acti&ity$ an audio Ie recorded 5or t#e istening
acti&ity 9as upoaded onto t#e 4oode pat5orm 5or t#e participants to
access at t#eir disposa7 'ccording to t#e num-er o5 times t#ey accessed
t#e audio Ies$ as automaticay recorded in t#e 4oode system$ t#e
participants 9ere cassiIed into t#ree groups6 <1= t#e comparison group
124
<CG=6 @articipants 9#o ne&er carried out autonomous isteningL <2= t#e
ess-autonomous group <L'=6 @articipants 9#o carried out autonomous
istening 5or at east one 9eekL and <3= t#e autonomous group <'"=6
@articipants 9#o carried out autonomous earning e&ery 9eek7 Finay$ t#e
participants 9ere post-tested 9it# an %ngis# proIciency test and
competed an open-ended 0uestionnaire7 "#e maHor Indings 9ere as
5oo9s7 <1= "#oug# no signiIcant diCerences 9ere 5ound among t#e t#ree
groups in t#e Irst t9o 9eeky tests$ t#e '" consistenty outper5ormed t#e
L' and CG 5or t#e su-se0uent si1 9eeks7 <2= "#e '" outper5ormed t#e CG$
9#ereas t#e per5ormance o5 t#e L' did not diCer signiIcanty 5rom t#at o5
t#e CG or '" in t#e proIciency test7 <3= >#en diJcuties occurred during
autonomous earning$ t#e participants resorted to repeated istening$ peer
support$ or dictionaries7 <4= Repeated istening$ in particuar$ 9as
5ound to signiIcanty aid Ruent istening7 'utonomous earning 9as 5ound
to accommodate indi&idua istening diJcuties7 Ay 9ay o5 repeated
istening$ tertiary earners earn to e1poit menta resources to -ecome
more automatic 9it# regard to processing in5ormation7
A ne8 test impact model of peer learning in an online communit$
Author4s5% Qi-Oen "sai

"#is study in&estigates #o9 t#e I%L". test inRuences studentsD earning
processes and products in an onine community7 In t#e iterature on
testing$ a num-er o5 test 9as#-ack modes #a&e -een proposed <e7g7
'derson W >a 1223L Aaiey 122!L @an 200(L .#i# 200+=7 "#ese modes
are eCecti&e in oCering descriptions o5 9as#-ack as a p#enomenon$ and
identi5ying t#ose 9#om it aCects7 ,ery itte researc#$ #o9e&er$ #as ooked
125
into t#e 5actors 9#ic# can -etter e1pain t#e resuts o5 9as#-ack7 In ot#er
9ords$ current iterature and empirica researc# oCer more understanding
a-out NparticipantsD and NproductsD t#an NprocessesD7 In particuar$ insig#t
into t#e testing impact on studentsD earning processes is sti imited7
"#ere5ore$ t#e ne9 test impact mode I 9i propose in t#is study 9i 5ocus
on t#e studentsD actua earning procedures 5or t#e I%L". test t#roug# t#eir
participation in an onine community7
"#e onine 5orum e1amined in t#e study 9as esta-is#ed eig#t years ago
in order to support 4andarin-speaking earnersD I%L". preparation7 .ince
200($ t#ere #a&e -een more t#an one miion I%L". candidates e&ery year7
>it#out eCecti&e support$ -eing success5u at t#e I%L". test is especiay
diJcut 5or internationa students 9#ose maHor is not %ngis#7 "#e 5orum
represents an attempt -y suc# students to address t#eir o9n needs$
s#aring earning strategies and ot#er in5ormation a-out I%L". preparation7
'5ter registering as a mem-er$ 5orum users can post anonymousy7 Ay
200+$ it #ad attracted 40$000 mem-ers7 "#is study e1amines t#e data
5rom 550 earnersD 5orum messages in a nine-mont# period to de&eop a
ne9 test impact mode 9#ic# s#o9s t#e reations#ips among t#e test$
conte1t$ participants$ earning processes and products in t#e digita age7
"#is study aims to pro&ide in5ormation 5or earners$ practitioners and
researc#ers understanding #o9 a #ig#-stakes test may inRuence studentsD
earning processes and products7

Le-ical co&erage and L1 and L2 listening comprehension
Author4s5% 3ide &an Keeand
"#is study e1pored t#e reations#ip -et9een e1ica co&erage <t#e
percentage o5 9ords kno9n in a te1t= and istening compre#ension in -ot#
12!
t#e L1 and L27 In L1 researc# t#ere appears to #a&e -een ony one study
conducted on e1ica co&erage in reation to compre#ension$ 9#ic#
in&o&ed reading ony7 In t#e L2 conte1t$ t#e maHority o5 e1ica co&erage
researc# #as 5ocused on reading7 It #as generay -een 5ound t#at earners
need 2([ co&erage to ac#ie&e ade0uate reading compre#ension$ and t#is
Igure #as -een used to set <rat#er #ig#= &oca-uary siEe targets 5or
compre#ension o5 -ot# 9ritten and spoken te1t <Fation$ 200!=7 Qet it #as
not -een in&estigated directy 9#et#er istening indeed re0uires t#is same
co&erage e&e$ and it is t#ere5ore 0uestiona-e 9#et#er FationDs
&oca-uary siEe targets 5or L2 istening compre#ension are correct7
"#is study e1pored t#is 0uestion7 "#e co&erage o5 5our spoken passages
9as manipuated$ and participantsD <3! nati&e and 40 non-nati&e speakers
o5 %ngis#= istening compre#ension 9as measured7 "#e resuts re&ea t#at
co&erage o9er t#an 2([ ena-es ade0uate istening compre#ension in
t#e L1 and L27 Co&erage o5 ony 20[ ena-ed most participants to
understand t#e ora passages7 3o9e&er$ resuts o5 t#e non-nati&e isteners
re&ea considera-e &ariation in compre#ension at t#is co&erage e&e7 "#is
e&idence suggests t#at 25[ co&erage is a -etter co&erage target7 "o
reac# t#is$ isteners need a &oca-uary siEe o5 2$000-3$000 9ord 5amiies7
"#is is drasticay o9er t#an t#e !$000-+$000 &oca-uary siEe target 9#ic#
Fation <200!= cacuated$ -ased on t#e 2([ Igure 5rom reading researc#7
"#is Inding o5 a o9er &oca-uary siEe target 5or spoken anguage #as
cear impications 5or researc#ers$ practitioners$ and test de&eopers7
Fation$ I7 .7 @7 <200!=7 3o9 arge a &oca-uary is needed 5or reading and
isteningM The Canadian Modern Language #eie9$ !3$ 52-(17
1etention of Le-ical Cno8ledge as a 0unction of nput ;ode and
#roEcienc$ Le&el
Author4s5% *arina ,ida
12+
@syc#oinguistic Indings tend to support t#e notion t#at L1 istening and
reading compre#ension in&o&e t#e same processes7 Researc# 9it# L2
earners aso suggests t#at reading and istening compre#ension
processes are simiar$ t#oug# t#e nature o5 t#e modaity seems to :cause
isteners and readers to approac# a compre#ension task diCerenty; <Lund
12216 201=7
's regards e1ica earning$ %is considers reading t#e :idea medium; 5or
&oca-uary ac0uisition6 print materia ao9s earners more time 5or
processing a ne9 9ord$ :9#ereas in speec# it passes ep#emeray; <12256
10!=7 Fot9it#standing$ t#ere is itte empirica e&idence a-out t#e
diCerences underying &oca-uary ac0uisition t#roug# istening and
reading7 "#e present study 9as conducted$ t#ere5ore$ in an attempt to
o-tain a cear indication o5 t#eir contri-ution to t#e esta-is#ment o5
e1ica representations7 It anayEed and compared t#e immediate and
deayed retention o5 &oca-uary incidentay earned -y 24(
undergraduate %.L earners a5ter e1posure to eit#er t#ree ectures or
t#ree readings7 Deayed post-tests 9ere used to determine diCerences$ i5
any$ in t#e onger-term strengt# o5 initia memory 5or no&e &oca-uary
items 5ormed a5ter e1posure to eit#er earning mode7 Resuts re&eaed
diCerent trends in t#e immediate and deayed retention measures as a
5unction o5 input mode7 Findings are discussed in t#e ig#t o5 t#e roe o5
p#onoogica memory and anguage proIciency in .L'7
Cay$ F7$ Ao9ers$ O7$ Da&is$ C7 W 3aney$ D7 <200+=7 "eac#ing aduts ne9
9ords6 t#e roe o5 practice and consoidation7 &ournal of %xperimental
Psychology7 Learning! Memory! and Cognition$ 33P5$ 2+0-2+!7
%is$ F7 <1225=7 "#e psyc#oogy o5 5oreign anguage &oca-uary
ac0uisition6 Impications 5or ca7 Computer Assisted Language Learning$
2P3$ 103-12(7
Lund$ R7 O7 <1221=7 ' comparison o5 second anguage istening and reading
compre#ension7 Modern Language &ournal$ +5P2$ 12!-2047
Well, in my view, if thats the case, its time to% A comparati&e2
corpus/based stud$ of the 8ords time2 case and view3
12(
Author4s5% Crayton >aker

"#ere are some %ngis# 9ords 9#ic# occur &ery 5re0uenty in t#e anguage
-ecause o5 t#e p#rases and patterns t#ey are associated 9it#7 Corpus
e&idence seems to s#o9 t#at 9ords ike time$ case and ie9 appear at t#e
upper end o5 a 9ord 5re0uency ist argey -ecause o5 t#e p#rases and
patterns t#ey appear in7 "#is 9oud suggest t#at$ i5 9e are teac#ing t#e
anguage$ 9e s#oud -e 5ocusing more on t#e p#rases and patterns t#ese
9ords #ep to make up$ rat#er t#an teac#ing t#e indi&idua 9ords
t#emse&es7
In t#is paper I 9i -e reporting on t#e resuts o5 a corpus--ased study
9#ic# e1amined t#e p#raseoogica -e#a&iour o5 #ig# 5re0uency 9ords ike
time$ case and ie97 Initiay$ a arge re5erence corpus$ t#e Aank o5
%ngis#$ 9as e1amined in order to esta-is# #o9 nati&e speakers typicay
use t#ese 9ords in spoken and 9ritten discourse7 ' pedagogic corpus$ t#e
Airming#am @edagogic Corpus$ 9as t#en used to in&estigate #o9 t#e
9ords are presented and practised in current %FL course -ooks7
Initia resuts indicate t#at t#ere are some signiIcant diCerences in t#e
9ay in 9#ic# nati&e speakers use t#ese 9ords compared 9it# t#e 9ay
t#ey are presented and practised in eading %FLP%.L course -ooks7


122
*sing ;etaphorical Conceptualisation to Construct and .e&elop
,0L StudentsG 7riting
Author4s5% >an >an

It #as -ecome reasona-y common to empoy metap#or as a conceptua
too to e1pore #o9 anguage teac#ers and students descri-e aspects o5
teac#ing andPor earning$ -ased on t#e idea t#at identi5ying and
discussing metap#or can -ring impicit assumptions into conscious
a9areness$ encourage reRection and as a resut pro&ide some insig#t into
participantsD t#oug#t patterns and understandings o5 a gi&en topic in
anguage education <CortaEE W Oin$ 1222=7 3o9e&er$ t#ere are 5e9 studies
to date t#at #a&e e1amined #o9 earners conceptuaise indi&idua
anguage skis suc# as 9riting t#roug# metap#or anaysis7 'so$ 0uite a
#ig# proportion o5 t#ese studies #a&e ad&ocated t#e use o5 metap#or
anaysis in one :direction;?coecting$ categorising and interpreting
participants8 metap#ors -ut t#ey rarey ao9 participants to s#are and
discuss t#eir metap#ors and in&estigate possi-e eCects7
"#is inter&ention--ased ongitudina study 5oo9ed a group o5 se&en L2
4' students 5or a period o5 an academic year <2002P10= to e1pore t#eir
understandings o5 academic 9riting &ia an anaysis o5 t#eir metap#ors and
simies7 Ay s#aring and discussing metap#ors 9it# ot#er participants$ t#e
study aso aimed to e1amine #o9 5ar students coud earn a-out ot#ers8
concepts o5 9riting7 Data sources incuded o-ser&ations o5 cassrooms$
inter&ie9s and student-generated metap#ors a-out 9riting7
"#e resuts s#o9ed t#at <1= metap#orica conceptuaisations o5 9riting
impro&ed students8 a-iity to construct and reRect on t#e processes and
products o5 academic 9riting$ and #eped t#em identi5y t#eir 9riting
pro-ems and <2= -y s#aring and discussing metap#ors 9it# ot#er
participants$ participants 9ere a-e to modi5y andPor c#ange t#eir
conceptions o5 9riting and e&en 5ormuated pans o5 action to impement
t#eir ne9 &ie9s o5 9riting in t#eir 9riting practice7

CortaEEi$ 47$ W Oin$ L7 <1222=7 Aridges to earning6 4etap#ors o5 teac#ing$
earning$ and anguage7 In G7 Lo9$ W L7 Cameron <%ds7=$ #esearching and
applying metaphor Bpp' @AK6@I)=7 Cam-ridge6 Cam-ridge )ni&ersity @ress7

130


Do8 should function 8ords such as ,nglish prepositions be
learned or translated6
Author4s5% C#en-yin >ang$ .#ian-Hung C#en

.tudents doing transation 5rom %ngis# to C#inese o5ten Ind it &ery
diJcut to transate prepositions correcty7 In "ai9an most studies on t#e
same topic mainy 5ocus eit#er on coecting and cassi5ying t#e
pro-ematic renditions or on gi&ing speciIc suggestions7 "#is study aims
to trace do9n 9#at #a&e -een missing in most studies and to oCer a
-etter strategy a-out #o9 to dea 9it# %ngis# prepositions in transation
as 9e as 5oreign anguage earning7
@repositions are 5unction 9ords$ 9#ic# are anguage speciIc7 "#ey ser&e
as reationa markers t#at ink -et9een o-Hects and t#e re5erents t#at @@s
modi5y7 "#e use o5 any preposition in one anguage is &ery unikey to Ind
a corresponding counterpart in anot#er anguage7 "#e common practice
trying to transate an %ngis# preposition into a preposition in C#inese or
any ot#er anguage is simpy a product o5 #a-itua t#inking or intuition$
9#ic# is o-&iousy inade0uate7
'naysis o5 pro5essiona transatorsD 9ork 5rom a @anorama corpus and
t#at o5 an 4" corpus s#o9 an amaEing contrast -et9een a good strategy
5or transating prepositions and a preposition-to-preposition mac#ine
endea&or7 @oor 4" resuts aso #a&e a domino eCect on misinterpretation
and p#rase reordering7 Bur iterature re&ie9 s#o9s t#at t#e study o5
preposition transation or t#e transation o5 5unction 9ords is not propery
addressed7 "#is study is e1pected to s#ed ne9 ig#t to a -etter
understanding o5 anguage processing in transation and #o9 to narro9
gaps created -y anguage speciIcs in L2 earning7 'n important stance on
transation studies$ i7e7$ 5unction 9ords are anguage speciIc and a totay
diCerent strategy is needed 5or transating t#em$ is recommended and
t#is study 9i pro&ide ampe e&idence 5or t#is position7
131
#ronunciation acBuisition through rh$thm
Author4s5% *at#rin >id
I 9oud ike to present t#e outcomes o5 a year-ong sur&ey <200+-0(=
conducted in t#e German )nit at %1eter )ni&ersityP)*7 Its o-Hect 9as to
in&estigate to 9#at e1tent post-critica period anguage earners are a-e
to discriminate t#e German 9ord stress correcty and i5 it is possi-e to
impro&e earning resuts t#roug# musica and r#yt#mic e1ercises in
contrast to traditiona ones7
"#e test personsD persistent pronunciation mistakes and t#eir resistance to
correction suggested t#at discrimination a-iities decrease in increasing
age7 It is presumed t#at music and r#yt#m are ade0uate means to raise
a9areness in anguage earning and to stimuate cogniti&e processes7
"#ere5ore$ it 9as anticipated t#at it mig#t #ep to impro&e discrimination
a-iities and e&en -reak up 5ossiisations7 Aased on t#is t#eoretica 5rame$
a speciIc pronunciation training 5ocusing on 9ord stress 9as conducted7
40 Irst-year students o5 German di&ided into t9o groups took part in t#e
sur&ey7 "#roug#out a 9#oe academic year #a5 o5 t#e group took part in
specia r#yt#mica e1ercises <e7g7 stamping$ knocking$ creating o9n raps=$
9#ereas t#e ot#er #a5 9as treated 9it# traditiona e1ercises <e7g7
istening - repeating=7 In order to e&auate t#e earning progress$ t#e test
persons participated in 5our data ac0uisitions t#roug#out a t9e&e-mont#
period7 %ac# eicitation in&o&ed Iing in a 0uestionnaire and taking a
pronunciation test7 "#e data 9ere e&auated statisticay and s#o9ed to
9#at e1tent t#ere mig#t -e correations -et9een appying musica and
r#yt#mica eements in anguage teac#ing and t#e ac0uisition o5 good
pronunciation in a 5oreign anguage7
132
Teaching academic 8riting in the disciplines / a collaborati&e
approach
Author4s5% )rsua >ingate

In t#is paper$ se&era approac#es to teac#ing academic 9riting as part o5
t#e reguar su-Hect curricuum are compared7 "#e coa-orati&e approac#
is discussed in more detaiL t#is approac# seemed to -e more eCecti&e
t#an ot#ers 9#en pioted 9it# 4' and A' students in 'ppied Linguistics
at *ingDs Coege London7 It is -ased on t#e mode o5 co-operation and
coa-oration <Dudey-%&ans and .t Oo#n$ 122(= in 9#ic# su-Hect ecturers
contri-ute discipine-speciIc te1ts and in5ormation on 9riting
re0uirements$ and 9riting e1perts prepare instructiona resources 5or
cassroom 9riting sessions and independent use -y students7 .tudent
te1ts 9ere used as e1empars to teac# t#e speciIc genres <e7g7
assignment and dissertation= t#at students #a&e to 9rite7 "#e materias
#ep students to anayse t#e parts o5 t#e genre <e7g7 Discussing t#e
Literature$ Concusion=$ t#e Nmo&esD occurring in t#ese parts <.9aes$
1220=$ and to understand 9ritersD te1tua c#oices t#roug# systemic-
5unctiona inguistics7 "#e teac#ing met#odoogy 5oo9ed genre--ased
iteracy pedagogy <4artin$ 1222=$ using t#e cyce o5 te1t deconstruction$
Hoint construction and independent construction7 Aot# su-Hect ecturers
and 9riting e1perts assisted students in t#e Irst t9o p#ases o5 t#e cyce7
"#e piot resuts s#o9ed considera-e impro&ements in student te1ts7 "#e
participants appreciated in particuar t#e speciIcity o5 t#e teac#ing
resources to t#eir needs7 "#e approac# is currenty -eing pioted in t#ree
ot#er discipines7 "#roug# t#e coa-oration -et9een su-Hect ecturers and
9riting speciaists$ t#e mode #as t#e potentia to oCer eCecti&e and cost-
eCecti&e mainstream 9riting instruction across t#e discipines7
133
Dudey-%&ans$ "7 and .t7 Oo#n$ 47O7 <122(= Deelopments in %nglish for
Specifc Purposes7 Cam-ridge6 Cam-ridge )ni&ersity @ress7
4artin$ O7R7 <1222= 4entoring semogenesis6 Ngenre--asedD iteracy
pedagogy7 In F7 C#ristie <ed= Pedagogy and the Shaping of Consciousness7
Linguistic and Social Processes7 London6 Casse <pp7 123 - 155=7
.9aes$ O747 <1220= Genre Analysis7 Cam-ridge6 Cam-ridge )ni&ersity
@ress7
Do8 do 8e decode opaBue formulaic seBuences6
Author4s5% 'ison >ray$ 3u9 Ae
Recent researc# using eye-tracking <.iyano&a-C#anturia$ Conkin W .c#mitt$
2011= 5ound t#at non-nati&e speakers per5ormed diCerenty to nati&e speakers
9#en reading p#rases 9it# eit#er an idiomatic <Igurati&e= or itera meaning <e7g7
at t#e end o5 t#e day=7 .peciIcay$ non-nati&e speakers took onger to decode a
Igurati&e meaning$ and 9ere ess a-e to -eneIt 5rom disam-iguating cues in
t#e surrounding conte1t7 .iyano&a-C#anturia et a suggest t#at nati&e speakers
#a&e a stronger ink to t#e #oistic meaning t#an non-nati&e speakers do$ so t#at
t#e atter tend to acti&ate t#e itera meaning IrstL and t#at non-nati&e speakers
are not a-e to use conte1tua in5ormation as eCecti&ey as nati&e speakers7
"#is paper reports an e1periment t#at attempts to dig deeper into t#e processes
-y 9#ic# nati&e speakers and non-nati&e speakers decode opa0ue idiomatic
meanings$ -y controing 5or t#e possi-iity o5 nati&e speakers -eing more
5amiiar 9it# t#e items t#an earners are$ and #ence #a&ing a stronger ink t#an
earners to t#e #oistic meaning7 >e used genuine idioms$ in t#eir origina te1t
usage$ t#at occur in t#e #istorica no&es o5 Georgette 3eyer7 3eyer researc#ed
t#ese idioms -y reading documents 5rom t#e Regency period7 "#e idioms
seected 9ere not ikey to e&er #a&e -een encountered -e5ore -y t#e nati&e or
non-nati&e speaker participants7 "#e participants 9ere recorded in a t#ink-aoud
procedure$ e1paining 9#at t#ey t#oug#t t#e idioms meant and #o9 t#ey
reac#ed t#eir concusions7 "#e resuts s#ed ig#t on 9#et#er or not t#e t9o
groups diCer in t#eir reati&e attention to conte1tua cues and t#e constituent
9ords7
134
.iyano&a-C#anturia$ '7$ Conkin$ *7 W .c#mitt$ F7 <2011=7 'dding more 5ue to t#e
Ire6 'n eye-tracking study o5 idiom processing -y nati&e and non-nati&e
speakers7 Second Language #esearch' @re- pu-is#ed onine 21 Fe-ruary 20117
DBI6 10711++P02!+!5(3103(20!(
1epetition as accommodation and po8er/8ielding b$ a recentl$
arri&ed teacher in a complementar$ classroom
Author4s5% Rika Qamas#ita
Con&ersations -et9een aduts and c#idren in a migrant community #a&e
o5ten discussed using micro and macro socia 5actors$ as 9e as
socioinguistic ideas suc# as poitenessPimpoiteness$
accommodationPdissociation$ po9er$ identity$ and soidarity7 >#en it
comes to mutiingua con&ersations in suc# conte1t$ aduts 9ere
portrayed as associated more to t#e #eritage anguage$ &ery o5ten t#eir
dominant anguage$ 9#ie t#e c#idren to t#e societa maHority anguage$
t#eir dominant anguage$ 9it# con&entiona &aues o5 t#e community
attac#ed to 5ormer$ and ne9 NemergingD &aues to t#e atter7 3o9e&er$
t#ere is sti more to -e disco&ered in #o9 t#e aduts use t#e c#idrenDs
dominant anguage in 5ront o5 t#e c#idren7
3ere$ I 9i discuss #o9 a teac#er in a migrant compementary sc#oo
cassroom uses repetitions o5 t#e pupisD speec# in Oapanese as a means to
5uI t#e roe as a teac#er and keep #er #ead #ig# in t#e cassroom7 .uc#
repetitions are em-edded in t#e roe t#e teac#er #ods in t#e
con&ersation7 "#e repetitions <1= e1press a strong and direct disagreement
9it# 9#at t#e pupi #a&e Hust said$ <2= s#o9 t#at t#e teac#er does
understand and is a-e to use Oapanese$ indicating s#e is in contro o5 t#e
cassroom discourse$ and <3= s#o9ing t#e Gconsiderate and generousG side
o5 teac#er as accepting 9#at t#e pupi #as said and accommodating to
t#em7
135
Considering t#e teac#erDs competence$ repetitions are party due to t#e
ease in production and compre#ension7 It is interesting to see #o9 t#is
minima use o5 anguage can 5uI #er roe$ e1pressing in a 9ay 9#ic#
)rdu or %ngis# aone cannot7 .uc# use e&okes great eCect despite its
ease and s#ortness$ suggesting t#at speaking eo0uenty$ correcty$ or
9it# #ig# competency in t#e anguage is not necessariy 9#at is needed to
-e suJcienty in contro o5 con&ersation$ e&en in a tense inter-
generationa discourse7
,Fects of e-tensi&e reading on reading attitudes in a foreign
language
Author4s5% Ounko Qamas#ita
%1tensi&e reading <%R= is a met#od o5 reading instruction$ in 9#ic#
teac#ers encourage students to c#oose -ooks o5 t#eir interests and to
read as muc# as possi-e7 It intends not ony to #ep impro&e earnersD
cogniti&e and inguistic a-iities -ut aso to #ep de&eop positi&e attitudes
to9ards reading7 "#e appied inguistics Ied #as seen a num-er o5 studies
reporting its positi&e eCects on &arious kinds o5 cogniti&e and inguistic
a-iities suc# as reading compre#ension$ 9riting$ &oca-uary$ and
grammar7 3o9e&er$ its eCects on reading attitude #a&e not -een paid
suJcient attention7 @ast studies deaing 9it# t#is aCecti&e 5actor may -e
-roady categoriEed into t9o types6 Bne reporting anecdota e&idence and
t#e ot#er reporting 0uestionnaire resuts7 %&en in t#e atter case$
researc#ers ga&e a 0uestionnaire sur&eying studentsD reactions to %R
casses <e7g7$ #ome 9orks or tasks in casses= rat#er t#an t#eir genera
attitude to9ards reading7 4oreo&er$ 0uestionnaires 9ere gi&en ony at t#e
end o5 t#e %R period and t#e resuts do not ans9er t#e 0uestion o5
9#et#er or #o9 %R c#anges studentsD reading attitudes7 "#e current study
aims to I t#is gap7 ' 22-item Likert scae reading attitude 0uestionnaire
13!
measuring I&e attitude &aria-es <com5ort$ an1iety$ inteectua &aue$
practica &aue$ and inguistic &aue= 9as administered -e5ore and a5ter
t#e %R period7 @articipants 9ere !1 Oapanese %FL earners 9#o enroed in
15-9eek %R casses at a uni&ersity7 Resuts o5 repeated measures 'FB,'
9it# mutipe comparisons #a&e s#o9n t#at scores on reading com5ort and
on inteectua &aue #a&e increased$ and t#e score on an1iety #as
decreased <p ^ 705=7 Contrariy$ t#ere 9ere no signiIcant c#anges in
practica and inguistic &aues7 "#eoretica and pedagogica impications o5
t#e resuts as 9e as suggestions 5or 5uture studies 9i -e discussed as
part o5 t#e presentation
+a-i2 Standard Chinese 4#utonghua5 or ,nglish6 A stud$ of +a-i
ethnic minorit$ in Li@iang2 South8est China
Author4s5% 3ongyan Qang
In t#is paper$ I 9i iustrate #o9 t#e Fa1i et#nic minority in LiHiang$ a
tourist area o5 Qunnan in .out#9est C#ina$ practise Fa1i or ot#er et#nic
minority anguages$ t#e oca C#inese &ariety$ .tandard C#inese
<@utong#ua= and %ngis#7 "#e anguage ideoogies underying t#ose
anguage practices and t#eir reation 9it# identities 9i -e e1pored7 Litte
researc# #as -een done on t#e c#aenges 5acing et#nic minority earners
o5 %ngis# as a 5ourt# or e&en I5t# anguage7 "#e Fa1i are o5 particuar
interest as an et#nic minority due to t#eir uni0ue cuture and di&erse
5orms o5 9ritten anguage incuding t#e i&e pictograp#ic c#aracters7
3a&ing -een recogniEed -y )F%.CB as >ord 3eritage .ite Destinations$
LiHiang #as e1perienced a -ooming tourism$ attracted tourists 5rom -ot#
#ome and a-road and #as -roug#t c#ange o5 ideoogies and &arious 5orms
o5 anguage use practices7 "9o genera researc# 0uestions guide t#is
study7
13+
1- >#at kinds o5 mutiingua anguage earning and practices can -e
o-ser&ed in LiHiangM
2- >#at anguage ideoogies underie t#ose practices and #o9 are
t#ese tied to identitiesM
"o address t#ese 0uestions$ I 9i dra9 on data 5rom a 0uaitati&e study o5
Fa1i %FL users7 "#e data incude indi&idua and 5ocus group inter&ie9s$
on-site o-ser&ations$ Ied notes$ etc7 "#e study uses t#e t#eoretica
5rame9orks o5 anguage and identity to e1pore t#e #ierarc#ica
reations#ip -et9een anguage practices$ anguage ideoogies and
identities represented in t#e conte1t o5 a -urgeoning Net#nicD tourist
industry in t#e area7
"#e compe1 interpay among Fa1i as t#e traditiona et#nic anguage$
C#inese as t#e mainstream nationa anguage and %ngis# as t#e anguage
to outside 9ord 9i -e discussed7 "#e Indings pro&ide ne9 insig#t into
t#e nationa and go-a po9er structures t#roug# anguage and ideoogy
and #ig#ig#t a num-er o5 issues on anguage practices among et#nic
minorities in a mutiingua and muticutura conte1t7
,0L Te-tboo" .esign and Curriculum nno&ation in Algeria%
Shifting #aradigms and Changing (b@ecti&es
Author4s5% .ouryana Qassine

In t#e recent years 'geria #as aunc#ed a curricuum inno&ation proHect
t#at aims at re&ie9ing t#e teac#ing o5 %ngis# as a 5oreign anguage in t#e
country7 "#e proHect is carried out mainy t#anks to t#e design o5 ne9 %FL
te1t-ooks7 It is in5ormed -y recent de&eopments in t#e Ied o5 5oreign
anguage education and targets t#ree main o-Hecti&es 9#ic# consist o5
impementing6 1= Competency--ased anguage teac#ing met#odoogy$ 2=
.ocia constructi&ism as earning t#eory$ and 3= Cross-cutura
conte1tuaiEation o5 content7
Bur purpose in t#is paper is to e&auate a secondary sc#oo te1t-ook
designed aong t#is curricuum inno&ation proHect <=e9 Prospects 200+=
13(
and compare it 9it# t#e one it came to repace <Comet 2001= so as to
s#o9 #o9 t#e ne9 te1t-ook compies 9it# t#e stated purposes o5 t#e
proHect7 "#e e&auation is going to 5ocus on teac#ing met#odoogy$
earning t#eory$ and cutura conte1tuaiEation7 It is going to -e -ased on
esta-is#ed te1t-ook e&auation c#eckists com-ined to insig#ts -orro9ed
5rom socia semiotics and mutimodaity anaysis7 "#e reason o5 resorting
to socia semiotics and mutimodaity reates to t#e &isua design o5 t#e
ne9 te1t-ook 9#ic#$ unike t#e pre&ious one$ contains diCerent &isua
components <images$ diagrams$ and dra9ings=7

A Case Stud$ of Beginner Business Chinese Course in
Constructi&ist Teaching ;ethods
Author4s5% Oinrui K#ang
's t#e 5ast de&eopment o5 t#e C#inese economic in t#e 9ord$ no9adays
more and more uni&ersity students$ especiay t#e ones 9it# economics
reated maHors$ are strugging in earning C#inese anguage and cuture7
"o ena-e students 9it# a -etter understanding to do -usiness 9it# C#ina
in t#e 5uture$ t#e Language Centre at t#e London .c#oo o5 %conomics and
@oitica .cience pro&ides Ausiness C#inese course to a t#e students7
DiCerent 5rom t#e .tandard 4andarin C#inese course$ Ausiness C#inese
132
course is uni0ue in t#e components$ speciIcations and teac#ing
met#odoogies7
In t#e Irst part o5 t#is presentation$ I 9i descri-e t#e constructi&ist
teac#ing met#ods o5 Ausiness C#inese course -ased on t#e Aeginner
Ausiness C#inese course in t#e academic year o5 2010-2011 at L.% 9#ere
t#e researc#er 9orks7 's a 5oreign anguage 5or specia purpose$ Ausiness
C#inese course #eps totay -eginners to ac#ie&e a 5 minutes se5-
introduction and daiy C#inese communication skis 5or a s#ort trip to
C#ina 9it#in 40 teac#ing #ours in tota7
In t#e main part$ t#e researc# tries to seek t#e ans9er to t#e 0uestion6
9it# strong c#aracteristics o5 s#ort-term$ 0uick-eCect$ -usiness-oriented
and #ea&y study oad$ #o9 to com-ine inguistic a-iities and C#inese
-usiness cuture in Ausiness C#inese cassroom7
Linking t#e paper to t#e t#eme o5 t#e Con5erence$ t#e ast part raises t#e
issue o5$ 9#et#er or notL t#e proposed teac#ing met#ods 9oud -e
eCecti&e in teac#ing ot#er 5oreign anguages 5or specia purpose$
especiay 5or -usiness purpose7
1e&isiting You Know% a Social/#ragmatic #erspecti&e
Author4s5% Sun K#eng

"#e socia distri-ution and perception o5 discourse markers #as -een t#e
su-Hect o5 some de-ate in t#e iterature7 .ince you -no9! may -e a 5ace-
sa&ing strategy <nstman 12(5= or negati&ey &ie9ed 9#en used
utterance-Inay or o&erused <>atts 12(2=$ researc# 5ocus 9as
140
e1tended to socia &ariations suc# as gender$ age$ socia cass$ particuary
in t#e case o5 t#e li-e <%rman 2001L 4acauay 2002L 'nderson 2000L
Daiey-BDCain 2000L .tu--e and 3omes 1225=7 3o9e&er$ so 5ar 5e9
studies on t#e demograp#ic mapping o5 you -no9 #a&e -een conducted
per#aps due to <1= t#e ack o5 demograp#ic in5ormation or reated
searc#ing toos in arge corporaL and <2= t#e muti-5unctionaity o5 you
-no9 in conte1t7 "#e present study in&estigates t#e distri-utiona
5re0uency o5 you -no9 in t#e AFC spoken te1ts using t#e AFC9e- Suery
.ystem7 '5ter normaiEing t#e ra9 tokens 5rom 15 demograp#ic groups$ a
manua annotation o5 utterance positions 9as conducted on 50 e1ampes
randomy seected in eac# group7 B&era counting s#o9s t#at you -no9 is
predominanty used in utterance-media positions7 .peciIcay$ t#ree
socia-pragmatic 5eatures emerge &ery ceary 5rom t#e anaysis6 <1=
5emaes under in&estigation use you kno9 t9ice as 5re0uency as maes
do$ -ut t#ere is no positiona diCerenceL <2= t#e use o5 you -no9 graduay
decreases as su-Hects get oder$ e1cept a re-ound o5 #ig#er use in t#e
!0i group$ in 9#ic# utterance-initia you -no9 takes t#e ead$ indicating
t#at oder peope e1poit more attention-getting de&ices t#an ot#er age
groupsL <3= t#e o9er t#e socia cass$ t#e more uses o5 you -no9 Aesides$
in t#e unskied group$ utterance-Ina you -no9 increases s#arpy$
impying t#at ess educated speakers ook 5or agreement or
ackno9edgement more t#an do ot#er socia casses7 ,ariation in
discourse marker use suc# as t#is not ony #eps e1pore #o9 t#ey are
used to create socia identities$ -ut aso #as impications 5or anguage
pedagogy7
S' #apers
A3 Corpus Linguistics S'
141
B3 ntercultural Communication
C3 Language Learning and Teaching
.3 Testing2 ,&aluation and Assessment
,3 *C Linguistic ,thnograph$ 0orum
03Aocabular$ Studies
Corpus Linguistics S'
STA+.A1.S+'= AA1AT(+ + A ;*LTL+'*AL C(+T,9T%
S#(TL'DT (+ #1,S,+T/.A: +.A+ ,+'LSD
Author4s5% Rita Caa-rese

142
B&er t#e ast decades$ Fe9 %ngis#es #a&e -een descri-ed in great detai
at diCerent inguistic e&es in an eCort to esta-is# norms 9it#in t#e same
pidginiEed &ariety7 In t#e case o5 t#e Indian su-continent &arieties Gsome
patterns are 9e esta-is#ed in Indian %ngis# t#at t#ey get passed on
5rom one generation to t#e ne1t$ ac0uiring t#e status o5 sta-e diaecta
inno&ations and diCer systematicay in a rue-go&erned 9ay 5rom t#e
nati&e &arieties o5 %ngis#G <Rogers 2002=7 "#e primary 5ocus o5 t#e paper
9i -e t#ere5ore on t#e researc# procedures adopted to esta-is# norms
as 9e as anguage trends to9ards t#e sta-iiEation and standardiEation
9it#in t#e same Nnon-nati&e- Aritis#D &ariety7 .tarting 5rom t#e assumption
t#at Indian %ngis# is in genera more oriented to9ards 9ritten norms
e&en in spoken anguage <\iao 2002=$ t#e present paper in&estigates t#e
process o5 standardiEation Indian %ngis# is undergoing -y anayEing -ot#
9ritten and spoken data across diCerent genres7 "o &eri5y t#e a-o&e
assumptions and address suc# empirica 0uestions 5rom a corpus--ased
perspecti&e$ I #a&e carried out a preiminary study on a sampe o5 9ritten
and spoken data 9#ic# #a&e -een automaticay parsed -y using t#e
,isua Interacti&e .ynta1 Learning <,I.L= appications and anguage
anaysis toos <#ttp6PP-eta7&is7sdu7dkP=7 Foo9ing a procedure adopted in a
recent study on t#e automatic detection and e1traction o5 semanticay
and grammaticay annotated data <\iao 2002=$ I #a&e matc#ed corpus-
-ased e&idence and inguistic diagnostics in order to6
- %1pore inguistic 5eatures t#at are 5unctionay reated and ree&ant
to anguage &ariation researc#
- %sta-is# t#e e1tent to 9#ic# t#e 5re0uency o5 suc# 5eatures across
genres may contri-ute to t#e identiIcation a ne9 &ariety7
Corpus Linguistics S'
The language of argumentation in student essa$s% nsights into
disciplinar$ diFerences from "e$ 8ords2 collocations and
con@unctions3
143
Author4s5% .#eena Gardner
In 9riting courses$ students may -e encouraged to state t#eir purpose$ or
a t#esis$ e1picity <e7g7 1n this essay 1 9ill 777=$ -ut t#e e1tent to 9#ic# t#is
#appens naturay in proIcient student 9riting &aries across discipines
<3yand 200565+=7 For e1ampe$ %ngis# student essays use Ness
metadiscourse to e1pain t#e s#ape o5 t#e essay and ess o&ert direction
o5 t#e reader to9ards t#e argumentsD t#an .ocioogy essays <Aruce
201061!2=7
In t#is paper$ Indings are compared 5rom in&estigations o5 key 9ords$
coocations and conHunctions across 440 uni&ersity student assignments
in Cassics$ %ngis#$ La9$ @#iosop#y and .ocioogy identiIed as -eonging
to t#e %ssay genre 5amiy in t#e A'>% corpus7 First person 1 can -e &ie9ed
as a key 9ord in t#e A'>% corpus as a 9#oe$ and a study o5 its use in
5raming$ caiming and e&identia mo&es in %ssays is instructi&e7 *ey 9ord
anayses across discipines in t#e %ssays point not ony to e1pected
diCerences in su-Hect matter$ -ut aso to diCerent types o5 argumentationL
t#ese are aso seen in t#e diCerent meanings associated 9it# certain
conHunctions across discipines7 In t#e case o5 %ngis#$ t#is eads to
insig#t5u e1tracts 9#ere key 9ords coocate$ -ut t#is tec#ni0ue does not
9ork e0uay across discipines7 "#is in turn #as impications 5or t#e use o5
academic corpora -y students$ and t#eir mediation -y 9riting instructors7
Aruce$ I7 <2010= N"e1tua and discoursa resources used in t#e essay genre
in socioogy and %ngis#D &ournal of %nglish for Academic Purposes$ 2$ 153-
1!!7
3yand$ *7 <2005= Metadiscourse7 London6 Continuum7
Fesi$ 37 and .7 Gardner <5ort#coming= Genres of 8niersity Student
?riting' Cam-ridge 'ppied Linguistics7 %ds7 .7 3unston and C7 C#apee7
Cam-ridge6 Cam-ridge )ni&ersity @ress7
144
Corpus Linguistics S'
(n the use of the ,nglish dati&e alternation b$ Spanish learners
of ,nglish3 A corpus/based stud$3
Author4s5% Luisa GonEXeE-Romero
4any &er-s taking -ot# a direct and an indirect o-Hect in %ngis# dispay
t#e so-caed dati&e aternation6 t#ey can occur in t#e dou-e o-Hect
construction$ in 9#ic# -ot# o-Hects appear as unmarked noun p#rases
<Mary gae Peter a presentC! and in t#e prepositiona dati&e construction$
in 9#ic# t#e indirect o-Hect is encoded as a prepositiona p#rase <Mary
gae a present to PeterC'
Bne o5 t#e most inRuentia approac#es to t#is p#enomenon reies on
su-te semantic diCerences -et9een t#e t9o structures since t#ey are
argued to e1#i-it 0uite simiar -ut not identica meanings6 t#e dou-e
o-Hect construction is associated 9it# a Ncaused possession8 meaning
9#ereas t#e prepositiona dati&e construction is inked to a Ncaused
motion8 meaning7 Recent anayses$ #o9e&er$ propose t#at 9#at reay
dri&es t#e dati&e aternation are discourse and in5ormationa 5actors suc#
as t#e contrasts -et9een Gi&en and Fe9 in5ormation$ deIniteness$
pronoun#ood$ animacy$ and t#e reati&e engt# o5 t#e o-Hects7
"#is paper addresses t#e issue o5 #o9 ad&anced .panis# earners o5
%ngis# dea 9it# t#e dati&e aternation7 In order to anayse 9#ic# are t#e
5actors inRuencing t#e c#oice -et9een t#e dou-e o-Hect and t#e
prepositiona dati&e structures$ I #a&e carried out a t#oroug# searc# in t#e
1nternational Corpus of Learner %nglish 5or a t#e instances o5 t#ese t9o
constructions 9it# t#e &er-s gie! oDer! ,ring! tell and sho9' "#is corpus
o5 9ritten anguage #as -een 5urt#er compared to a contro corpus$ simiar
in engt# and register$ e1tracted 5rom t#e 3ritish =ational Corpus$
1nternational Corpus of %nglish and 3ritish Academic ?ritten %nglish7 "#e
Indings o5 t#is study suggest t#at t#e discourse and in5ormationa 5actors
mentioned a-o&e are ree&ant 5or -ot# nati&e and nonnati&e speakers7
3o9e&er$ diCerences among t#em$ ike t#e o&eruse o5 t#e prepositiona
dati&e construction -y .panis# earners$ s#o9 t#e inRuence o5 t#e mot#er
tongue in t#e earner8s interanguage7
145
Corpus Linguistics S'
An ntegrated 7ord Annotation S$stem for the ,nglish 1eading
Classes in Hapanese *ni&ersit$
Author4s5% "akes#i Bkada
"#e present study presents a grand design o5 using a ne9y-designed
corpus processing system 5or t#e %FL reading casses in a top Oapanese
uni&ersity$ 9#ic# puts a #ea&y stress on t#e %ngis# reading
compre#ension ski$ toget#er 9it# ora communication ski$ in
undergraduate curricuum7
It is o5ten said$ 9it#out suJcient e&idence$ t#at Oapanese uni&ersity
students are Nnot good at istening and speaking$ -ut are good at reading
and 9riting instead7D 4y recent sur&ey o5 "B%FL score <Bkada 2011=
re&eas$ #o9e&er$ t#at t#e studentsD score o5 t#e reading section o5 "B%FL
is not meaning5uy #ig#er t#an t#at o5 istening section7 "o o&ercome t#is
deIciency$ t#ere arises an urgent demand to impro&e t#e 0uaity o5
teac#ing materias 5or t#e %ngis# reading casses7
I5 a system comes into operation t#at processes ra9 documents and
generates teac#ing materias in 9#ic# eac# 9ord is assigned an eigi-e
9ord-e&e tag <toget#er 9it# its 5re0uency in a arge representati&e
corpus suc# as t#e AFC= speciIed -y t#e teac#ers$ it 9oud -e a great
#ep 5or t#em 9#o pursue #ig#er teac#ing eCects7
Instead o5 editing or annotating reading materias on an indi&idua -asis$
teac#ers can s#are t#e materias compied in a reationa data-ase$ 9#ic#
pays a centra roe in t#e corpus processing system$ 9it# uniIed 5ormat$
and can o-tain materias 9#ic# -etter suit 5or t#eir teac#ing goa7 For
e1ampe i5 a teac#er 9ants to #a&e a reading materia 5or an ad&anced
e&e cass$ #ePs#e can te t#e system t#at t#ere is no need to #ig#ig#t
t#e intermediate-e&e <and o9er-e&e= 9ords7 ' t#e 9ords students
#a&e to pay attention to are t#ose 9#ic# recei&e appropriate tags
indicating t#ey -eong to t#e target e&e7 "#e entire processing is
5aciitated -y a Re1i-e user inter5ace pro&ided -y t#e system7
14!
Corpus Linguistics S'
Language and literature 8riting st$les% A corpus/based stud$ of
#h. theses
Author4s5% ,ander ,iana
"#e impetus 5or t#is study comes 5rom t#e o-ser&ation t#at t#e 5ormer
R'% regarded N%ngis# anguage and iteratureD as a singe unit o5
assessment7 't#oug# t#is mig#t mirror t#e traditiona di&ision o5
departments in )* uni&ersities$ one mig#t 0uestion to 9#at e1tent
anguage and iterature researc#ers are con&ersant7 "#e present paper
ooks at @#D t#eses 5rom t#e t9o cited Ieds so as to scrutiniEe t#ese
communitiesD 9riting styes7 "#e c#oice o5 t#eses is guided -y t#e
understanding t#at t#e @#D is regarded as a transition point in oneDs
career$ 9it# t#e t#esis generay -eing oneDs Irst contri-ution to scientiIc
kno9edge7 "#ere are a 5e9 studies on t#e t#esis as a genre <e7g7
"#ompson$ 122(L Aunton$ 2002L .9aes$ 2004=$ -ut t#ese seem to eit#er
5a&or discipines outside t#e #umanities or to contrast t#em to t#e #ard
sciences7 In order to I t#is gap$ t#e aim #ere is to make use o5 a corpus
perspecti&e to unco&er t#e simiaritiesPdiCerences in t#esis 9riting -y
5uture researc#ers in anguage and iterature7 "o t#is end$ t9o corpora
#a&e -een compied 5or t#e present researc#$ totaing 175 miion 9ords
eac#7 "#ey are computer pro-ed 9it# a &ie9 to e1tracting t#eir key key
9ords <.cott W "ri--e$ 200!=$ 9#ic# are t#en 0uaitati&ey grouped and
anayEed7 "#e resuting semantic custers s#o9 t#at t#ere is itte
con&ergence in t#e 9ay t#ese t9o areas construct and con&ey kno9edge7
>#ie anguage t#eses stand out as -eing discourse oriented$ making it
easy 5or t#e readers#ip to 5oo9 t#e organiEation o5 ideas$ iterature
t#eses tend to 5ocus on t#e topic o5 in&estigation - namey$ a concern 9it#
<indi&idua or coecti&e= #uman e1periences7 It is -eie&ed t#at$ i5
diCerences and simiarities are e1amined and -roug#t to ig#t$ diaogues
and -oundary crossings may -e esta-is#ed 5or t#e -eneIt o5 -ot# areas
in t#e ong run7
14+
ntercultural Communication S'
ntercultural Communication and :oung Learners% an anal$sis of
online and face/to/face interaction
Author4s5% Qen-Liang Lin
Intercutura communication pro&ides earners o5 %ngis# 9it#
opportunities to interact 9it# nati&e speakers <.pencer-Batey W Frankin$
2002=7 >#ie t#ere is a -urgeoning Ied o5 researc# 9#ic# ooks at
communicati&e competence in intercutura settings$ itte is kno9n a-out
t#e de&eopment o5 communicati&e competence in adoescent earners o5
%ngis# 9#o take part in intercutura e1c#anges and onine interaction7
"#is paper in&estigates o&eruse and underuse o5 e1ica items -y a group
o5 adoescent "ai9anese earners o5 %ngis# interacting 9it# adoescents
-ased in t#e )* on eectronic discussion -oards and in 5ace-to-5ace
interaction7 "#e keyness met#od is e1tended to semantic and part-o5-
speec# e&e 9#ic# ao9s macroscopic anaysis to in5orm t#e microscopic
e&e and t#ere-y #ig#ig#ting t#ose inguistic 5eatures 9#ic# s#oud -e
in&estigated 5urt#er <Rayson$ 200(=7 's suc#$ t#e signiIcant e1ica items
t#at are key to t#e earnersD discourse as compared 9it# t#e discourse
used -y t#e nati&e speakers o5 %ngis# are re&eaed$ and t#e items 9#ic#
are o&erused and underused -y %FL young earners are t#en identiIed7
"#e data t#at 5orms t#e -asis o5 t#is study #as -een coected 5rom
messages posted to an eectronic discussion -oard -y +0 secondary
sc#oo pupis 5rom "ai9an and t#e )* -et9een 13 and 14 years o5 age
during t#e eig#t-mont# proHect7 In addition$ t#e 5oo9-up 5ace-to-5ace ora
group discussions #a&e -een transcri-ed and anaysed using t#e same
met#odoogy7 "#e researc# Indings deineate t#e pedagogica merit o5
keyness anaysis and t#us #ep to in5orm teac#ers and materia
14(
de&eopers in reation to course design 5or adoescent intercutura
interaction in -ot# onine and 5ace-to-5ace interaction7
Rayson$ @7 <200(=7 From key 9ords to key semantic domains7 1nternational
&ournal of Corpus Linguistics$ 13 <4=$ 512-5427
.pencer-Batey$ 37 W Frankin$ @7 <2002=7 1ntercultural 1nteraction7
Aasingstoke6 @agra&e 4acmian7
ntercultural Communication S'
ntercultural Communication% A foreign language perspecti&e
Author4s5% Oane >oodin
>it# t#e origins o5 intercutura communication study o5ten attri-uted to
acti&ities o5 t#e ). Foreign .er&ice Institute$ eary 9ork not surprisingy
took t#e -asis o5 diCerence as identiIcation 9it# a nationa group and its
cuture7 4ore recent re-9orkings o5 intercutura communication t#eory
#a&e proposed a Nsma cuturesD approac# <e7g7 3oiday$ 1222= 9#ere
identiIcation is 9it# t#e <sometimes temporary= groups 5ormed in
communication situations$ 9#ereas ot#ers argue t#at t#eoreticay t#is
diCers itte 5rom a cross-nationa approac# <e7g7 .eaey W Carter 2004=7
't a micro-inguistic e&e attention #as -een 5ocused in t#e area o5
pragmatics$ 9#ic# #as ed to t#e proposa t#at intercutura
communication s#oud -e regarded as no diCerent 5rom communication
<e7g7 *ooe W ten "iHe$ 2001=7 >#ie t#is may -e tena-e 5rom a inguistic
t#eoretica standpoint <in 9#ic# case 9e mig#t decare t#ere to -e no
need 5or a .IG in Intercutura Communication=$ t#e centra aim o5 appied
inguistics is to try to address e&eryday pro-ems reated to anguage and
communication <see Aygate$ 2005=$ some o5 9#ic# are caused -y- or
percei&ed as caused -y- cutura diCerence7
"#is paper seeks to identi5y t#e contri-ution t#at a 5oreign anguages
perspecti&e can oCer to t#e 0uestion N>#at is intercutura
communicationMD7 It 9i ask #o9 a 5oreign anguage perspecti&e mig#t
142
diCer 5rom an %ngis#-as-a ingua-5ranca perspecti&e$ and #o9 t#is mig#t
in5orm t#e study o5 intercutura communication7
Aygate$ 47 20057 N'ppied inguistics6 ' pragmatic discipine$ a generic
discipineMD Applied Linguistics +)P46 5!(-5(17
3oiday$ '7 <1222= N.ma CuturesD$ in Applied Linguistics +H<2=$ 23+-2!47
*ooe$ "7$ W ten "iHe$ Oan <2001= N"#e reconstruction o5 intercutura
discourse6 4et#odoogica considerationsD &ournal of Pragmatics! :ol' ..$
Issue 4$ 'pri 2001$ pp 5+1-5(+7
.eaey$ '7 and Carter$ A7 <2004= NApplied Linguistics as Social Science<7
<'d&ances in 'ppied Linguistics series=$ London6 Continuum$ &-1&7
ntercultural Communication S'
Communication St$les Across Cultures
Author4s5% Siu5en Qu

In t#e area o5 cross-cuture and intercutura communication$ it is 9idey
-eie&ed t#at cutures can -e distinguis#ed according to t#e use o5 direct
and indirect styes7 3o9e&er$ e1panations 5or #o9 one stye can -e
categorised as NdirectD and anot#er stye can -e categorised as NindirectD
are 5re0uenty omitted7 I argue t#at ony 9#en 9e #a&e a cear idea o5 #o9
suc# categorisations are made$ can 9e determine #o9$ or i5$ cutura
diCerences are reated to styes7
Dra9ing on Ree&ance "#eory <.per-er and >ison$ 1225=$ my goa in t#is
paper is to argue t#at t#e issue o5 communication stye can -e more
eCecti&ey addressed -y 5ocusing on markers o5 procedura meaning7 "#is
is -ecause$ according to Ree&ance "#eory$ a communication in&o&es a
mi1ture o5 decoding and in5erence$ and t#ere5ore t#ere is no suc# t#ing as
direct communication at a7 In order 5or a #earer to interpret t#e meaning
t#at a speaker is attempting to con&ey$ ree&ance t#eorists posit t#at t#e
#earer #as to -e a-e to 9ork out 9#ic# aspects o5 conte1t are ree&ant in
generating suc# an interpretation7 "#e argument o5 ree&ance t#eorists is
t#at t#e searc# 5or a ree&ant conte1t is guided -y 9#at t#ey ca Nmarkers
o5 procedura meaningD7 In t#e ig#t o5 Ree&ance "#eory and my o9n data
150
anaysis$ I argue t#at markers o5 procedura meaning occur in cutures
t#at pre&ious iterature #as categorised as using -ot# direct and indirect
styes7 %&idence 5rom my researc# indicates t#at #earers 5rom cutures
t#at #a&e -een categorised as using t#e t9o diCerent 5orms o5 stye #a&e
to carry our in5erentia 9ork$ 9#ic#$ in turn$ indicates t#at t#e styes o5
-ot# types o5 cutures 5a into t#e same category o5 indirect
communication7
.per-er$ D7 and >ison$ D7 <1225=7 #eleance7 Communication and
Cognition7 B15ord6 Aack9e7


Language Learning and Teaching S'
The .$namics of the deal L2/Self .e&elopment from a Classroom/
Situated #erspecti&e
Author4s5% 'de 'sker

"#is paper reports on an et#nograp#ic case study carried out 9it# %ngis#-
4aHor students in secondary sc#oo cassrooms in Li-ya7 "#e paper
speciIcay reports on 9ays in 9#ic# t#e second anguage <L2= earning
e1perience o5 key participant students 9as reated to t#e de&eopment o5
t#eir 1deal L+6seles <DarnyeiDs$ 2005$ 2002= o&er an academic year7 "#e
primary aim o5 t#e current study 9as concerned 9it# 9ays in 9#ic# t#e
introduction o5 %ngis#-speciaiEed secondary sc#ooing system in Li-ya
#as inRuenced t#e 5uture L2-se5 concept o5 students in t#ese sc#oos and
#o9 t#e de&eopment o5 t#ese 5uture L2-se&es 9as supported or #indered
-y t#eir situated cassroom earning e1perience7
"#e empirica study 9as 5ocused on t#e Hourney o5 t#ree key participants
t#roug#out a 5u academic year in&estigating t#e reations#ip -et9een
t#eir immediate cassroom L2 e1perience and t#eir perception o5 t#e
151
e1tent to 9#ic# t#eir 5uture ideaiEed L2 se&es 9ere de&eoped7 "#e study
reied on mutipe sources o5 0uaitati&e met#ods incorporating inter&ie9s$
recorded cassroom interactions$ Iednotes$ and student diaries7
"#e Indings appear to s#o9 t#at$ in contrast to t#e representation o5 L2-
se5 as a singe sta-e &ision$ t#e L2-se5 concept emerged 5rom t#e current
data as mutipe and #ierarc#a possi-e 5uture &isions representing
&arious aspirations$ goas and #opes t#at are not necessariy congruent
9it# eac# ot#er7 4ore importanty$ t#e Indings s#o9 t#at 9#ie t#e
situated conditions o5 t#e cassroom earning e1perience appeared to
inRuence t#e e1tent to 9#ic# t#e participants percei&ed t#e de&eopment
o5 t#eir Idea L2 se&es$ t#e mutipicity and t#e #ierarc#y nature o5 t#e L2
se5 concept appeared to inRuence t#e participantsD earning -e#a&iour in
dynamic and unpredicta-e 9ays as t#ey attempt to -ridge t#e gap
-et9een t#eir cassroom L2 earning e1perience and &arious dimensions o5
t#eir desired L2 se&es7
Language Learning and Teaching S'
The facilitating role of ,nglish language classroom an-iet$% an
emic perspecti&e3
Author4s5% C#ristina Gkonou
'n important diCerentiation in t#e e1isting iterature #as -een made
-et9een t#e de-iitatingPin#i-itory and t#e 5aciitatingP-eneIcia kind o5
an1ietyL t#e 5ormer impedes anguage earning 9#ie t#e atter promotes
it <Dornyei$ 2005=7 's 5ar as 5aciitating an1iety is concerned$ it emerges as
a type o5 positi&e energy and can -e synonymous to tension or arousa
<'ida$ 1224L %#rman$ 122!=7 "#e Qerkes-Dodson La9 descri-ing t#e
reations#ip -et9een 0uaity o5 per5ormance and e&e o5 arousa #as aso
-een appied 5or t#e purposes o5 -etter e1paining t#e 5unction o5
5aciitating an1iety7
152
"#is presentation 9i 5ocus on t#e &ie9points o5 t9e&e %FL teac#ers and
nine %FL students$ 9#o correspondingy 9ork and study in t9o pri&ate
anguage sc#oos in Greece7 Focus group inter&ie9s 9ere conducted 9it#
a participants7 "#e Indings s#o9ed t#at t#ose earners 9#o are o&er-
conIdent or indiCerent need to -e pus#ed and -ecome more an1ious$
t#us impying a reations#ip -et9een an1iety$ earner personaity$ and
moti&ation7 Impications a-out t#e roe o5 t#e teac#er are aso discussed7
'ida$ Q7 <1224= %1amination o5 3or9itE$ 3or9itE$ and CopeDs construct o5
5oreign anguage an1iety6 t#e case o5 students o5 Oapanese7 The Modern
Language &ournal$ +(P2$ 155-1!(7
Dornyei$ K7 <2005= The psychology of the language learner7 indiidual
diDerences in second language acquisition7 4a#9a#$ F7 O76 %r-aum
'ssociates7
%#rman$ 47 %7 <122!= 'n e1poration o5 adut anguage earner moti&ation$
se5-eJcacy$ and an1iety7 In B15ord$ R7 <ed7= Language Learning
Motiation7 Path9ays to the =e9 Century <pp7 (1/103=7 4anoa 6 .econd
Language "eac#ing W Curricuum Center$ )ni&ersity o5 3a9aii at 4anoa7
Language Learning and Teaching S'
Tas"/based language teaching in modern foreign language
classrooms% A +e8 Pealand stud$
Author4s5% 4artin %ast
Litte9ood <2004= argues t#at task--ased anguage teac#ing <"AL"= #as
-ecome a centra tenet o5 muc# discussion a-out eCecti&e pedagogy$ -ut
t#at teac#ers are o5ten uncertain a-out 9#at "AL" means in practice7 "#is
paper 5ocuses on t#e case o5 Fe9 Keaand7 ' re&ised sc#oo curricuum
153
9as introduced in 20107 's part o5 t#e re&ision a ne9 earning area$
Learning Languages$ 9as esta-is#ed 9#ic# :puts studentsD a-iity to
communicate at t#e centre; <4inistry o5 %ducation$ 200+$ p7 24=7 't#oug#
t#e curricuum makes no e1picit mention o5 "AL"$ a task--ased approac#
is impicit in t#e aims o5 t#e earning area and made more e1picit in
documents pu-is#ed to support teac#ers 9it# its introduction7 3o9e&er$
"AL" is a ne9 concept 5or many anguages teac#ers in Fe9 Keaand7
)sing e&idence t#at emerges 5rom a series o5 one-to-one inter&ie9s t#is
paper e1pores 9#at practitioners :kno9$ -eie&e and t#ink; <Aorg$ 2003$
p7 (1= a-out "AL" and #o9 -eie5s inRuence practice7 "9o participant
groups 9ere c#osen to esta-is# t#e e1tent to 9#ic# -eie5s diCered
-et9een teac#ers and Ncurricuum eadersD <Litte9ood$ 2004= - currenty
practising secondary sc#oo teac#ers o5 C#inese$ Frenc#$ German$
Oapanese and .panis# <n ` 12=$ and ad&isors 9#ose roe is to support
teac#ers in sc#oos and to encourage N-est practiceD <n ` (=7 Data 5rom
t#e inter&ie9s are used to consider #o9 eCecti&ey "AL" is -eing utiised
in cassrooms across a range o5 anguages$ and 9#at measures$ incuding
teac#er pro5essiona de&eopment$ may -e necessary to make "AL" more
eCecti&e7
Aorg$ .7 <2003=7 "eac#er cognition in anguage teac#ing6 ' re&ie9 o5
researc# on 9#at anguage teac#ers t#ink$ kno9$ -eie&e$ and do7
Language Teaching! .)$ (1-1027
Litte9ood$ >7 <2004=7 "#e task--ased approac#6 .ome 0uestions and
suggestions7 %LT &ournal! (2<4=$ 312-32!7
4inistry o5 %ducation7 <200+=7 The =e9 Realand Curriculum7 >eington$
FK6 Learning 4edia7
Language Learning and Teaching S'
The impact of applied linguistics in foreign language education%
the contribution of ,ric Da8"ins 41Q1R/20105
Author4s5% Rosamond 4itc#e
154
%ric 3a9kins 9as t#e premier 20
t#
century t#eorist o5 5oreign anguage
education in %ngis# sc#oos7 "#roug#out a ong career #e de&eoped a
rationae 5or anguages in t#e mainstream curricuum 5rom primary sc#oo
to ' e&e$ 9orking t#roug# c#anging circumstances 5rom
compre#ensi&isation in t#e 12!0s to t#e rise and decine o5 Nanguages 5or
aD in t#e 1220s and 2000s7
3a9kinsD Modern Languages in the Curriculum <12(1= is a remarka-e
9ork in5ormed -y #istorica$ p#iosop#ica and appied inguistic
perspecti&es on anguage education7 3e 9as an eary promoter o5
intercutura understanding$ and o5 intensi&e modes o5 anguage teac#ing
<Coye W 3a9kins 122!=L #e de&eoped and promoted t#e concept o5
Danguage a9arenessD not so muc# as a reno&ated 5orm o5 grammar
pedagogy$ -ut as a -ridge to9ards ot#er curricuum su-Hects$ and %ngis#
in particuar <3a9kins 12(+=7
3a9kinsD #umanistic -eie5s <2000= meant #e 9as out o5 sympat#y 9it#
muc# outcomes-5ocussed curricuum t#inking o5 t#e 1220s and 2000s$ and
#e 9as sceptica a-out aspects o5 t#e 2002 =ational Languages Strategy$
in particuar t#e e1pectation t#at primary anguages initiati&es in %ngis#
circumstances coud promote anguage proIciency rat#er t#an anguage
a9areness <2005=7 "#is paper 9i assess t#e #istorica impact o5 #is ideas$
as once again t#e sc#oo curricuum in %ngand is re-panned and t#e
pace o5 5oreign anguages is reassessed7
Coye$ D and 3a9kins$ % <122!= :Intensi&e anguage teac#ing;7 In
3a9kins$ % ed <122!= pp 245-2557
3a9kins$ %7 <12(1=7 Modern Languages in the Curriculum7 Cam-ridge
)ni&ersity @ress7
3a9kins$ %7 <12(+=7 A9areness of Language7 An 1ntroduction7 Cam-ridge
)ni&ersity @ress7
3a9kins$ %7$ %d7 <122!=7 Thirty Pears of Language Teaching7 CIL"7
3a9kins$ %7 <2000=7 Listening to Lorca7 A Gourney into language7 CIL"
@u-ications7
3a9kins$ %7 <2005=7 :But o5 t#is nette$ drop-out$ 9e puck t#is Ro9er$
opportunity6 re-t#inking t#e sc#oo 5oreign anguage apprentices#ip7;
Language Learning &ournal .+6 4-1+7
155
Language Learning and Teaching S'
+egotiation of Second Language dentities and L2 #ragmatic
Choice as a #lace to ,-press Alternati&e dentities
Author4s5% Qoko Fogami

Researc# on t#e reations#ip -et9een L2 earning and earners8 identity
#as made a great impact on appied inguistics o&er t#e ast decade or so
<e7g7$ Aock$ 200!L Oackson$ 200(L 4ier$ 1222L Forton$ 2000=7 "#ey
ad&ocate t#at L2 earners need to -e seen as indi&iduas 9#o o5ten
strugge o&er t#eir identities -ecause o5 t#eir reations#ips 9it# t#e L2
corresponding to t#e arger socia 9ord 9#ere t#ey are situated7 3o9e&er$
t#ere are 5e9er studies conducted a-out 9#at identityPsu-Hecti&ity L2
%ngis# users -ring to t#eir L2 use in %ngis# communication7
"#e purpose o5 t#is study is to e1pore t#e construction o5 Oapanese L2
%ngis# users8 second anguage identities and #o9 t#eir identities #a&e
inRuence on L2 pragmatic c#oice7 "#e data 9ere gat#ered 9it# muti-
met#od6 0uestionnaire--ased inter&ie9 and diary o-ser&ation <24
participants in tota=$ and 9ere anaysed 0uaitati&ey to 5ocus on emic
perspecti&e o5 t#e participants7
@re&ious studies on t#e ink -et9een t#e earners8 su-Hecti&ities and
interanguage pragmatic c#oices suc# as Is#i#ara <200!=$ I9asaki <2010=$
and .iega <122!= #a&e discussed earner agency in cases o5 resistance to
t#e L2 norms and e&idence o5 di&ergence7 3o9e&er$ t#e Indings o5 my
study demonstrate t#at t#e L2 users8 pragmatic c#oices 9#ic# ook ike
con&ergence to t#e norm 9ere aso carried out due to se5-constructed L2
%ngis# identities$ in ot#er 9ords$ 1= %ngis# identities as
5rankPstraig#t5or9ard se57 "#e %ngis# pragmatic c#oices appeared to -e a
pace 5or t#e L2 users to e1press aternati&e identities t#at diCer 5rom
t#eir Oapanese se57 "#e ot#er main Indings o5 t#e reasons 5or t#eir L2
pragmatic c#oice 9ere due to 2= L1--ased su-Hecti&ities$ and 3= strugge
-et9een 1= and 2=7 L2 %ngis# users 9ere negotiating L2 %ngis#
communication aong 9it# negotiating mutipe identities7 "#eir c#oice
making o5 pragmatic use re&eaed t#at t#ey are e1ercising acti&e socia
agency7

15!
Language Learning and Teaching S'
Teachers= t$pes of Buestions and their eFect on students=
performance in bilingual conte-ts
Author4s5% Irene @ascua$ 'na Linares

"#is paper presents an anaysis o5 teac#ersD 0uestions and studentsD
responses in ^i_CLIL^Pi_ 3istory casses7 "#e data is part o5 t#e 8AM6
CL1L proHect$ 9#ic# 5ocuses on t#e systemic-5unctiona anaysis o5 CL1L
secondary sc#oo studentsD 9ritten and spoken production6 cass
discussions on &arious topics in t#ree consecuti&e years o5 .econdary
%ducation 9ere anaysed in t9o diCerent sc#oos7 "#ese discussions 9ere
carried out at t#e end o5 a topic and 5oo9ed a speciIc prompt7 In t#is
particuar paper$ t#e o-Hecti&e is to study t#e eCect t#at t#e type o5
0uestion a teac#er asks #as on t#e studentDs response7 "#e main goa is to
Ind out 9#at types o5 0uestions produce more compe1 ans9ers on t#e
studentsD part7 's 5or t#e met#odoogy$ 0uestions #a&e anaysed using
Daton-@uCerDs typoogy o5 0uestions <200+6 2(=7 "#e studentsD responses
#a&e -een anaysed measuring diCerent 5eatures6 "-units <3unt$ 12!5=$
causes per "-unit$ 9ords per cause$ type-token ratio$ e1ica density and
4L) in 9ords <'rman Rupp et a$ 12+!=7 Resuts s#o9 t#at some types o5
0uestions$ mainy meta-cogniti&e 0uestions and 0uestions 5or reasons$
trigger compe1 ans9ers$ 9#ie ot#er Hust re0uire minima responses7
Cassrooms 9#ere t#e 5ormer types o5 0uestions are more present 9oud
gi&e students t#e c#ance to get more cogniti&ey engaged and make a
more ea-orate and compe1 use o5 t#e 5oreign anguage$7

'rman-Rupp$ '7$ ,an Fiekerk-de 3aan$ D7$ ,an de .andt-*oenderman$ 47
<12+!=7 :Aro9nDs eary stages6 .ome e&idence 5rom Dutc#;7 &ournal of
Child Language .7 2!+-2+47
Daton-@uCer$ C7 <200+= Discourse in Content and Language 1ntegrated
Learning BCL1LC Classrooms7 'msterdam6 Oo#n AenHamins7
15+
3unt$ *7>7 <12!5=7 Grammatical structures 9ritten at three grade leels7
C#ampaign$ IL6 Fationa Counci o5 "eac#ers o5 %ngis#7

Language Learning and Teaching S'
The use of the local dialect of L1 to teach ,nglish as a second
language% An e-plorator$ stud$
Author4s5% "it#i .engupta

"#e present researc# studies t#e impact o5 t#e use o5 Loca Diaect o5 t#e
First Language <LDL1= in t#e .econd Language <L2= cassroom7 "#eories o5
-iingua instruction assert t#at t#e First Language <L1= o5 t#e earner can
-e used as a too to teac# L27 .uc# t#eories assume t#at t#e earner #as
de&eoped ade0uate capa-iities in L1 in order to -e used as a too 5or
cogniti&e gro9t#7 "#e researc#er considers a setting 9#ere maHority o5 t#e
earners do not use t#e .tandard Diaect o5 L1 <.DL1= -ut a regiona or
oca &ariety o5 t#e Irst anguage and e1amines 9#et#er t#is LDL1 spoken
-y t#e earners$ contri-utes to t#e cutura 5amiiarity and aids in t#e
compre#ension and reca o5 L2 te1ts7 "#e study s#o9s t#at t#e
recognition o5 t#e diCerentia capa-iities o5 t#e earners in L1 and LDL1
pays a signiIcant roe in second anguage teac#ing especiay 5or earners
9it# o9 proIciency in t#e standard diaect o5 L1 ackno9edged -y t#e
sc#oo7 3ence$ 9e Irst determine t#e capa-iities o5 t#e earners in .DL1
and L2 using proIciency tests and t#en administer Reca and C#aracter
@erspecti&e C#arting <C@C= tests7 Resuts o5 reca test s#o9 t#at t#e
earners$ irrespecti&e o5 t#eir proIciency in .DL1 as 9e as L2$ per5orm
-etter in recaing units and 9ords 5or -ot# cuturay 5amiiar and
un5amiiar te1ts i5 t#e reading te1ts are supported -y LDL1 goss7 For C@C
test$ earners 9it# o9 proIciency in -ot# .DL1 and L2 s#o9 marked
impro&ements in per5ormance 9#en LDL1 goss is pro&ided 5or -ot# t#e
cuturay 5amiiar and un5amiiar te1ts7 "#us$ t#e resuts indicate t#at
LDL1 can -e used as an eCecti&e medium 5or 5aciitating anguage
ac0uisition in t#e case o5 earners 9#o #a&e o9 proIciency in .DL1 or
-ot# in L1 and L27
15(
Testing2 ,&aluation and Assessment S'
Large/scale Testing of #roEcienc$ in ,nglish% Bac" to ;ultiple
Choice6
Author4s5% Irina 'rgdees o&areE$ Iciar de @a-o Lerc#undi$ Ra5ae
3erradmn DgeE$ Oosk 4anue Aa]os %1pmsito

In .eptem-er 2002$ t#e ne9 5our-year degrees adapted to Aoogna -egan
at t#e )ni&ersidad @oitkcnica de 4adrid$ )@4 <"ec#nica )ni&ersity o5
4adrid=7 Like t#e rest o5 t#e cases in ot#er .panis# )ni&ersities$ t#ese ne9
degrees su-stitute t#e t#ree or I&e-year engineering degree programs
9#ic# 9ere 5ormery in .pain7
>it# regard to t#e studentsD education 5or t#eir incorporation in a go-a
pro5essiona 9ord$ t#e )@4 #as incuded a uni&ersity-9ide compusory
su-Hect in t#e ne9 curricuum aimed at preparing students 5or
internationa academic and pro5essiona situations7 "#e speciIc su-Hect
:%ngis# 5or @ro5essiona and 'cademic Communication; 9i -e oCered
during t#e ast year o5 eac# o5 t#e diCerent engineering degree programs7
"#e important t#ing #ere and t#e starting point o5 t#e researc# presented
in t#is paper is t#at t#e )ni&ersity re0uires t#e students to certi5y a A2
e&e as descri-ed -y t#e Common %uropean Frame9ork o5 Re5erence 5or
Languages <C%FRL= in order 5or t#em to #a&e t#e rig#t to enro in t#at
compusory su-Hect7
Reated to t#e studentsD pacement process and t#e need to esta-is# a
reia-e and &aid arge-scae proIciency e1am$ steps #a&e -een taken in
t#at direction7 It is in 5act t#e de&eopment process o5 suc# a test t#at is
t#e 5ocus o5 t#e Irst part o5 t#is paper7 '5ter carrying out a piot study o5
152
t#e test$ resuts regarding its reia-iity and &aidity are statisticay
anayEed and e1pained in t#e second part o5 t#e paper7 "o concude$ and
5rom t#e data gat#ered$ it is demonstrated t#at a propery designed
mutipe c#oice test can discriminate 9it# a #ig# e&e o5 accuracy 9#et#er
or not a student in our speciIc conte1t #as reac#ed t#e re0uired A2 e&e
according to t#e C%FRL$ 9#ic# is in 5act descri-ed on t#e -asis o5
competencies rat#er t#an on aspects o5 grammar and &oca-uary7

Testing2 ,&aluation and Assessment S'
The relationship bet8een test/ta"ersG listening proEcienc$ and
their performance on oral inter&ie8 tests
Author4s5% Fumiyo Fakatsu#ara
.ince ora inter&ie9 5ormats in&o&e interactions -et9een an e1aminer
and a test-taker$ t#ey ine&ita-y re0uire a degree o5 istening proIciency7
Despite increasing interest in t#e reations#ip -et9een istening and
speaking in istening-into-speaking tests <.tricker et a7$ 2005L Lee$ 200!L
.a9aki et a7$ 2002=$ no study #as directy addressed t#is issue in reation
to inter&ie9 5ormats7 "#is study$ t#ere5ore$ in&estigated t#e reations#ip
-et9een test-takersD istening proIciency and per5ormance on an
inter&ie9 5ormat$ as against t#at on a monoogue 5ormat$ and e1pored
#o9 communication pro-ems t#at 9ere associated 9it# test-takersD
istening proIciency occurred in an inter&ie9 5ormat and #o9 t#ese
pro-ems 9ere deat 9it#7
Data 9ere coected 5rom 3! pre-sessiona course students at a )*
)ni&ersity$ 9#o took a speaking test in -ot# monoogue and inter&ie9
5ormats and a istening test7 .tudents aso #ad a -rie5 post-test inter&ie9
on t#eir speaking test per5ormance7 ' speaking test per5ormance and
inter&ie9 data 9ere &ideo-recorded and transcri-ed7 "#eir per5ormances
in t#e t9o speaking 5ormats 9ere separatey rated -y t9o out o5 t#e 5our
1!0
raters$ and ratersD #ars#ness e&es 9ere adHusted using t#e Rasc#
anaysis7 Resuts o5 t#e statistica anaysis s#o9ed t#at 5or a 5our
anaytica rating categories <Ruency$ grammar$ &oca-uary and
pronunciation=$ stronger correation -et9een istening and speaking scores
9as o-tained 9it# t#e inter&ie9 5ormat t#an t#e monoogue 5ormat7 "#e
comparison in speaking scores -et9een t#e t9o 5ormats s#o9ed t#at test-
takers got signiIcanty o9er scores in Ruency in t#e inter&ie9 5ormat7 '
Con&ersation 'naysis <C'= met#odoogy 9as utiised to iustrate saient
occurrences o5 communication pro-ems t#at 9ere reated to test-takersD
diJcuties in #earing or understanding t#e e1aminer7 "#e post-test
inter&ie9 data re&eaed 5urt#er insig#ts7
"#is study pro&ides a -etter understanding o5 t#e roe o5 istening in t#e
construct o5 ora inter&ie9 tests7
Testing2 ,&aluation and Assessment S'
The 7ashbac" of ,-it 1eBuirements on ,nglish Learning at
*ni&ersities in Tai8an
Author4s5% Qi-C#ing @an

>it# a reputed aim o5 en#ancing studentsD %ngis# proIciency and
competiti&eness in t#e go-a market$ an increasing num-er o5
uni&ersitiesPcoeges in "ai9an are esta-is#ing %ngis# proIciency e1it
re0uirements7 "#is study e1pores$ 5rom studentsD perspecti&es$ 9#at
9as#-ack eCects #a&e -een -roug#t a-out -y graduation re0uirements7
Data 9as coected 5rom t9o groups o5 tec#nica coeges$ one 9it# and
one 9it#out graduation re0uirements7 1$400 studentsD 0uestionnaires and
+1 student inter&ie9s 9ere conducted7 In5erentia statistics s#o9ed
signiIcant diCerences in t#e t9o groups o5 students in terms o5 t#eir
moti&ation to earn %ngis#$ #o9 t#ey study %ngis# and prepare 5or tests$
and t#e time t#ey spend studying %ngis#7 For e1ampe$ at#oug# students
<no matter i5 t#ey are at sc#oos 9it# or 9it#out e1it re0uirements= study
%ngis# and prepare 5or %ngis# tests -y using traditiona met#ods suc# as
re&ie9ing te1t-ooks$ taking notes$ and rote memoriEation$ students at
1!1
sc#oos 9it# e1it re0uirements spend more time istening to CDs or radio
programs$ practicing con&ersation 9it# teac#ers and cassmates$ and
competing onine test-reated practice 0uestions on sc#oosD 9e-sites7 '
mode t#en is de&eoped to interpret &arious 5actors <t#e stakes and
content o5 t#e test$ studentsD %ngis# proIciency and moti&ation$ teac#ersD
pedagogy$ and educationa resources$ etc= t#at #a&e ead to t#ese test
eCects7

;easuring L2 ,nglish phonological proEcienc$% mplications for
language assessment
Author4s5% Arec#tHe @ost$ %&eina GaacEi$ Ca-ert Gra#am$ 'ike Li
"#e ac0uisition o5 pronunciation is an important aspect o5 de&eoping L2
spoken anguage competence7 Reati&ey itte is kno9n$ #o9e&er$ a-out
t#e 9ay in 9#ic# p#onoogica proIciency is ac0uired and dispayed across
proIciency e&es7 "#e Common %uropean Frame9ork o5 Re5erence 5or
Languages <C%FRL 2001=$ 5or e1ampe$ pro&ides itte guidance a-out key
p#onoogica and prosodic 5eatures o5 earner speec#6 N@ronunciationD is
a-sent 5rom t#e C%FR .poken Language )se scae <p7 2(-22= and ony
skeeta descriptors can -e 5ound in t#e N@#onoogica controD scae <p7
11+=7 4ore empirica 9ork$ t#ere5ore$ is needed on t#e de&eopment o5
pronunciation across proIciency e&es7 "#e aim o5 t#e present study is to
address t#is 0uestion t#roug# t#e presentation o5 a 5rame9ork 5or
understanding key distinguis#ing 5eatures o5 prosodic and p#onoogica
1!2
competence at diCerent C%FR e&es7 .uc# an in&estigation 9oud s#ed
ig#t on pronunciation criteria t#at need to -e considered 9it#in an
assessment conte1t7
"#is paper 9i present preiminary Indings 5rom a piot study 9#ic# is part
o5 t#e %ngis# @roIe researc# programme$ and 9#ic# in&estigates a range
o5 p#onoogica and prosodic measures in t#e speec# o5 4 earners at eac#
C%FR e&e '2-C27 "#e participants represent Na&erageD earners at eac#
e&e and 9ere seected 5rom &ideo-recorded -enc#marked speaking test
per5ormances7 "#e measures under in&estigation 9ere seected to -e
cross-inguisticay &aid and incuded intonationa markings o5
interrogati&es at turn ends$ sound segments and sya-es$ sentence
stress and -oundary marking$ and a set o5 r#yt#m metrics7 "#e anaysis
9as carried out 9it# t#e speec#-processing so5t9are @raat7 "#e
presenters 9i outine t#e key Indings and iustrate t#e p#onoogica and
prosodic 5eatures t#at distinguis# -est -et9een proIciency e&es and are
o5 most interest 5or scae construction purposes7 "#e paper 9i end 9it# a
discussion o5 t#e impications o5 t#e Indings 5or anguage test de&eopers$
e1aminers and more 9idey 9it#in education7
Testing2 ,&aluation and Assessment S'
The *se of 'raphs in Testing Academic 7riting% the Case of ,LTS
Author4s5% Guo1ing Qu$ @auine Rea-Dickins$ Ric#ard *iey
I%L". <Internationa %ngis# Language "esting .ystem= uses grap#s as
prompts in its 'cademic >riting "ask Bne <'>"1=7 It re0uires candidates
to compre#end t#e in5ormation presented in grap#<s= and t#en re-present
suc# in5ormation in continuous 9ritten discourse in %ngis#7 "#is study$
5unded -y Aritis# Counci$ in&estigated t#e cogniti&e processes o5
1!3
candidates taking '>"1 9it# diCerent grap#ic prompts at t9o diCerent
time points - -e5ore s#ort intensi&e training on #o9 to do '>"1 tasks and
post-training7 It e1pored t#e e1tent to 9#ic# candidatesD cogniti&e
processes 9ere aCected -y <i= t#e use o5 diCerent grap#s$ <ii= t#eir grap#
skis$ <iii= %ngis# 9riting a-iities$ and <i&= t#e s#ort training pro&ided -y
t#e researc# team
"9enty-5our intending I%L". candidates competed eig#t '>"1 tasks 9it#
diCerent types o5 grap#s 9#ie t#inking aoud t#eir processes o5 doing t#e
tasks <5our -e5ore training and 5our a5ter training=7 '5ter competing t#e
'>"1 tasks$ a participants 9ere aso inter&ie9ed to e1pore 5urt#er t#eir
understanding a-out t#e re0uirements o5 '>"1 tasks and to re&ie9 t#e
most signiIcant cogniti&e processes t#at t#ey can sti reca7 In addition$
prior to t#e '>"1 tasks$ t#e candidatesD grap#icacy 9ere measured &ia a
se5-assessment 0uestionnaire7 >e used a grounded approac# to anayse
t#e t#ink-aoud protocos o5 t#e cogniti&e processes o5 competing '>"1
tasks7
't t#e con5erence 9e 9i report t#e patterns o5 cogniti&e processes t#at
emerged 5rom t#e t#ink-aoud protocos and t#e eCects o5 t#e
a5orementioned 5our 5actors on t#e test-taking cogniti&e processes and on
task per5ormance7 "#e impications o5 t#e Indings 9i -e discussed 9it#
re5erence to <i= t#e design and &aidation o5 I%L". '>"1 tasks as 9e as
ot#er anguage test tasks t#at use grap#s as prompts$ and <ii= t#e impact
and 5airness issues o5 intensi&e preparation or coac#ing 5or '>"1 tasks7
*C Linguistic ,thnograph$ 0orum S'
.issertations as sociall$ negotiated practices / ho8 students
appropriate past and co/occurring literac$ practices 8hile
completing their dissertations
Author4s5% *at#rin *au5#od
1!4
Dissertations at masterDs e&e contri-ute su-stantiay to t#e degree
cassiIcation and pro&ide opportunities 5or student-ed researc#7 "#ey are
e1tremey &aried in 5orm and content and incorporate di&erse acti&ities
9it#in t#e process o5 competion7 Qet 5ar 5rom -eing indi&idua$ t#ese
proHects in&o&e a num-er o5 peope and a more or ess s#ared
understanding o5 9#at a dissertation is7 @ercei&ing 9riting as #istoricay
situated and socia endea&our <Aayn#am W @rinsoo$ 2002= and practices
as moti&ated -y purposes <.c#atEki$ 2002=$ t#is paper e1pores #o9
students dra9 on and appropriate past and co-occurring iteracy practices
t#roug#out t#e de&eopment o5 t#eir dissertations7 It e1amines #o9
students t#us participate in s#aping dissertation practices 9it#in t#e
constraints and resources o5 t#eir departments7 4y researc# is -ased on a
series o5 et#nograp#icay in5ormed case studies <c57 Aarton W 3amiton$
122(= in&o&ing t9e&e masterDs e&e students 5rom inguistics$
management studies and socioogy7 .tudents 9ere reguary inter&ie9ed
9it# 5ocus on t#eir academic and &ernacuar 9riting e1periences7
Inter&ie9s 9ere -ased on notes and dra5ts reated to t#eir dissertations7
'dditiona data 9ere gat#ered t#roug# o-ser&ations o5 dissertation
9orks#ops$ inter&ie9s 9it# super&isors and earning de&eopers as 9e as
5rom ree&ant departmenta pu-ications7 "#e discussion 9i 5ocus on #o9
students in my study not ony reconte1tuaised discourses -ut$ -eyond
t#at$ creati&ey appropriated 9riting tec#ni0ues and &aues and #o9 t#is
can -e 5oo9ed in successi&e te1ts7 >#ie t#ere is an eement o5 strugge
in negotiating t#e -oundaries o5 9#at is accepta-e$ dissertations aso
pro&ide room 5or incorporating indi&idua interests$ e1periences and
associated 9ays o5 doing7 Recognising dissertations as practices t#at
comprise recurrent patterns 9#ie -eing dynamic and interactionay
negotiated #ig#ig#ts t#e diaogic nature o5 dissertations and t#e
imitations o5 standardised rues7
*C Linguistic ,thnograph$ 0orum S'
1!5
,-ploring Academic 1eading #ractices% reading as dialogue2 and
dialogue as method
Author4s5% @oy 4ercer
It is t#roug# reading t#at many 4asters students earn t#e NappropriateD
9ays o5 using iteracy 9it#in t#eir academic communities$ t#e socia and
cutura meaning systems attac#ed to 9ays o5 using iteracy <.treet$
1225=$ and t#roug# reading t#at t#ey earn a-out t#e N9ordD o5 t#eir
discipines and t#e discourses 9#ic# t#ese are em-edded 9it#in7 Reading
practices #a&e -ot# a -e#a&ioura and a more a-stract component$
encompassing &aues$ attitudes$ 5eeings$ reations#ips$ and #o9 peope
make sense o5 iteracy <Aarton$ 200+=7 "#is presentation dra9s on an
et#nograp#ic study o5 5 4asters students at a )* uni&ersity studying in
%ngis# as a secondPadditiona anguage$ and 5oo9ed #o9 t#eir academic
iteracy practices c#anged and de&eoped7 For a o5 t#ese students
reading #as -een crucia$ and an area t#ey 9ere &ery keen to e1pore in
t#e researc#7
"#is presentation 9i e1pore t#e conceptuaisation o5 reading 9#ic# #as
emerged during t#e et#nograp#ic study$ and t#e met#odoogy t#at 9as
de&eoped aongside7 Fundamenta to t#is is Aak#tinDs core principe o5
NdiaogueD7 Aak#tin took as #is starting point con&ersation$ and t#en
e1tended t#e concept o5 diaogue to te1ts$ -eie&ing t#at a meaning is
diaogicay constructed <3o0uist$ 1220=7 Reading too can -e seen as a
diaogue -et9een reader and te1tPaut#or$ and as :constant interaction
-et9een t#e s#ape o5 9#at t#ere is to read and t#e sociay ocated
reader; <*ress$ 20036 140=7 4et#odoogicay$ e1poring and making sense
o5 reading as diaogue re0uires t9o stages$ -eginning 9it# o-ser&ation
and t#en mo&ing to Ntak a-out readingD$ 9#ere t#e meaning and 5orm o5
9#at #as -een o-ser&ed and read are Hointy e1pored -y participant and
researc#er7 "#is in turn pro&ides 5ascinating data as t#e participant taks
a-out 9#at #as -een read and a-out #isP#er reading practices <3eat#$
12(3=7

1!!
*C Linguistic ,thnograph$ 0orum S'
n&estigating #rimar$ School ChildrenGs ;ultilingual dentities% A
Case Stud$
Author4s5% Dei&is @ot#in
"#is paper in&estigates t#e negotiation and construction o5 et#nic and
inguistic identities o5 5our -iingua c#idren in a primary sc#oo in
%ngand7 Ay inter&ie9ing t#em$ t#e teac#er-researc#er e1pores <1= #o9
t#ey deIne 9#at et#nic and inguistic group<s= t#ey -eong to$ <2= #o9
t#ey dea 9it# imposed <or not= cutura #eritageL and <3= #o9 t#ey use
anguage to esta-is# t#eir et#nic identity7 Reporting on t#e data coected
in t#is one-5orm inner-city muticutura primary sc#oo in London$ t#is
0uaitati&e piot case-study takes into account t#e discursi&e practices o5
t9o -oys and t9o girs aged 2 years od7 "#e inter&ie9 9it# t#e c#idren
took pace a5ter t#ey 9atc#ed a &ideo o5 anot#er -oy 9#o taked a-out
#o9 #e 5et -eing #a5-%ngis# and #a5-@ois#7 "#is 9as used as a #ook to
engage t#e c#idren in t#e con&ersation7
In t#is tak$ 9e e1amine some e1tracts o5 t#is teac#er-initiated
con&ersation and reRect on some o5 t#e discursi&e practices o5 t#ese
c#idren 5rom a socia and et#nograp#ic approac# to t#e study o5
mutiinguaism7 Dra9ing on Aackedge W Creese8s <2010= &ie9s on
researc#ing mutiinguaism as 9e as %d9ard8s <2002= &ie9s on anguage
and identity$ t#is paper is approac#ed -y taking into account t#e 5act t#at
at#oug# anguages are socia constructs$ t#ey are$ at t#e same time$
dimensions o5 one8s sense o5 se57
1!+
*C Linguistic ,thnograph$ 0orum S'
<But ha&e no idea 8ith m$ dissertation topic=%#articipation2
identit$ and language in the earl$ stages of t8o L2 students=
master=s dissertations
Author4s5% 3ania .ater-D&orak
"#is paper presents t#e Ni&ed e1periences o5 mutipe anguage usersD
<*ramsc#$ 2002= -y e1amining tertiary sociaisation o5 t9o L2 masters
students in 'ngop#one 'cademia7 Foo9ing t#e Nacademic iteraciesD
approac# <.treet and Lea$ 2000=$ I take an ecoogica &ie9 o5 academic
iteracy as -eing Nnot Hust a-out te1ts$ -ut a-out actions around te1tsD
<I&anic$ 122(6!2=7 In order to make &isi-e t#e practices 9#ic# contri-ute
to t#e de&eopment o5 academic iteracy$ I e1tend GoCmanDs <1252=
N5rontstage -ackstageD metap#or 5or in&estigating interaction in
institutiona i5e -y adding a ne9 dimension6 t#e 9ings7 I argue t#at it is in
t#is in5orma socia earning space t#at interactions <many o5 9#ic# are
Reeting= can pro&ide or deny aCordances 5or earning7
Locating t#e study in an academic sociaisation 5rame9ork <La&e and
>enger$ 1221=$ in 9#ic# courses are seen as Ncommunities o5 practiceD$
<CB@s=$ 9it# t#eir particuar discourses and practices$ I e1amine #o9
t#ese s#ape t#e interactions -et9een students and 5acuty during t#e
eary stages o5 t#e masters dissertation <c#oice o5 topic and 9riting t#e
proposa=7 Dra9ing on data 5rom a situated et#nograp#ic ongitudina
study$ I present a contrasti&e anaysis o5 t9o cases7 "#e Indings s#o9
t#at tertiary sociaisation$ rat#er t#an -eing a smoot# one 9ay process$ is
a dynamic diaectic in&o&ing 5actors suc# as earner identities$ anguage$
po9er reations$ agency and aCordances oCered -y t#e earning conte1t$
a o5 9#ic# contri-ute to negotiating mem-ers#ip o5 t#e CB@7 I argue
t#at$ 9#ie studying in an L2 presented considera-e c#aenges 5or -ot#
students$ t#e discourses espoused -y t#eir course CB@s ed to t#e
5ormation o5 diCerent earning identities$ positioning one as a Ncompetent
apprenticeD and t#e ot#er as an Nuneasy apprenticeD7 'cademic iteracy
1!(
t#us emerges as Ruid$ contingent and dependent on conte1t rat#er t#an
as a static p#enomenon7

GoCman$ %7 12527 Presentation of self in eeryday life7 Fe9 Qork6 'nc#or
Aooks
I&anic$ R7 122(7 ?riting and 1dentity7 The discoursal construction of
identity in academic 9riting7 'msterdam6 Oo#n AenHamins7
*ramsc#$ C7 20027 The Multilingual Su,Gect7 B15ord6 B15ord )ni&ersity
@ress7
La&e$ O$ W >enger$ %7 1221 Situated Learning' Legitimate Peripheral
Participation7 Cam-ridge6C)@7
.treet$ A7 W Lea$ 47 20007 .tudent >riting and .taC 5eed-ack in 3ig#er
%ducation6 an academic iteracies approac# In Student ?riting in "igher
%ducation7 ne9 contexts <eds A7 .tierer W 47 Lea=$ pp732-4!7
1!2
Aocabular$ Studies S'
L1 and L2 le-ical de&elopment in primar$ school bilingual and
monolingual children% morphological a8areness in focus
Author4s5% Quko 3ayas#i$ ,ictoria 4urp#y
4orp#oogica a9areness <4'= is an essentia component o5 &oca-uary
kno9edge$ positi&ey correated 9it# &oca-uary siEe <,.= and ot#er
iteracy-reated skis <'ngin$ 1223L RamireE$ C#en W Ge&a$ 2010=7 "#e
purpose o5 t#e study 9as t9o-5od7 Firsty$ 9e in&estigated in detai$ using
a >ord .egmentation <>.= "ask and >ord 'naogy <>'= "ask$ t#e e1tent
to 9#ic# t#e de&eopment o5 4' <speciIcay inRections and deri&ations=
diCers -et9een t9o typoogicay distant anguages7 .econdy$ 9e
e1amined 9#et#er 4' in one anguage predicts 4' in t#e ot#er anguage$
i7e7$ morp#oogica trans5er7 >e report on part o5 a arger-scae study
9#ic# in&o&es t9o -iingua groups$ tested in -ot# anguages <21
Oapanese L2 earners <O.L= and 25 %ngis# L2 earners <%.L= in %ngand=$
and a group o5 25 %ngis# <%L1= monoinguas in %ngand7 "#e
de&eopment o5 4' 9as associated 9it# an increase in ,. 5or t#e %.L and
%L1 groups$ -ut not 5or t#e O.L group7 %&idence on morp#oogica trans5er
9as o-ser&ed ony in t#e %.L group7 >#en predicting %ngis# 4' 9it# >.
and >' scores respecti&ey$ Oapanese 4' e1pained uni0ue &ariance
a-o&e and -eyond t#e contro &aria-es <age and IS= and 9it#in- and
-et9een-anguage predictors7 In anot#er mode predicting Oapanese 4'
9it# >. scores$ %ngis# 4' made an independent contri-ution7 "#e group-
speciIc nature o5 t#e de&eoping 4' 5ound 9as 5urt#er in&estigated$
9#ist considering eCects o5 morp#emic compe1ity and semantic
transparency in#erent in 9ords7 "#e -idirectiona morp#oogica trans5er
1+0
5ound 9as discussed 9it#in t#e conte1t o5 morp#oogica compe1ities$
toget#er 9it# 0uaities and 0uantities o5 support t#at t#e %.Ls recei&ed in
eac# anguage in t#e )*7
'ngin$ O7 47 <1223=7 :oca,ulary deelopment7 A morphological analysis7
C#icago6 C#icago )ni&ersity @ress7
RamireE$ G7$ C#en$ \7$ Ge&a$ %7$ W *ie5er$ 37 <2010=7 4orp#oogica
a9areness in .panis#-speaking %ngis# anguage earners6 >it#in and
cross-anguage eCects on 9ord reading7 #eading and ?riting! +.<3=$ 33+-
35(7

Aocabular$ Studies S'
A Corpus Based Anal$sis of Academic Aocabular$ in L2 7riting% A
Case Stud$
Author4s5% ,ictor *#ac#an$ Fa#a Foa Aac#a
.andardiEed %ngis# entrance tests are re0uired -y t#e maHority o5
uni&ersities7 3o9e&er$ 9it# t#e increase in in-#ouse %ngis# tests as an
option in -ot# L1 and L2 en&ironments$ t#e &aidity o5 measured
parameters <e7g7 9riting= -ecome an issue o5 urgent concern7 Researc#
#as indicated t#at t#e in&estigation o5 acti&e &oca-uary in studentsD
9riting is one 9ay to address t#is 0uestion7 .tudies #a&e indicated t#at
9ord ists suc# as t#e 'cademic >ord List <'>L= are o5 &aue in assessing
t#e &oca-uary e&e o5 studentsD 9ritten te1ts 9#ic# coud determine
9ritten proIciency e&e and gi&e insig#ts to de&eoping studentsD e1ica
e&e and t#us more eCecti&e 9riting <AreeEe$ 200(L Co1#ead W Fation$
2001L Dutton$ 200!=7 't#oug# contested$ t#e '>L$ de&ised -y Co1#ead
<2000=$ #as pro&ided an assessment too t#at accounts 5or t#e type o5
acti&e &oca-uary in studentsD te1ts against a criteria o5 5+0 9ord 5amiies
<10 su- ists= needed 5or eCecti&e 9riting and t#us success5u academic
study7 In t#is conte1t$ t#is study proIes &oca-uary in 103 essays <220++
9ords= 9ritten -y L1 'ra-ic speakers in a No9D academic %ngis#
proIciency course$ as 0uantiIed -y an in-#ouse uni&ersity %ngis#
entrance e1am <%%%= at an %ngis# medium uni&ersity in Le-anon7 Le1ica
1+1
&oca-uary proIing <L,@= 9as carried out using Le1tutor toos <a&aia-e at
9997e1tutor7ca=7 't#oug# t#e Indings indicate consistent &oca-uary use
across t#e studied corpus$ acti&e &oca-uary e&es <*1$ *2 and '>L ists=
are not on par 9it# t#e &oca-uary proIes set -y internationa
standardiEed admissions tests as predictors o5 academic success7
Impications are made 5or continuous &aidation o5 in-#ouse entrance tests
in -ot# L1 and L2 conte1ts and recommendations 5or e1picit corpus--ased
academic &oca-uary teac#ingPearning7








Aocabular$ Studies S'
Aocabular$ acBuisition from reading% ,&idence from e$e/trac"ing
Author4s5% 'na @eicer-.anc#eE
4ost researc# into incidenta second anguage <.L= &oca-uary earning
#as 5ocused on t#e eCecti&eness o5 reading 5or increasing t#e siEe o5
studentsD &oca-uaries$ in terms o5 kno9edge o5 9ordsD 5orm and
meaning$ 9it# a 5e9 studies addressing ot#er components o5 &oca-uary
kno9edge7 B&era$ t#e studies s#o9 t#at e1ica earning can accrue
incidentay 5rom reading$ -ut t#at t#e amounts are generay modest
<.c#mitt$ 200(=7 ' main concern o5 t#ese studies #as -een t#e eCect o5
num-er o5 repetitions on t#e earning o5 ne9 9ordsD 5orm and meaning$
9it# t#e maHority o5 studies suggesting t#at students need to encounter a
ne9 9ord around (-10 times -e5ore considera-e earning starts to occur7
3o9e&er$ t#ese studies #a&e a9ays used oC-ine measures in t#e 5orm o5
mutipe-c#oice tests$ transation tasks$ etc7 't#oug# sti in5ormati&e o5
t#e increases in studentsD &oca-uary kno9edge$ t#ese measures do not
1+2
te us muc# a-out 9#at is #appening 9#en students encounter unkno9n
9ords 9#ie reading7
"#is presentation 9i report ongoing researc# into t#e use o5 eye-tracking
to in&estigate t#e process o5 .L reading7 'd&anced earners o5 %ngis#
read a series o5 te1ts containing unkno9n 9ords 9#ie t#eir eye-
mo&ements 9ere recorded7 "#e num-er o5 repetitions o5 t#e unkno9n
9ords in t#e te1ts 9as controed7 @ost-tests 9ere aso administered to
c#eck t#e potentia ac0uisition o5 t#e unkno9n 9ords7 Resuts o5 t#e eye-
mo&ement measurement 9i pro&ide a precise description o5 t#e
increasing 5amiiarity 9it# ne9 9ords as t#ey are met o&er a num-er o5
e1posures$ and a more rigorous measure o5 t#e num-er o5 e1posures
necessary to earn ne9 9ords 5rom reading7 "#ese on-ine measures 9i
aso -e compared to t#e oC-ine$ &oca-uary post-tests so as to in&estigate
t#e reations#ip -et9een earnersD eye-mo&ement c#aracteristics and
&oca-uary ac0uisition7
.c#mitt$ F7 <200(=7 Instructed second anguage &oca-uary earning7
Language Teaching #esearch! @+<3=$ 322-3!37

Aocabular$ Studies S'
Aocabular$ siJe re&isited% ho8 large are students= recepti&e
&ocabularies6
Author4s5% Oeanine "reCers-Daer$ 4ic#ae Daer$ Oim 4iton
.ince Gouden$ Fation and ReadDs <1220= andmark pu-ication$ t#e siEe o5
nati&e speakersD recepti&e &oca-uaries #as -een considered to consist o5
around 1+$000-20$000 9ord 5amiies7 >#ie t#is estimate is no dou-t muc#
more reia-e t#an pre&ious estimates$ 9#ic# ranged 5rom 3$000 9ords to
up to 21!$000 9ords <Fries and "ra&er 12!0L Lorge and C#a 12!3L Dier
12+(=$ to our kno9edge t#e caim #as ne&er -een tested on a arge group
o5 nati&e speakers o5 %ngis#7 "#e current paper aims to I t#is gap -y
testing )G students 5rom t#ree uni&ersities in t#e )* <.9ansea$ )>%
1+3
Aristo and City )ni&ersity$ F ` 150=7 >e used a I5ty item su-test 5rom
Gouden$ Fation and ReadDs test and asked students to 9rite a s#ort
deInition o5 eac# item on t#e ist7 "#is 9as done to a&oid students simpy
ticking oC 9ords t#at sound 5amiiar -ut 9#ose meanings t#ey do not
kno97 .tudents aso Ied in a s#ort 0uestionnaire a-out t#eir reading
#a-its$ kno9edge o5 ot#er anguages$ etc7 >e 5ound t#at studentsD
&oca-uaries 9ere signiIcanty smaer t#an anticipated6 t#e mean score
5or t#is test among students o5 a t#ree undergraduate e&es 9as 2(10
9ords <.D 125(=$ and t#ere 9as ony a sma$ non-signiIcant increase in
&oca-uary kno9edge across t#e t#ree years7 Bur resuts indicate
studentsD recepti&e &oca-uaries are e&en smaer t#an t#e estimate o5
12$000 9ords t#at Kec#meister$ C#ronis$ Cu$ DD'nna and 3eay <1225=
caim are kno9n -y Irst year uni&ersity students7 Bny some mature
students approac#ed t#e scores considered to -e a&erage 5or nati&e
speakers7 In t#e paper 9e 9i discuss possi-e e1panations 5or t#is
surprisingy poor resut7 "#e Irst one is t#at our resuts underestimate
studentsD recepti&e &oca-uaries -ecause t#e students 9ere una-e to
gi&e deInitions o5 some 9ords t#ey kno9$ and coud not indicate partia
kno9edge on t#e test7 'n aternati&e e1panation coud -e 5ound in
studentsD ans9ers to our 0uestions a-out t#eir reading #a-its6 current )G
students do per#aps not read as muc# as pre&ious generations$ and t#eir
&oca-uaries are t#ere5ore smaer t#an t#ose o5 t#e nati&e speakers
tested -y Gouden$ Fation and Read7 Fo signiIcant correations -et9een
reading #a-its and &oca-uary siEe 9ere 5ound$ #o9e&er7 "#e resuts raise
important 0uestions a-out studentsD a-iity to understand academic te1ts$
as 9e as issues regarding t#e need to re&ise t#e &oca-uary kno9edge
9e can e1pect 5rom L2-earners o5 %ngis#7
Gouden$ R7$ Fation @$ W Read O7 <1220=7 3o9 arge can a recepti&e
&oca-uary -eM Applied Linguistics! @@<4=$ p7 341-3!37
Kec#meister$ %7A7$ C#ronis$ '747$ Cu$ >7L7$ DD'nna$ C7'7 W 3eay$ F7'7
<1225=7 Gro9t# o5 a 5unctionay important e1icon7 &ournal of #eading
3ehaior +I<2=$ p7 201-2127
Aocabular$ Studies S'
Aocabular$ acBuisition models% the eFect of construct
operationalisation
Author4s5% 4artin >iis
1+4
In recent years$ t#ere #as -een an increasing amount o5 0uantitati&e
researc# into L2 &oca-uary ac0uisition7 3o9e&er$ operationaisation o5 t#e
ree&ant constructs is &aria-e across studies$ and it can t#ere5ore -e
diJcut to compare Indings7
"#e purpose o5 t#is study 9as to in&estigate t#e eCects o5 diCerent
operationaisations o5 t#e constructs 9ord diJcuty$ 5re0uency and engt#
on muti&ariate modes o5 L2 &oca-uary earning diJcuty7 In order to do
t#is 9e used t9o measures o5 9ord diJcuty <proportion correct and
t#res#od <or deta= scores=$ si1 5re0uency measures <emma and 9ord
5amiy 5re0uencies in t#e AFC o&era$ AFC >ritten and AFC .poken=$ and
t#ree measures o5 9ord engt# <num-er o5 etters$ p#onemes and
sya-es=7 In addition$ a Aooean &aria-e$ cognateness$ 9as used in a
t#e modes7 "#e &oca-uary kno9edge data 9as o-tained 5rom !2
Oapanese uni&ersity students using t#e Irst se&en e&es o5 a &oca-uary
siEe test <Fation and Aegar 200+=7 4utipe inear regression modes 9ere
produced 5or eac# com-ination o5 measures7
In genera$ modes 9it# t#res#od diJcuties$ spoken emma 5re0uencies
and p#oneme engt# are associated 9it# #ig#er R2$ and spoken and
9ritten 5amiy 5re0uencies 9it# o9er R27 3o9e&er$ in t#e great maHority o5
cases$ t#e modes produced consisted o5 t#ree simpe eCects as
predictors$ t#e 5re0uency measure$ cognateness and t#e 9ord engt#
measure$ 9it# R2 o5 457+[ to 5471[7 "#e simpest mode #ad t9o
predictors$ spoken emma 5re0uency and cognateness7 "#e most compe1
mode #ad a simpe eCect 5or 9ritten 5amiy 5re0uency and an interaction
-et9een cognateness and num-er o5 p#onemes$ 9#ic# suggests t#at t#e
eCect 5or 9ord engt# is ony 9it# non-cognates7
"#is study s#o9s t#at diCerent operationaisations o5 constructs can
inRuence modes in 0uite su-stantia 9ays$ at#oug# in most cases t#e
diCerences 9ere sma7
ColloBuia
1+5
Clinical Linguistics ColloBuium n&ited
ColloBuium
ColloBuium title% Researc# and "eac#ing @ractices o5 Cinica Linguistics
in t#e %ast and >est
Author4s5% Dr7 Li1ian Oin$ De 4ont5ort )ni&ersity$ Hinpdmu7ac7uk
Schedule of the presentations
"ime @resenters "ite
Dr7 Li1ian Oin 1ntroduction of the Clinical Linguistics
colloquium team and session content
@ro57 @au Fetc#er LA#SP ThirtyS Pears on
Dr7 Li1ian Oin 9it#
4iss Aee Lim B# and
Dr7 Rogaya# ' RaEak
Deeloping a Chinese LA#SP in Malaysia
@ro57 Dr7 Rogaya# '
RaEakL 4r7 'Emaru
'EiEL Dr7 Lim 3ui
>oanL Dr7 Li1ian OinL
'sso7@ro57
Determining Milestones in Deelopmental
Syntax among Malay Children to9ards the
Construction of a Malay Syntactic Assessment
Tool
4rs7 @ip Corneius Sensory Articulation Speech System T A .D
animation ,ased therapeutic application for
Motor Speech Disorders
4r7 *e&in .mit#L 4s7
4i 4i C#oongL 4s
,eronica FgL Dr7
Li1ian Oin
8nderstanding Poung Multilingual Learners
9ith Dyslexia in Singapore through Metaphor
Analysis
Dr7 Oui-3ua C#enL
@ro57 4arHorie Lorc#
Manifestations of Aphasia in Tai9anese6
Mandarin Spea-ers
' @ane discussion Uuestions! discussion and conclusions
1+!
Clinical Linguistics ColloBuium n&ited
ColloBuium
#aper title% L'R.@ "#irtyi Qears on
Author4s5% @ro57 @au Fetc#er
It is more t#an 30 years since t#e L'R.@ <Language 'ssessment$ Remediation
and .creening @rocedure= sa9 t#e ig#t o5 day <Crysta$ Fetc#er W Garman 12+!$
12(2=7 "#at an anaytica procedure 9#ic# is so ong in t#e toot# continues to -e
use5u in cinica conte1ts$ and to -e taug#t to student speec# and anguage
t#erapists$ is per#aps surprising7 In t#is presentation$ 9e e1pore some o5 t#e
reasons 5or its onge&ity$ -ut aso address t#e impact o5 t#ree decades o5 c#id
anguage researc# on #o9 t#e protoco s#oud no9 -e used and interpreted7
>#en t#e L'R.@ proIe 9as Irst constructed$ 9e #ad imited in5ormation on
&aria-iity in t#e rate at 9#ic# c#idren de&eop anguage7 Large sampes -ased
on parent report$ or on t#e recording o5 anguage sampes 5rom greater num-ers
o5 c#idren t#an 9ere a&aia-e in t#e eary +0s #a&e taug#t us Hust #o9 9ide
indi&idua diCerences can -e$ especiay in t#e second and t#ird years o5 i5e7 "#is
ne9er in5ormation puts at risk t#e age estimates associated 9it# stages in t#e
origina proIe7 'not#er ine o5 researc# t#at s#oud #a&e an eCect on #o9 9e
use t#e proIe is 9ork -y "omaseo and ot#ers <see "omaseo 2003= t#at
underines t#e reati&ey gradua ad&ance o5 t#e c#id to9ards a-stract syntactic
structures &ia an accumuation o5 e1ica kno9edge / -est e1empiIed in t#e
de&eopment o5 &er-s and argument structure7 'nd Inay$ 9e e1amine t#e
impications o5 in5ormation 5rom a ne9y de&eoped re5erence data-ase <*ee and
Ga&in 2010= 9#ic# anayses anguage sampes 5rom 152 c#idren 5rom t#e ).
and )*$ according to L'R.@ categories7 "#e descripti&e statistica data &aidates
in genera t#e de&eopmenta progression re&eaed in L'R.@ cause categories7 It
aso pro&ides in5ormation a-out t#e reati&e signiIcance o5 categories in t#e
proIe$ and important insig#ts a-out t#e integration o5 p#rase into cause
structure7
Crysta$ D$ Fetc#er$ @7 W Garman$ 47 <12+!=7 The grammatical analysis of
language disa,ility7 London6 %d9ard 'rnod7
Crysta$ D7$ Fetc#er$ @7 W Garman$ 47 <12(2=7The grammatical analysis of
language disa,ility <second edition=7 London6 Coe and >#urr7
*ee$ "7 and Ga&in$ >7O7 <2010=7 LA#SP reference data for +6 and .6year6old
children' C#ristc#urc#$ F7K76 )ni&ersity o5 Canter-ury Researc# Repository'
"omaseo$ 47 <2003=7 Constructing a language7 Cam-ridge$ 4ass76 3ar&ard
)ni&ersity @ress7
1++
Clinical Linguistics ColloBuium n&ited
ColloBuium
#aper title% De&eoping a C#inese L'R.@ in 4aaysia
Author4s5% Dr7 Li1ian Oin 9it# 4iss Aee Lim B# and Dr7 Rogaya# ' RaEak
"#e use o5 inguistic proIing suc# as L'R.@ <Crysta$ 12+2$ 1222L Crysta et a7$
12(2= 5or speec# and anguage t#erapy <.L"= #as -een recognised as one o5 t#e
most use5u principes <Aa$ 12((L 1222L .amadi and @erkins 122(= 5or
de&eoping anguage assessment toos in .L" anguage anaysis7 "#is can -e
seen in t#e .L" anguage assessment packs o5 ."'.. 2 <.out# "yneside
'ssessment o5 .yntactic .tructures 2$ 'rmstrong and 'iney 200+= and D'..
<Dorset 'ssessment o5 .yntactic .tructures$ 3o9e$ A7 2003=$ 9#ic# are 9idey
used in Aritis# cinica and educationa settingsL and a ."'.. 5or Aritis# GuHarati
speakers <C#a&da and Oin 2003=7
3o9e&er$ in t#e .out#east 'sia$ t#e de&eopment o5 syntactic assessment toos
#as -een deayed$ due to t#e ack o5 c#id anguage de&eopment data and
standardised grammatica categorisations in t#e oca anguages7 "#e @rime
4inister Initiati&e <@4I2= 5und 5aciitated a team o5 cinica inguists and speec#
and anguage t#erapists 5rom t#e )* and 4aaysia to #a&e coected a systematic
set o5 anguage de&eopment data 5rom 130 C#inese-speaking c#idren in
4aaysia$ aged 1-+ years od 9it# an e0ua num-er o5 -oys and girs and
anaysed a-out 11$000 utterances 5rom t#ese c#idren7
"#is presentation reports one o5 outcomes o5 t#is proHect6 t#e de&eopment o5 t#e
C#inese L'R.@ c#art <Oin et a7=7 "#is may #ep ot#er researc#ers 9#o 5ace simiar
c#aenges to construct a L'R.@ in ot#er anguages7 "#is presentation 9i aso
e&auate t#e process o5 t#e researc#7
'rmstrong$ .7 W 'iney$ 47 <200+= The South Tyneside Assessment of Syntactic
Structures + BSTASS +C7 @onteand6 ."'.. @u-ications
Aa$ 4artin O7 <12((=7 L'R.@ to LL'R.@6 "#e design o5 a grammatica proIe 5or
>es#D$ Clinical Linguistics Q Phonetics$ 261$ 55-+3
Aa$ 4artin7 O7 <1222= The ClinicianOs Guide to Linguistic Profling7 London6 >#urr
C#a&da$ @7 W Oin$ L7 <2003= Assessment of GuGarati Syntactic Structures7
@onteand6 ."'.. pu-ications
Crysta$ D7 <12+2= ?or-ing 9ith LA#SP' London6 %d9ard 'rnod
1+(
Crysta$ D7$ Fetc#er$ @7$ W Garman$ 47 <12(2= The Grammatical analysis of
language disa,ility' 2
nd
ed7 London6 Coe W >#urr
Crysta$ D7 12227 Profling linguistic disa,ility' 2
nd
ed7 London6 >#urr
3o9e$ A7 <2003= Dorset Assessment of Syntactic Structures BDASSC7 @onteand6
."'.. pu-ications
Oin$ L7 9it# Rogaya# ' RaEak and Aee Lim B# <in press 2011= C-L'R.@6
De&eoping a C#inese Grammatica @roIe 5or Cinica 'ssessment in
4aaysia7 In 4artin O7 Aa$ Da&id Crysta and @au Fetc#er <eds7= Assessing
Grammar7 The Languages of LA#SP7 Aristo6 4uti-ingua 4atters
.amadi$ 3a-i-e# and @erkins$ 4ic#ae R7 <122(=D@-L'R.@6 ' de&eopmenta
anguage proIe 5or @ersianD$ Clinical Linguistics Q Phonetics$ 1262$ (3-103
Clinical Linguistics ColloBuium n&ited
ColloBuium
#aper title% Determining 4iestones in De&eopmenta .ynta1 among
4aay C#idren to9ards t#e Construction o5 a 4aay .yntactic 'ssessment
"oo
Author4s5% @ro57 Dr7 Rogaya# ' RaEakL 4r7 'Emaru 'EiEL Dr7 Lim 3ui >oanL
Dr7 Li1ian OinL 'sso7@ro57 Dr7 *artini '#mad
"#ere is a deart# o5 documented resources in 4aaysia particuary 5or t#e
purposes o5 determining normati&e data and miestones in 4aay c#id anguage
de&eopment7 "#e ominous c#aenge 5or researc#ers is to pro&ide a
compre#ensi&e$ normati&e account o5 ac0uisition o5 4aay grammatica
structuresL data 9#ic# is urgenty needed in t#e management o5 anguage
impairments7 "#is presentation taks a-out eCorts in empoying proIing
met#odoogy in determining miestones in de&eopmenta synta1 and t#e initia
eCorts at t#e construction o5 a 4aay .yntactic "est prototype7
"#e Language 'ssessment$ Remediation$ .creening @rocedure <L'R.@= 9as
empoyed in anayEing 5ree con&ersations data o5 130 typicay de&eoping 4aay
c#idren 9it# ages ranging 5rom 1L0-!L11 years od7 "#e c#idren8s mean engt#
utterance <4L)= measure 9as de&eopmentay sensiti&e as e&idenced 5rom t#e
mean 4L) 1715 5or t#e 1L0-1L11 mont#s$ mean 4L) o5 17!1 5or t#e 2L0-2L11
years od and t#e mean 4L) o5 2734 5or 3L0-3L11 9it# a .D o5 073+7 @atterns o5
p#rase and cause de&eopments 9ere aso documented7 "#e one year od
c#idren started 9it# more &er-s <137+[= t#an nouns <575[= -ut t#en tapered
into an amost e0ua distri-ution o5 nouns <217( [= and &er-s <1(72[= -y t#e age
t9o years od7 %ary patterns o5 &er- p#rases are &er-s ony 9#ic# incidentay
9ere eary &er-s ike :nak; <9ant= $ &er-s i au1iiaries$ and &er-s i ad&er-s
amongst t#e one to t9o year ods7 4aay c#idren generay produce simpe
sentences at 2 years od and started to use coordinate and compe1 sentences at
3 years od7 >e 9i aso discuss t#e mappings -et9een t#e L'R.@ proIes o5
1+2
anguage data to t#e respecti&e age-ranges7 In t#e process$ 9e documented
diCerences in grammatica 5eatures$ &arying grammatica com-inations$ etc in
t#e 4aay anguage and constructed an adapted 4aay-L'R.@7
>e concude -y taking -rieRy a-out t#e 4aay .yntactic 'ssessment "oo
prototype o5 9#ic# t#e adapted 4aay-L'R.@ is a part o57 >e #ope to compete
t#e de&eopment o5 t#e 4aay .yntactic 'ssessment "oo so t#at it coud -e used
-y speec# anguage t#erapists in cinics and teac#ers in anguage casses in
sc#oos7
Clinical Linguistics ColloBuium n&ited
ColloBuium
#aper title% .ensory 'rticuation .peec# .ystem / ' 3D animation -ased
t#erapeutic appication 5or 4otor .peec# Disorders
Author4s5% 4rs7 @ip Corneius
't any one time around 20[ o5 t#e popuation$ aduts and c#idren$ #as a speec#
disorder arising 5rom a diJcuty in producing perceptuay accepta-e speec#
sounds7 .peec# and Language "#erapy cients 9it# t#ese disorders need a non
intrusi&e instrumenta anaytic and t#erapeutic too i5 treatment and
management is to -e impro&ed7 Currenty no suc# tec#noogy is a&aia-e7 "#e
.'" system uses computer generated 3D animations o5 speec# sound se0uences
9#ic# pro&ide a &isua cue to aid a cient in t#e accurate production o5 speec#
sounds7 "#e precise tongue and mout# contours 5or t#e set o5 24 %ngis#
consonants sounds 9ere deri&ed 5rom utrasound imaging and &ideo7 )trasound
imaging pro&ided t#e in5ormation 5or t#e discrete tongue mo&ements necessary
5or t#e articuation o5 t#ose speec# sounds made 9it#in t#e mout#7 3ig# 0uaity
&ideo capture 9as used to record t#e e1terna articuation mo&ements7 "#e
animations 9ere created using 'utodesk .o5timage and @i1oogic KArus# in t#e
5orm o5 a 3D #ead 9#ic# can -e rotated 5or &ie9ing in se&era perspecti&es7 For
sounds made 9it#in t#e mout#$ cuta9ays o5 e1terna 5eatures o5 t#e #ead re&ea
t#e inside 9orkings o5 t#e mout#7 In t#is perspecti&e$ 5eatures suc# as t#e teet#
can -e made transparent to re&ea t#e precise nature o5 t#e tongue mo&ements7
"#ese 3D animations t#ere5ore produce se0uences t#at accuratey mode t#e
1(0
mout# and tongue mo&ements 5or speec# and are #ig#y &isi-e 9it#in t#e
conte1t o5 t#e mout#$ pro&iding a 5oca point 5or t#e mo&ements re0uired to
produce t#e speec# sound7 3ig# 0uaity audio recordings o5 t#e speec# sounds
9ere precisey matc#ed to t#e animations to pro&ide -ot# a &isua and audio
tempate o5 t#e 24 consonants o5 %ngis#7 "#e i-rary o5 %ngis# consonant audio
animations are presented in an 'do-e Fas# appication ao9ing a user to c#oose
any speec# sound and a &ariety o5 &isua perspecti&es 5or &ie9ing t#e animation7
"e1t tutorias pro&iding input 5or coac#ing in t#e production o5 t#e speec# sound
are aso accessi-e on screen t#roug# cicking an icon7
' su-se0uent researc# proHect is currenty under9ay to design and integrate
speec# recognition so5t9are 9#ic# 9i anayse t#e cient8s speec# attempt and
construct a digita representation on screen o&eraying t#e target animation
tempate as 9e as pro&iding a game ike per5ormance score7 "#is ao9s t#e
cient to see #o9 cosey t#eir attempt matc#es t#e target speec# sound7 "#e
patient e1perience 9i -e greaty en#anced 9it# t#e introduction o5 com-ined
&isua and auditory -io-5eed-ack7 "#is tec#noogy 9i signiIcanty impro&e t#e
eJcacy and accuracy o5 treatment and understanding o5 t#erapy aims7 's t#e
system can potentiay -e made a&aia-e on t#e internet and t#roug# mo-ie
de&ices suc# as p#ones$ game consoes and net--ooks patients can contro t#eir
o9n t#erapy and e&auate progress 9it#out reying on speciaist description$
e1panation and 5eed-ack7 "#erapy -ecomes unrestricted and can -e remotey
managed reducing contact time 9it# speciaist cinicians7 "#e instrumenta
anaysis pro&ides more accurate and indi&iduay taiored outcome measures and
t#erapy eading to more reia-e audit as patient per5ormance is eectronicay
monitored and assessed7
Clinical Linguistics n&ited ColloBuium
#aper title% )nderstanding Qoung 4utiingua Learners 9it# Dyse1ia in
.ingapore t#roug# 4etap#or 'naysis
Author4s5% 4r7 *e&in .mit#L 4s7 4i 4i C#oongL 4s ,eronica FgL Dr7 Li1ian
Oin
Dyse1ia is apparenty uni&ersa6 earners 9it# dyse1ia seem to -e 5ound in
e&ery inguistic and cutura conte1t <4ies6 200!=7 "#e most popuar #ypot#esis
5or t#e reason t#at dyse1ic peope #a&e anguage deay issues is t#at t#ey #a&e
p#onoogica processing diJcuties <.no9ing 2000= -ut -iingua dyse1ic
students aso #a&e &oca-uary and compre#ension diJcuties 9#ere t#ey earn
%ngis# as a second anguage <Fa9cett W Lync# 2000=7
In t#e dyse1ia researc# iterature t#ere are gaps concerning mutiingua dyse1ic
earners$ <4artin 2005= and reating to younger earners$ since most
researc# concerns aduts or secondary age students7 "#e deart# o5 researc#
regarding #o9 earners 9it# dyse1ia 5rom a mutiingua -ackground
1(1
understand and 5ee a-out t#eir dyse1ia and t#e a-sence o5 t#eir &oices is
argey due to t#e diJcuties o5 using appropriate researc# met#ods to
ena-e earners$ especiay younger earners$ to e1press t#eir t#oug#ts
co#erenty7 3o9e&er$ t#e use o5 metap#ors 9it# monoingua dyse1ic
earners <Aurden W Aurdett 200+= com-ined 9it# an appication o5 metap#or
anaysis researc# in %L" <CortaEEi W Oin 1222L Oin W CortaEEi 200($ 2002$
2011= can -e e1tended to anayse t#e perceptions$ t#oug#ts and 5eeings
a-out dyse1ia #ed -y mutiingua dyse1ic earners in .ingapore
"#e present study$ t#e Irst in 'sia$ uses metap#or anaysis to re&ea insig#ts
into t#e &ie9s o5 mutiingua dyse1ic earners mosty in t#e primary age range
9#o earn %ngis# as an additiona anguage in .ingapore7 "#e researc#
e1amines 25+ metap#ors eicited 5rom 4! young earners to re&ea t#ese
earners8 perceptions and 5eeings a-out dyse1ia$ anguage earning and use$
and earning key curricuum su-Hects t#roug# t#e medium o5 %ngis#7
"#e Indings #ig#ig#t surprising positi&e 5eatures and s#o9 se&era needs6 to
understand young earners 9it# dyse1ia 5rom t#eir o9n &ie9pointsL to de&eop
9#at t#ese earners &aue in t#eir %ngis# earningL to #ep teac#ers en#ance
good practice to support t#ese earnersL and to de&eop 5urt#er strategies in
appying metap#or teac#ing to ena-e c#idren 9it# dyse1ia and ot#er speciIc
earning diJcuties to impro&e t#eir conceptua t#oug#t process t#roug# an
understanding t#at not a anguage #as a itera meaning7
Aurden$ R7 and Aurdett$ O7 <200+= >#atDs In a FameM .tudents 9it# Dyse1ia6
"#eir )se o5 4etap#or in 4aking .ense o5 "#eir Disa-iity7 3ritish &ournal of
Special =eeds$ &o 3+$ issue 2$ pp ++-(27
CortaEEi$ 47 and Oin$ L7 <1222= 4etap#ors as Aridges to De&eoping %1pertise6 t#e
case o5 anguage earners and teac#ers2 in G7 Lo9 W L7 Cameron <eds7=
#esearching and Applying Metaphor! Cam-ridge6 Cam-ridge )ni&ersity
@ress$ pp7 142-1+!
Fa9cett ' and Lync# L <2000= Systematic identifcation and interention for
reading diVculty6 case studies of children 9ith %AL' Dyse1ia !$ pp 5+ / +1
Oin$ L7 W CortaEEi$ 47 <200(= Images o5 teac#ers$ earning and 0uestioning in
C#inese cutures o5 earning$ in %7 Aerendt <ed7= Metaphors of Learning$ cross6
cultural perspecties$ 'msterdam6 Oo#n AenHamins @u-is#ing Company$
pp1++-202
Oin$ L7 W CortaEEi$ 47 <2002= Cassroom cutures and &aues6 students8 conceptions
o5 teac#ers and earning in C#ina <t#e paper is pu-is#ed in Frenc#=! #eue
1nternationale dO%ducation de SWres7 Fo7507 pp742-!2
Oin$ L7 W CortaEEi$ 47 <2011= 4ore t#an a Oourney6 Nearning8 in t#e metap#ors o5
C#inese students and teac#ers$ in L7 Oin W 47 CortaEEi <eds7= #esearching
Chinese learners7 s-ills! perceptions and intercultural adaptations2 London6
@agra&e 4acmian$ pp7!+-22
4artin$ D7 47 <2005= %ngis# as an 'dditiona LanguageL and .peec#$ Language
and Communication DiJcuties$ in '7L$ Le9is and A7 For9ic# <eds7= Special
Teaching for Special ChildrenX Pedagogies for inclusion! pp7 2!q102$ 4iton
*eynes6 Bpen )ni&ersity @ress7
4ies$ "7 R7 <200!= $ifty Pears in Dyslexia #esearch7 C#ic#ester6 >#urr pu-is#ers
Ltd7
.no9ing$ 47O7 <2000= Dyslexia <2
nd
7%dition= B15ord6 Aack9e @u-is#ers
1(2
Clinical Linguistics ColloBuium n&ited
ColloBuium
#aper title% 4ani5estations o5 'p#asia in "ai9anese-4andarin .peakers
Author4s5% Dr7 Oui-3ua C#enL @ro57 4arHorie Lorc#
>e present t#e Irst detaied inguistic anaysis o5 "ai9anese-4andarin ap#asic
speec# representati&e o5 anguage community in "ai9an 9#ere t#e maHority are
-iingua speakers o5 -ot# anguagesP&arieties o5 C#inese and code-s9itc#ing is
1(3
typica o5 peer interactions7 "#e narrati&e sampes o5 10 ap#asic participants--4
seecti&e reco&eryL ! parae reco&ery pattern$ 9ere coected -y a speec#
t#erapist in *ao#siung 4edica )ni&ersity C#ung-3o 4emoria 3ospita7
Responses 5rom anguage #istory 0uestionnaires &eriIed t#at a participants #ad
-aanced use and proIciency in -ot# 4andarin and "ai9anese premor-idy7
.ampes 5rom 10 -iingua #eat#y aduts matc#ed 5or age and anguage #istory
9ere used 5or comparison7 Farrati&e speec# 9as eicited using t9o standard
picture se0uence tasks 9idey empoyed in cross-inguistic ap#asia researc#
<4enn and B-er 1220=7 @articipants 9ere e1amined in 4andarin in one session
and "ai9anese in a second session7 "#e resuting corpora 9ere anaysed
regarding morp#oogica$ syntactic and discourse 5eatures7
'naysis o5 t#e 10 indi&idua ap#asic speakers re&eaed omissions and
su-stitutions in -ot# "ai9anese and 4andarin7 "#e uni&ersa c#aracteristics o5
ap#asia--omission o5 5unctors and simpiIed syntactic structures$ 9ere e&ident in
t#is corpus7 Language-speciIc Indings o5 note 9ere o&erused o5 sentence Ina
partices -ut underused prenomina modiIcation markers de*e 9#ic# may due to
t#eir diCerent 5unctions in sentence processing7 4oreo&er$ t#e ap#asic speakers
in t#e present study tended to omit t#e second <rig#tmost= constituent o5 t#e
compound noun and omit t#e Irst <e5tmost= constituent o5 t#e compound &er-s7
In C#inese anguages$ &er-s are o5ten e5t-#eaded 9#ie nouns are rig#t-#eaded
<@ackard$ 2000=7 "#e Indings re&eaed t#at "ai9anese-4andarin -iingua ap#asic
patients s#o9ed non-#ead constituent ad&antage 9#ic# is compati-e 9it#
recent Indings -y Oarema$ @erak and .emenEa <2010= in Frenc#-%ngis# -iingua
ap#asic speakers7 "#e Indings in t#e present study contri-ute to9ards t#e
de-ate o&er t#e reati&e signiIcance o5 #eadedness as opposed to position-in-t#e
string in compound 9ord processing7
>it# respect to t#e ap#asic speakers8 use o5 t9o anguages$ it 9as surprising to
Ind t#at spontaneous code-s9itc#ing occurred in t#ose 9it# seecti&e reco&ery
9#o coud not produce one anguage 9#en e1picity re0uested7 "#ese
participants aso #ad a so9er speaking rate t#an t#ose 9it# parae reco&ery
suggesting t#ey may #a&e diJcuties 9it# acti&ation and in#i-ition o5 t#eir
anguages7
"#ese Indings on t#e inguistic anaysis o5 "ai9anese-4andarin -iingua ap#asic
patients8 narrati&e productions detai -ot# uni&ersa as 9e as distincti&e
anguage-speciIc c#aracteristics7 Resuts re&ea patterns o5 errors 9it# respect
to compounds t#at contri-ute to current t#eoretica de-ate7 %1amination o5 t#e
use o5 t#eir anguage production as -iingua speakers indicates t#at 9#ie some
patients #ad contro o&er 9#en t#ey produced eit#er "ai9anese or 4andarin 9it#
respect to t#e test setting ot#ers s#o9ed code-s9itc#ing -e#a&iour 9#ic# 9as
most pronounced in some o5 t#e seecti&e reco&ery ap#asic speakers7
1(4
Oarema$ G7L @erak$ D7 and .emenEa$ C7 <2010= "#e processing o5 compounds in
-iingua ap#asia6 ' mutipeqcase study' Aphasiology7 ,o7 24$ Issue 2$
pp712!-140
4enn$ L7 W B-er$ L7 *7 <eds7= 12207 'grammatic ap#asia6 ' cross-anguage
narrati&e source-ook7 'msterdam6 AenHamins
@ackard$ Oerome L7 <2000= The Morphology of Chinese7 A Linguistic and Cognitie
Approach7 Cam-ridge6 Cam-ridge )ni&ersity @ress
Comple- S$stems ColloBuium
ColloBuium Title% Dynamic .ystemsPCompe1ity "#eory as a ne9 approac# to
Language De&eopment
1(5
Author4s5% 4arHoiHn ,erspoor$ Diane Larsen-Freeman$ Lynne Cameron$ 3ui@in
C#an$ >ander Lo9ie$ and @au 4eara

In t#is coo0uium 9e 9oud ike to argue t#at D." is a use5u t#eory in anguage
de&eopment in t#at it recogniEes t#at a anguage <-e it Irst$ second or t#ird=$
anguage earners <young or od=$ and anguage communities <in naturaistic or
instructiona settings= are eac# compe1$ dynamic systems7 :.ystems; are
groups o5 entities or parts t#at 5unction toget#er7 'ny system is incusi&e o5
em-edded su--systems$ a o5 9#ic# dynamicay interreate 9it# one anot#er7
"#e term :dynamic; as it is used in D." #as a 5airy straig#t5or9ard meaning and
re5ers to t#e c#anges t#at a system undergoes due to interna 5orces and to
energy 5rom outside itse57 ' compe1 systems c#ange continuousy$ at times
su-ty$ at ot#er times a-rupty7 ' D." approac# posits t#at simiar principes #od
at e&ery e&e o5 t#e system$ su--system$ su--su--system$ and so on7 ' Dynamic
.ystems "#eory <D."= and Compe1ity "#eory <C"= perspecti&e recogniEes t#e
5act t#at a 5actors or &aria-es in&o&ed in anguage de&eopment are
interconnected$ interact 9it# eac# ot#er o&er time$ and may aCect eac# ot#er
diCerenty o&er time7 Initia conditions suc# as t#e L1$ aptitude$ attitude$
moti&ation$ or e&e o5 proIciency are crucia7 "#e anguage system se5-
organiEes o&er time$ and many 5actors in&o&ed$ suc# as t#e inRuence o5 L1 on
L2 or t#e degree o5 moti&ation$ may c#ange again too7 ,aria-iity 9it#in t#e
de&eoping system is needed 5or c#ange$ and &ariation among indi&iduas is t#e
norm rat#er t#an t#e e1ception7 "aking a D." perspecti&e means t#at studying
diCerent &aria-es o&er time can pro&ide important insig#ts into t#e
de&eopmenta process7
In t#is symposium$ researc#ers 9i present papers s#o9ing #o9 D." principes
may -e used to understand de&eopment o5 anguage at diCerent e&es6 at t#e
discourse$ e1ica and c#unk e&e7
ntroduction6 4arHoiHn ,erspoor
.iscussant6 Diane Larsen-Freeman
#resentations b$ Lynne Cameron$ 3ui@in C#an$ >ander Lo9ie$ @au 4eara and
4arHoiHn ,erspoor
1(!
Comple- S$stems ColloBuium
#aper Title% ' discourse dynamics approac#6 3o9 compe1ity and dynamic
systems contri-ute to anaysing tak7
Author4s5% Lynne Cameron$ @ro5essor o5 'ppied Linguistics$ Bpen )ni&ersity$ )*
In my 9ork$ I appy ideas 5rom compe1ity and dynamic systems to tak7 @eope
taking toget#er are seen as engaging in Ndiscourse acti&ity8 in 9#ic# mutipe
compe1 systems and su-systems interact o&er time7 "#is perspecti&e not ony
ao9s 5or Pre0uires anguage system to emerge 5rom use$ -ut aso directs
attention to particuar types o5 p#enomena in discourse acti&ity6 pertur-ations
and continuities in takL co-adaptation across participantsL emerging
sta-iisations o5 understanding and o5 anguage7 "#ese 5orm t#e -asis o5 t#e
Ndiscourse dynamics approac#8 to t#e anaysis o5 tak7
In my presentation$ I 9i iustrate #o9 t#is approac# #as -een appied in t#e
study o5 metap#or in tak and #o9 it oCers aternati&e descriptions and
e1panations o5 metap#or-reated p#enomena7
1(+
Comple- S$stems ColloBuium
#aper Title% Computer :'ssisted; ,oca-uary LearningM ' dynamic perspecti&e
on "esting %Cecti&eness o5 >ordC#amp
Author4s5% 3ui@in C#an W >ander Lo9ie7 Department o5 'ppied Linguistics7
)ni&ersity o5 Groningen
"o gain insig#t into t#e dynamic process o5 &oca-uary ac0uisition and into t#e
eCect o5 computer &ersus penci and paper earning$ 9e conducted a ongitudina
study7
Bne penci and paper earner and t#ree computer earners 9ere measured 42
times 9it#in 21 days on t#ree e&es o5 &oca-uary kno9edge <acti&e
recognition$ acti&e reca$ controed production= o5 100 targeted academic 9ords7
Computer earners 5oo9ed t#e same earning se0uences as t#e paper earner$
-ut t#ey 9ere assisted -y >ordC#amp 9#ie practicing t#e 9ords7 Bur Indings
s#o9 t#at t#e computer earners #ad 5e9er earning ags t#an t#e paper earner$
t#at t#ey s#o9ed #ig#er earning rates at #ig#er &oca-uary e&es$ and t#at
t#ey more eJcienty -ridged t#e gap -et9een #ig# and o9 &oca-uary e&es7
"#e description o5 t#e dynamic &oca-uary de&eopment o5 t#ese earners$ and
t#e su-se0uent 0uantiIcation o5 t#is de&eopment 9it# a mat#ematica mode
pro&ide a rigorous and e1picit 9ay to come to an understanding o5 t#e
c#aracteristics o5 &oca-uary de&eopment7 Instead o5 concuding 9#ic#
inter&ention is more -eneIcia to earners merey -ased on t#e earning resut$
t#e dynamic t#eory approac# taken #ere pro&ides more insig#t into #o9 earners
de&eoped and processed diCerent e&es o5 &oca-uary kno9edge o&er time to
ac#ie&e t#ese earning resuts7
1((
Comple- S$stems ColloBuium
#aper Title% Aooean Le1icons6 a ne9 9e--5riendy inter5ace 5or simpe
simuations o5 e1icons7
Author4s5% @au 4eara7 .9ansea )ni&ersity
For some years no9$ I #a&e -een 9orking 9it# &ery simpe net9ork modes o5
e1icons7 "#ese modes make a num-er o5 minima assumptions a-out t#e 9ay
9ords are connected7 3o9e&er$ e&en 9it# t#ese minima assumptions$ a num-er
o5 po9er5u emergent properties appear in our modes$ and I #a&e used t#ese to
e1pore t#e 9ays a e1icon mig#t gro9 and de&eop$ t#e 9ay attrition and
&oca-uary oss mig#t #appen$ 9#at t#e 5undamenta 5eatures o5 -iingua
e1icons mig#t -e$ and so on7
)nti recenty$ most o5 t#is 9ork 9as done 9it# stand-aone programs$ speciay
9ritten 5or eac# indi&idua pro-em7 Recenty$ #o9e&er$ I #a&e no9 re-
programmed t#ese toos so t#at t#ey can run o&er t#e 9e-7 "#is makes t#e toos
a&aia-e to ot#er peope 9#o 9ant to e1pore t#ese ideas$ and ao9s t#em to
test out a 9ider range o5 p#enomena7
"#is paper 9i demonstrate t#e 9ay t#e ne9 inter5ace 9orks$ iustrate some o5
t#e -asic emergent properties o5 t#e net9orks$ and outine a range o5 5urt#er
0uestions 9#ic# 9oud -e 9ort# e1poring in some detai7
1(2
Comple- S$stems ColloBuium
#aper Title% ,aria-iity as a precursor o5 c#ange in c#unk de&eopment
Author4s5% 4arHoiHn ,erspoor7 )ni&ersity o5 Groningen7
,aria-iity indicates a #ig# degree o5 conte1t dependency and e1poration7
'ccording to D."$ &aria-iity is especiay arge during periods o5 rapid
de&eopment$ -ecause at t#at time t#e earner e1pores and tries out ne9
strategies or modes o5 -e#a&ior t#at are not a9ays success5u and may
t#ere5ore aternate 9it# od strategies or modes o5 -e#a&ior <"#een W .mit#$
1224=7 "#e cause and eCect reations#ip -et9een &ariation and c#ange is
considered to -e reciproca7 Bn t#e one #and$ &aria-iity permits Re1i-e and
adapti&e -e#a&ior and is a prere0uisite to de&eopment7 Oust as in e&oution
t#eory$ t#ere is no seection o5 ne9 5orms i5 t#ere is no &ariation7 Bn t#e ot#er
#and$ 5ree e1poration o5 per5ormance generates &aria-iity7 "rying out ne9 tasks
eads to insta-iity o5 t#e system and conse0uenty to an increase in &ariation7
"#ere5ore$ t#e caim is t#at sta-iity and &ariation are indispensa-e aspects o5
#uman de&eopment7
"#is paper reports on a ongitudina study o5 t#e de&eopment o5 5ormuaic
se0uences <c#unks= in 22 cassroom-taug#t$ teenage Dutc# earners o5 %ngis# in
#ig# and o9 input conditions <-iingua and reguar education=7 "aking a usage-
-ased perspecti&e 9#ere 5re0uency o5 input is seen as one o5 t#e main dri&ers o5
anguage de&eopment <%is 2002=$ t#e 5ocus is on detaied de&eopmenta pat#s
in indi&idua earners and on potentia diCerences in t#ese pat#s -et9een t#e
t9o input conditions7
Indi&idua de&eopmenta pat#s s#o9 t#at students in t#e #ig# input condition
s#o9 on t#e 9#oe more &aria-iity in types and num-ers o5 c#unks used and
tend to use t#ese more producti&ey$ 9#ic# may 5aciitate t#e de&eopment o5
compe1ity on p#rase and sentence e&e7
120
Dealth Communication ColloBuium
ColloBuium title% "#e Impact o5 'ppied Linguistics6 )sing Linguistic
%t#nograp#y to .tudy 3eat# Care
Author4s5% Oamie 4urdoc#$ De-ora# .9inge#urst$ OeC AeEemer$
'e1andra Cope$ Gunt#er *ress$ Roger *nee-one$ .ara .#a9$ Oi Russe$
"ris#a Green#ag#$ Ceia Ro-erts$ Rick Iedema
A''LDs )* Linguistic %t#nograp#y Forum is concerned 9it# researc# t#at
studies socia and cutura practices t#roug# detaied anaysis o5 situated
anguage and communication$ using a com-ination o5 discourse-anaytic
and et#nograp#ic researc# toos <4ay-in W "usting$ 2011=7 ' key strand in
t#is researc# is 5ocused on #eat# care institutions <c57 .arangi W Ro-erts$
1222L Iedema$ 200+=7 "#e proposed coo0uium -rings toget#er current
inguistic-et#nograp#ic 9ork in a G@ surgery$ a #ospita$ a #eat# poicy
organiEation and patient #omes in t#e )*7 Looking across consutations$
researc# inter&ie9s$ surgica operations and poicy de-ates t#e aims o5
t#e coo0uium are t9o5od7 First$ 9e e1pore cinica and non-cinica
practice in terms o5 t#e compe1 dynamics o5 socia interaction in #eat#-
reated institutions$ t#roug# cose anaysis o5 te1ts and audio and &ideo
recorded interactions in&o&ing patients$ #eat# pro5essionas$ and poicy
makers$ com-ined 9it# et#nograp#ic anaysis o5 institutions and oca
ecoogies7 .econd$ 9e e1pore t#e potentias and constraints o5 a
inguistic-et#nograp#ic approac# to doing #eat# researc#7 "#e papers
take up t#e t#eme o5 t#is yearDs 'nnua 4eeting$ adopting a inguistic
et#nograp#ic perspecti&e on contemporary #eat# care and addressing
0uestions suc# as$ 3o9 does t#e introduction o5 t#e %ectronic @atient
Record re-s#ape t#e consutationM 3o9 does medica teac#ing aCect
121
patient-sa5etyM 3o9 is tak a-out #eat# s#aped -y its settingM 3o9 do
#eat# poicies e&o&e and c#angeM "#e signiIcance o5 t#ese 0uestions 5or
t#e &arious stake#oders -cinicians$ patients$ #eat# poicy makers and
managers$ inguistic et#nograp#ers- 9i aso -e discussed7 ' common
-ackdrop 5or t#e papers 9as pro&ided -y t#e %.RC-5unded Researc#er
De&eopment Initiati&e on %t#nograp#y$ Language and Communication
<200+-2010= and reated %1porations in %t#nograp#y$ Language and
Communication con5erences <200(-2010=$ in 9#ic# t#e presenters 9ere
cosey in&o&ed7
Dealth Communication ColloBuium
#aper Title% G3o9 many ap c#oes #a&e you doneMG ' inguistic-
et#nograp#ic take on counting surgica e1perience
Author4s5% OeC AeEemer$ 'e1andra Cope$ Gunt#er *ress$ Roger
*nee-one
Like any cinica acti&ity in a )* #ospita surgica operations are recorded
in &arious 9ays7 .urgeons usuay take notes in Nt#eatre og-ooksD
immediatey a5ter an operation$ and t#ey 9rite an Noperati&e reportD soon
a5ter t#at7 I5 t#ey are sti in training t#ey may aso keep records o5 t#eir
in&o&ement in t#e operation in an onine port5oio #osted -y t#e
Intercoegiate .urgica Curricuum @rogramme7 Gi&en t#eir distincty
diCerent ega status and audiences operations are represented diCerenty
in t#ese documents7 >#at t#ey #a&e in common$ #o9e&er$ is t#at t#ey
assume strong -oundaries -et9een participant categories6 one 9as eit#er
NsurgeonD or Nassistant NL eit#er Nsuper&ised surgeonD or a Nsuper&ising
surgeonD7 In t#is paper 9e point to some potentia diJcuties 9it# t#ese
categories as straig#t5or9ard descriptors o5 9#at #appened in t#e B"L and
o5 numerica representations o5 Ncinica e1perienceD <c57 t#e 5re0uenty
asked 0uestion among medica trainees$ G#o9 many o5 t#ese procedures
#a&e you doneMG= more generay7 )sing inguistic-et#nograp#ic met#ods
9e anayEe a surgica operation in detai$ attending to 9#at surgeons and
122
t#eir trainees say and do$ and compare t#at to #o9 t#eir participation is
e&entuay categoriEed in &arious documents7 >e demonstrate t#at
operations are done Nin concertD$ and t#at t#e roes t#at surgeons and
trainees take up during operations are Ruid and dynamic7 >e discuss t#e
impications o5 t#is 0uaitati&e account o5 cinica acti&ity 5or medica
education researc# and assessment7
Dealth Communication ColloBuium
#aper Title% "#e impact o5 appied inguistics6 )sing inguistic
et#nograp#y to study #eat# care
Author4s5% Oamie 4urdoc#
'ttempts to understand #o9 peope conceptuaise #eat# and iness
typicay in&o&e researc# inter&ie9s to eicit indi&idua narrati&es 5rom
participants7 >#ist t#ere are a 9ide range o5 met#odoogies oCering
diCering interpretations o5 participantDs #eat# narrati&es$ t#e anaytica
ens is 5re0uenty imited to t#e te1t o5 inter&ie9 transcripts7
Conse0uenty$ inter&ie9s pro&iding G0uaitati&e narrati&esG o5ten
contri-ute to t#e -ody o5 t#e Indings$ 5or e1ampe comprising o5 t#emes$
accounting styes or discourses7 "#is anaytica 5ocus on iness narrati&e
potentiay gosses o&er interactiona tensions 9it#in inter&ie9s 9#ic#
mig#t oCer cues to #o9 inter&ie9ers and inter&ie9ees understand t#e
discussion taking pace7 "#ese understandings may #a&e important
impications 5or t#e ongoing tak and su-se0uenty t#e kno9edge
researc#ers produce a-out participants7 's a case e1ampe I 9i present
e1tracts 5rom researc# inter&ie9s conducted 9it# peope 9it# ast#ma7
123
)sing instances o5 misunderstandings and interactiona tensions$ I 9i
discuss #o9 our interpretation o5 tak a-out iness management may s#i5t
9#en 9e incorporate ot#er conte1tuay-a&aia-e data$ in t#is case
materias used to assess participantsD eigi-iity 5or t#e study and t#e
inter&ie9 setting7 4isunderstandings re&ea possi-e ine0uaities in
communicati&e e1pectations and in5ormationa resources a&aia-e to
participants$ meaning t#at tak a-out #eat# and iness may -e
inappropriatey categorised i5 inter&ie9s are treated as representing a
co#erent dataset7 "#is suggests t#at 9#ie anaysis o5 interactiona
discourse may pro&ide important e&idence regarding tak a-out #eat#
and iness &ie9ed as socia action$ incorporating conte1tua 5eatures
-eyond inter&ie9 transcripts may ena-e insig#t into discourses not
o&erty mani5ested 9it#in t#e tak taking pace7 "#is impies t#at tak
a-out #eat# and iness mig#t -e appropriatey t#eorised as mani5esting
9it#in cyces o5 discourse t#at intersect in diCerent 9ays 5or eac#
interaction7 "#e c#aenge 5or understanding suc# tak ies in teasing out
9#ic# discourses are circuating 9it#in interactions and #o9 t#ese
discourses inRuence t#e kno9edge t#at is produced as a resut7
Dealth Communication ColloBuium
#aper Title% "#e impact o5 appied inguistics6 )sing inguistic
et#nograp#y to study #eat# care
Author4s5% .ara % .#a9$ Oi Russe$ "ris#a Green#ag#
'ccounts o5 #o9 panners and ot#er payers act in t#e name o5 #eat#care
panning are nota-e -y t#eir a-sence7 Bur paper seeks to redress t#is7 >e
-egin -y c#aenging t#e dominant &ie9 o5 #eat#care re5orm as a 5orma$
rationa process t#at can -e panned in ad&ance and$ instead$ situate
#eat# panning as a NdramaD$ occupied -y a range o5 institutions$ actors
and arte5acts$ and in&o&ing a continua process o5 diaogue and e1c#ange
<Aacc#i 2000=7 "#ink tanks o5ten 5eature in t#ese e1c#anges7 "#ey are
institutions t#at span t#e -oundaries o5 researc#$ poicy and practice and
9#ic#$ utimatey$ seek to inRuence #eat#care panning7 Dra9ing on an
et#nograp#ic account 5rom a senior mem-er o5 staC in one suc#
124
institution$ 9e unpick t#is seemingy independent roe and e1pore #o9
diCerent panning discourses are mo-iised at diCerent times 5or strategic
eCect7
Dra9ing on t#e concept o5 Nconte1t dependent anguage-payD <Degeing
122!= 9e e1pore -ot# N5ront-stageD and N-ack-stageD anguage pay7 In
doing so 9e e1amine
- #o9 9#at can -e negotiated N5ront stageD -y t#ink tanks and ot#er
payers is imited -y 9#at is aready taken as gi&en 9it#in
institutiona agendas
- #o9 t#e capacity o5 t#ink tanks to inRuence #eat#care panning is
-ased not simpy on t#eir poitica 9isdom and ski$ -ut aso on t#eir
N-ack stageD access to structura po9er and kno9edge
- #o9 diCerent <potentiay competing= discourses are mo-iised -ot#
N5ront stageD and N-ack stageD as t#ink tanks attempt to structure
and contest t#eir reations#ips 9it# ot#er payers7
Dealth Communication ColloBuium
#aper Title% "#e %ectronic @atient Record6 its contri-ution to t#e
construction and circuation o5 aut#ority in t#e primary care consutation
Author4s5% De-ora# .9inge#urst
"#e %ectronic @atient Record <%@R= is no9 in 9idespread use in )*
primary #eat# care7 It is not simpy a passi&e container 5or medica
in5ormation -ut acti&ey s#apes t#e interpersona encounter and is an
important presence in 9#at .cott and @ur&es #a&e re5erred to as t#e
GtriadicG consutation <.cott and @ur&es 122!=7 Cinicians are 5aced 9it# a
Gdiemma o5 attentionG as t#ey seek to dea 9it# t#e immediacy o5 t#e
125
interpersona interaction <incuding t#e particuar concerns o5 t#e
indi&idua patient= and t#e institutiona demands o5 t#e %@R <.9inge#urst
et a7$ in press=7
@re&ious researc#ers #a&e identiIed t#e consutation as an asymmetrica
encounter7 "#is asymmetry is not necessariy a gi&en$ -ut may -e -roug#t
a-out 9it#in t#e consutation t#roug# interaction$ to a greater or esser
e1tent7 "#e %@R c#anges t#e dynamico5 t#is interaction and contri-utes in
signiIcant 9ays to Ndoing aut#orityD in t#is conte1t$ t#roug# -ot# its
materia and te1tua attri-utes7 "o understand t#is 9e need to e1amine
#o9 cinicians and patients orient to eac# ot#er and to t#e %@R$ and aso
#o9 t#ey aut#orise t#e discourse o5 t#eir co-interactants7
4utimoda anaysis o5 tak$ -odiy conduct and t#e %@R re&eas t#at t#e
consutation is muc# more compe1 t#an e&en t#e triadic notion o5 t#e
consutation ao9s 5or7 "#e %@R -rings a coection o5 sient -ut
conse0uentia &oices to t#e encounter$ &oices 9#ic# reac# 9it#in and
-eyond t#e consutation7 >orking 9it# t#e %@R in&o&es negotiating t#is
#interand o5 potentiay contradictory &oices 9it#in t#e conte1t o5 an
aready compe1 socia encounter7 In t#is paper I 9i dra9 on t#e
t#eoretica 9ork o5 GoCman and Aak#tin P ,oorino& and use t#e ens o5
Naut#orityD to iuminate t#e roe o5 t#e %@R in t#e contemporary
consutation7
ColloBuium on 1eading
ColloBuium title% "ak a-out reading6 t#e case o5 contemporary reading
groups
Author4s5% Ooan .9ann$ Danie 'ington$ Da&id @epo9$ .ara >#iteey
"#e papers in t#is coo0uium 5ocus on e&eryday iterary discussion or Ntak
a-out readingD6 #o9 readers construct interpretations o5 iterary te1ts
<-ot# popuar Iction and more canonica iterature=$ and #o9 suc#
12!
interpreti&e 9ork$ 5ar 5rom -eing NsimpyD a iterary acti&ity$ is aso
intimatey -ound up 9it# readersD identities and aspects o5 t#eir e&eryday
i&es7
>e take our e&idence primariy 5rom contemporary reading groups -
peope 9#o come toget#er to tak a-out a -ook t#ey #a&e read7 Reading
groups #a&e -een studied et#nograp#icay <most nota-y Long 2003=7
4ore recenty$ t#e nature o5 reading group discussion #as -egun to
interest discourse anaysts <e7g7 'ington and .9ann 2002=$ pro&iding a
&aua-e site 5or appied inguistic researc#7 In seeking to de&eop t#is
area$ coo0uium papers adopt a -road approac# to t#e con5erence t#eme
o5 NimpactD7 >it#in t#e Aritis# Researc# %1ceence Frame9ork$ NimpactD
reates to t#e inRuence o5 researc# outside academia - somet#ing 9#ic#
t#e researc# reported in t#ese papers demonstrates in &arious 9ays7 '
papers aso address potentia t#eoretica and met#odoogica impacts o5
t#eir c#osen approac# to iterary reading and discussion7
Reading group discourse pro&ides insig#ts into popuar argumentation7
@apers &ariousy e1pore t#e de&eopment o5 iterary ideas and t#eir
em-edding in socia and interpersona processes7 @aper 1 <@epo9=$ 5or
instance$ -uids on and 5urt#er de&eops per5ormati&e conceptions o5
identity construction$ as 9e as t#e idea o5 Communities o5 @ractice$ o5ten
dra9n on as a construct 9it#in socioinguistics and appied inguistics7
Reading groups aso pro&ide a 9indo9 on e&eryday iterary
readingPreception7 ' discourse anaytic approac# to t#is o5ten stands in
contrast to more 9idespread te1tua or e1perimenta studies$ -ut @aper 2
<>#iteey= argues 5or t#e com-ination o5 insig#ts 5rom discourse anaysis$
iterary styistics and cogniti&e poetics in t#e de&eopment o5 a socio-
cogniti&e approac# to readingPreception7
Reading groups are o5 critica interest as institutiona p#enomena$
esta-is#ed in sc#oos$ 9orkpaces$ prisons etc and tied into certain
percei&ed institutiona$ socia$ and persona -eneIts o5 iterary reading
and discussion7 Dra9ing on interactiona socioinguistics$ @aper 3 <.9ann=
considers one suc# initiati&e$ e1poring some o5 t#e practica and
ideoogica tensions e&ident in t#e discourse o5 sc#oo reading groups7
Lasty$ reading groups stand in reation to contemporary cuture7 @aper 4
<'ington= e1amines #o9 reading groups associate t#emse&es 9it# or
distance t#emse&es 5rom 9#at socioogists ca Negitimate cutureD7 It aso
asks 9#et#er t#ere are in#erent pro-ems 9it# using socioogica researc#
to in5orm discourse anaysis$ and 9it# positioning discourse anaytic
Indings as contri-utions to socioogica researc#7
12+
'ington$ D7 and .9ann$ O7 <2002= NResearc#ing iterary reading as socia
practiceD$ Language and Literature' @2 <3=6 212-307
Long$ %7 <2003= 3oo- Clu,s7 ?omen and the uses of reading in eeryday
life7 C#icago6 )ni&ersity o5 C#icago @ress7
ColloBuium on 1eading
#aper 1% 4y #us-and ooked at t#e -ook and said$ Na# no I coudnDt read
t#at6 9omanDs -ook86 t#e coecti&e construction o5 gendered identity in
t#e reading group
Author4s5% Da&id @epo9
12(
Reading groups are sites at 9#ic# interpretations and e&auations o5
iterary te1ts are de-ated and negotiated -y a coecti&e$ usuay
comprised o5 non-academic readers7 During meetings$ reading group
mem-ers o5ten construct and proHect particuar identities t#roug# t#e
discussion o5 iterary te1ts7 "#e identities t#at readers proHect can -e
&aried and are o5ten primed -y t#e te1t under discussion7 In t#is sense
reading groups are sites o5 meaning-making 5or t#e indi&iduas 9#o attend
and participate in t#em7 "#e mem-ers can -e seen attempting to
understand aspects o5 t#eir o9n identity t#roug# iterary te1ts$ 9#ie
simutaneousy contri-uting to a sense o5 group identity7
Reading groups can -e seen as centra e1ampes o5 communities o5
practice7 >it#in t#e Hoint enterprise o5 discussing a iterary te1t to 9#ic#
a participants #a&e #ad access$ readers in t#ese communities esta-is#
particuar 9ays o5 taking a-out iterature7 Dra9ing on audio-recordings
5rom an a-5emae reading groupDs meetings$ I consider #o9 participants
in t#is community o5 practice proHect constructions o5 N5eminineD and
NmascuineD identities77 I ook at one meeting in 9#ic# conser&ati&e
constructions o5 gender are 5aciitated and primed -y t#e te1t under
discussion$ Dorot#y >#ippeDs .omeone at a Distance7 "#is gendering is
per5ormed coecti&ey -y t#e group$ 5ostering t#eir o9n sense o5 a
co#esi&e group identity7
"#is researc# adds to t#e study o5 non-academic reading$ particuary
reading conducted in groupsL and to t#e study o5 discursi&e constructions
o5 identity7 In 5eeding -ack to t#e reading groups and discussing my
Indings 9it# t#em in inter&ie9s$ my researc# aso impacts upon t#e
reading groups I 9ork 9it#$ encouraging t#em to reRect on t#eir o9n
reading and interpreti&e practices7
ColloBuium on 1eading
122
#aper 2% "ak a-out reading and t#e styistic anaysis o5 iterary discourse
Author4s5% .ara >#iteey
Reading groups are an increasingy popuar 5orm o5 engagement 9it#
iterature and #a&e -een attracting increasing e&es o5 sc#oary attention
in t#e ast decade$ particuary 5rom et#nograp#ic and discourse anaytica
perspecti&es <e7g7 Long$ 2003L Language and Literature specia edition$
1(<3==7 In discipines suc# as styistics and cogniti&e poetics$ group
discussions a-out iterary te1ts coud aso pay a promising roe in t#e
study o5 iterature and iterary reading$ #eig#tening t#e impact o5 styistics
-y pro&iding insig#ts into Ne&erydayD reading practices and 5unctioning as
a sociay-5ocused counterpoint to e1perimenta in&estigations o5 iterary
interpretation <.9ann and 'ington$ 2002=7 "#is paper 9i report on
Indings 5rom a recent study conducted as part o5 t#e #ig#-impact
NCreati&e >riting in t#e CommunityD proHect at t#e )ni&ersity o5 .#eJed7
'ongside a series o5 pu-ic e&ents and 5esti&as$ t#e proHect soug#t to
in&estigate t#e interpretation<s= o5 poetic te1ts in diCerent conte1ts in t#e
city7 .i1 groups$ eac# made up o5 academics$ students or reading groups
in t#e oca community$ 9ere recorded discussing t#eir responses to t#ree
poems -y contemporary Aritis# poet .imon 'rmitage7
"#is paper 9i pro&ide a comparati&e discussion o5 key aspects o5 t#eir
discourse$ incuding t#e interpretations and responses t#ey construct in
reation to t#e poems7 It 9i aso reRect upon t#e use o5 reading group
data in styistic and cogniti&e poetic anaysis$ discussing t#e potentia$
pro-ems and possi-e 5uture directions o5 t#is approac#7
Long$ %7 <2003= 3oo- Clu,s7 ?omen and the uses of reading in eeryday
life$ C#icago6 C#icago )ni&ersity @ress7
.9ann and 'ington <2002= NReading groups and t#e anguage o5 iterary
te1ts6 a case study in socia readingD$ Language and Literature @2 <3=6 24+-
!47
200
ColloBuium on 1eading
#aper 3% Literary reading and c#anging socia reations in sc#oo reading
groups
Author4s5% Ooan .9ann
>it#in education$ reading groups 5orm part o5 a arger mo&e to encourage
Nreading 5or peasureD$ 9it# t#e concern t#at t#is #as -een dispaced -y an
emp#asis on N5unctiona iteracyD and t#e 5ocused reading o5 iterary
e1tracts rat#er t#an 9#oe -ooks7 "#e percei&ed &aue o5 reading groups$
#o9e&er$ #as to do not ony 9it# indi&idua reading -ut aso 9it# t#e
-eneIts <educationa$ socia$ persona= attri-uted to tak a-out reading7
"#is paper reports on an e&auation o5 a sc#oo reading groups initiati&e in
Li&erpoo$ 9#ic# #ad t#e aim o5 promoting Na sustaina-e ent#usiasm 5or
reading 5or peasure amongst c#idren and t#eir 5amiiesD7 I s#a 5ocus
particuary on c#idrenDs$ teac#ersD and sometimes parentsD contri-utions
to t#e discussion o5 a grap#ic no&e$ "#e .a&age$ 9ritten -y Da&id 'mond
and iustrated -y Da&e 4c*ean7 In t#is case groups 9ere run initiay -y a
trained 5aciitator$ and teac#ers aso attended training in reading group
5aciitation7 "#e tak is o5 interest in t#at it 9as e1picity designed to -e
non-#ierarc#ica$ encouraging and &auing contri-utions 5rom a
participants$ at#oug# it took pace in a conte1t in 9#ic# #ierarc#ica
reations#ips 9ere em-edded7 Auiding on insig#ts 5rom interactiona
socioinguistics$ I s#a discuss #o9$ in t#is conte1t$ participants
constructed interpretations o5 a iterary te1tL t#e ocation o5 suc#
interpreti&e 9ork 9it#in ongoing interpersona acti&ity$ and t#e
construction o5 particuar reader identitiesL and some o5 t#e tensions
e&ident in t#e management o5 potentiay conRicting roes and
reations#ips <suc# as teac#erP5aciitator=7 I s#a dra9 on t#is anaysis to
consider t#e potentia impact o5 appied inguistic researc# -ot# on t#eory
<e7g7 o5 iterary readingPreception= and on educationa poicy and practice7
201
ColloBuium on 1eading
#aper S% Reading groups and t#e dispay o5 cutura capita
Author4s5% Danie 'ington
"#is paper attempts to appy discourse anaysis to a pressing 0uestion in
t#e socioogy o5 cuture6 t#at o5 9#et#er #ig# status consumers continue
to maintain NdistinctionD t#roug# t#e dispay o5 aJiation 9it# egitimate
cuture and antipat#y to popuar cuture <Aourdieu 12(!= or 9#et#er t#ey
#a&e -ecome Nomni&orousD consumers o5 popuar and egitimate cuture
aike <@eterson and .imkus 1222=7 3ere$ 0uaitati&e discourse anaysis is
used to in&estigate orientations to popuar$ egitimate$ and gay cuture in
a gay reading groupDs &er-a responses to Ooe *eenanDs comic no&e$ 4y
Lucky .tar7 It is 5ound t#at mem-ers o5 t#e reading group appea -ot# to
distinction and to omni&orous openness as ideas in t#eir arguments o&er
t#is no&eDs merits <or ack t#ereo5=7 4oreo&er$ statements -y certain
mem-ers o5 t#e reading group aso dispay a speciIcay gay &ariety o5
su-cutura capita$ and use suc# dispays to oppose ot#er mem-ersD
dismissas o5 t#e -ook as insuJcienty NseriousD to -e 9ort#y o5 discussion7
"#is anaysis is presented as an e1empar in t#e appication o5 discourse
anaysis to socia researc#7 3o9e&er$ suc# appication is ackno9edged to
-e pro-ematic -ot# 9it# regards to discourse anaysis itse5 and 9it#
regards to t#e speciIc socioogica traditions on 9#ic# it dra9s and to
9#ic# it attempts to contri-ute7 Furt#er discussion o5 met#odoogica and
t#eoretica conRicts is in&ited7
Aourdieu @ <12(!= Distinction6 A social critique of the Gudgement of taste7
London6 Routedge and *egan @au7
@eterson R' and .imkus ' <1222= N3o9 musica tastes mark occupationa
status groupsD7 In6 Cultiating DiDerences7 Sym,olic 3oundaries and the
Ma-ing of 1nequality7 C#icago$ IL6 )ni&ersity o5 C#icago @ress$ 152-1(!7G
202
1esearch ;ethods ColloBuium
ColloBuium title% Doing researc# mutiinguay6 di&erse approac#es and
representationa c#oices
Author4s5% Oane 'ndre9s$ Ric#ard Fay$ \iao9ei K#ou$ 4ariam 'ttia and
Lea# Da&c#e&a
.ocia researc#ers in diCering appied settings #a&e 0uestioned t#e
apparent negect o5 t#e c#aenges raised -y researc#ing in conte1ts o5
inguistic and cutura di&ersity <Arad-y 2002L *amer W "#readgod 2003L
"empe W %d9ards$ 2002=7 In appied inguistics$ researc#ers #a&e
in&estigated t#e discourse o5 &arious mutiingua conte1ts suc# as
#eat#care <.arangi 2005$ Candin 2005=$ ega settings suc# as asyum
inter&ie9s <Ing#ieri$ 2004= and$ nota-y$ currenty in education -y t#e
4osaic researc# team <Aackedge et a 2010-2013=7 In t#is coo0uium 9e
-ring toget#er researc#ers 5rom di&erse inguistic -ackgrounds <'ra-ic$
Augarian$ 4andarin and %ngis#= and discipines <intercutura
communication$ mainstream and anguage education= to interrogate t#eir
practices in generating$ anaysing and presenting data mutiinguay7 Ay
-ringing toget#er t#ese papers seeking to make transparent c#aenges
5aced -y researc#ers and contri-ute to researc# practices in appied
inguistics and -eyond7
#aper 1 presents accounts o5 t#e compe1ities o5 a -iingua researc#
process <4andarinP%ngis#= as ocated in a monoingua
super&isoryPe1amination conte1t e7g7 t#e 9ay in 9#ic# super&isory
con&ersations 9ere negotiated 9#en data 9ere produced in a anguage
9#ic# 9as not s#ared -y t#e super&isor7 #aper 2 addresses t#e
c#aenges o5 researc#ing -ot# on-site and &irtua pro5essiona
communities 9#ere 'ra-ic and %ngis# are used7 Roes o5 researc#er and
super&isor at diCerent stages o5 study 9it#in mutiingua proHects are
pro-ematised7 #aper 3 discusses data e1tracts produced as part o5 a
proHect researc#ing earning in mutiingua c#idrenDs #omes in 9#ic# an
interpreter 9as empoyed to support t#e data gat#ering process7
203
"ransated and interpreted data e1tracts are compared and t#e
conse0uences 5or researc# &aidity is e1amined7 #aper S presents
ongoing narrati&e study o5 t#e perceptions o5 .ep#ardic Oe9s in Augaria
regarding t#e anguage o5ten re5erred to as Ladino -ut 9#ic# t#ey tend to
term Oudesmo7 ReRections on inguistic -ackgrounds$ insiderPoutsider
statuses 9it# regard to researc# participants and conte1ts are 5ore5ronted7
1esearch ;ethods ColloBuium
#aper 1% Di&erse approac#es and representationa c#oices ' Case o5
C#inese >#ispers6 .ome researc#er-super&isor dynamics 9#en 9orking
-et9een C#inese and %ngis#
Author4s5% \iao9ei K#ou and Ric#ard Fay
'gainst t#e -ackdrop o5 t#e increasingy internationaised nature o5 #ig#er
education <in )* uni&ersities in particuar=$ in t#is paper 9e reRect on t#e
compe1ities 9e #a&e encountered and negotiated in t#e aut#orDs doctora
researc# <in suc# a )* 3% conte1t=7 "#is study in&o&ed signiIcant %ngis#
and 4andarin C#inese eements$ t#e management o5 9#ic# ran
t#roug#out t#e 9#oe researc# process$ 5rom t#e iterature e1pored$ t#e
conte1ts considered$ t#e participants in&o&ed$ t#e data generated$
processed and anaysed$ to t#e <re=presentation o5 t#e study in t#e t#esis7
3o9e&er$ t#e study 9as super&ised and e1amined monoinguay in
%ngis#7 "#e compe1ities o5 suc# a -iingua process <as ocated in a
monoingua super&isoryPe1amination conte1t= are not 9e discussed in
t#e researc# met#ods iterature7 >#en t#ey are re5erred to$ in our
e1perience$ t#e tenor o5 t#e discussion is o5ten t#at o5 a pro-em to -e
o&ercome rat#er t#an t#at o5 a ric#ness to -e reRe1i&ey managed7 In t#is
paper$ 9e e1pore in detai t#e inguistic dynamics in&o&ed in t#e study7
>e present t#e -iingua compe1ities t#at 9e #a&e addressed using
e1ampes$ incuding 0uestions$ reRections$ strategies adopted and
met#ods empoyedPcreated7 "#roug# our reRections on t#e e1perience o5
managing t#e enric#ed inguistic resources a&aia-e 5or t#e study$ 9e
#ope to pro&ide some insig#ts into t#e practice o5 Ndoing researc#
mutiinguayD and considering some o5 t#e c#aenges t#is raises 5or a
concerned7
204

1esearch ;ethods ColloBuium
#aper 26 ReRecti&e @ractice in Researc# )ndertaken 4utiinguay
Author4s5% 4ariam 'ttia
Dra9ing on my doctora e1perience$ t#is paper presents a persona
account o5 t#e roe o5 reRection in conducting researc# mutiinguay7 's
@#D 9ork 9as competed in -ot# 'ra-ic and %ngis#$ t#e paper addresses
interactions -et9een t#e t9o anguages in ig#t o5 t#e diCerent stages o5
t#e study$ and discusses t#e &aue o5 reRecti&e practice 5or researc#er
de&eopment7 In t#is regard$ a num-er o5 issues are emp#asiEed$ suc# as
a= t#e roe o5 reRection in gaining a deeper understanding o5 t#e
particuarities and compe1ities o5 oneDs 9ork$ and -= t#e reations#ip
-et9een reRecti&e practice and researc#er autonomy$ especiay in t#e
case o5 undertaking doctora studies in monoingua academic conte1ts7
"#e paper 5urt#er discusses t#e roe o5 on-site and &irtua pro5essiona
communities in enric#ing e1periences o5 conducting mutiingua researc#7
"#ese are especiay important 9it#in academic en&ironments o5 gro9ing
num-ers o5 internationa doctora students$ and gi&en t#e e1ponentia
potentia o5 cy-erspace 9#ic# ao9s more earners to connect to
institutions o5 #ig#er education$ 5rom t#eir #ome countries7
205
1esearch ;ethods ColloBuium
#aper 3% Lost in transationM >orking 9it# an interpreter in inter&ie9
researc#
Author4s5% Oane 'ndre9s
"#e roe o5 t#e interpreter in mutiingua researc# inter&ie9s in reation to
t#e data gat#ered is t#e 5ocus 5or t#is presentation7 Fied researc#ers
9orking in diCering discipines #a&e addressed t#e c#aenges o5
conducting t#eir 9ork 9it#in settings 9#ere t#ere is inguistic and cutura
di&ersity in diCering 9ays <e7g7 4artin$ .tuart-.mit#$ *aur D#esi$ 122(=7
"#is presentation -rieRy re&ie9s approac#es taken -y appied researc#ers
5rom diCering discipines7 "#e main part o5 t#e presentation is de&oted a
discussion o5 -iingua data gat#ered as part o5 an educationa researc#
proHect studying N#ome-sc#oo kno9edge e1c#angeD$ in particuar$
c#idrenDs earning out o5 sc#oo7 .ome 5amiies in t#e study 9ere
mutiingua and t#e engagements -et9een t#e researc#er$ an interpreter
and c#idren and 5amiies are discussed #ere7 Issues o5 transation and
transcription are e1pored in reation to speciIc data e1tracts and t#e
associated c#aenges 5acing researc#ers operating 9it# interpreted and
transated data are e1empiIed7

20!
1esearch ;ethods ColloBuium
#aper S6 Ladino and .ep#ardic Oe9s in Augaria6 Focus on one anguage
<Ladino=$ Ied9ork in anot#er <Augarian=$ and anaysis and presentation
in a t#ird <%ngis#=
Author4s5% Ric#ard Fay and Lea# Da&c#e&a
>e are engaged in an ongoing narrati&e study o5 t#e perceptions o5
mainy edery .ep#ardic Oe9s in Augaria regarding t#e anguage o5ten
re5erred to as Ladino -ut 9#ic# t#ey tend to term &udesmo7 's a researc#
team$ 9e -ring diCerent perspecti&es and areas o5 e1pertise to -ear in
t#is study7 @resenter 1 is #erse5 o5 .ep#ardic Oe9is# -ackground$ a
Augarian nationa$ and Ladino 9as sometimes spoken in #er 5amiy and
t#e Oe9is# community o5 9#ic# it 9as part7 Fuent in %ngis# as 9e as
Augarian$ @resenter 1 is aso more o5 a Ied insider 9it# some prior
e1perience o5 narrati&e researc#7 In contrast$ @resenter 2 #as no
.ep#ardic Oe9is#$ Ladino$ or Augarian -ackground -ut is more centray-
ocated in %ngis#-medium narrati&e researc#7 "oget#er$ 9e s#are a -road
range o5 cutura and intercutura interests in t#e Aakans incuding Ladino
<a-eit 9e recognise t#at our ack o5 Ruency in t#is anguage makes 5or
20+
5urt#er inguistic compe1ity=7 "#ere are ceary asymmetries #ere -ut our
di&erse attri-utes enric#$ 9e -eie&e$ t#e coa-orati&e researc#
endea&our7 In t#is paper$ 9e 9i -e outining #o9 our interest in t#e
perspecti&es o5 our storyteers on Ladino #as -een undertaken t#roug#
narrati&e Ied9ork conducted argey in Augarian and t#en anaysed
argey in %ngis#7 "#is -rie5 outine gosses &ery 0uicky o&er t#e inguistic
compe1ities t#is in&o&es7 "#ere5ore$ in t#is paper 9e 9i present in more
detai 9#at 9e did and 9#y 9e did so7 "#roug# reRection on our
e1perience o5 Ndoing researc# mutiinguayD 9e #ope to tease out some o5
t#e insig#ts t#at our researc# practices may oCer regarding suc#
mutiingua compe1ities$ c#aenges and aso opportunities 5or
researc#ers7 Dri&en -y a need 5or reRe1i&e transparency in our researc#
te1ts a-out t#is study$ 9e 9i outine #o9 9e attempt to manage t#ese
compe1ities$ c#aenges and possi-iities in our 9riting to date7
S0L Special S$mposium
S$mposium title6 Learning a-out and t#roug# anguage6 t#e impact o5
.FL on anguage education
Con&enor4s5% Dr Caroine CoJn and Dr Oim Dono#ue
"#e aim o5 t#is symposium is to iustrate #o9 .ystemic Functiona Linguistics is
a ric# mode o5 anguage 5or 'ppied Linguists7 "#e symposium -egins -y
pro&iding an o&er&ie9 o5 .FL as a t#eory and 9#y it ends itse5 to -eing appied
in rea 9ord conte1ts7 %ac# o5 t#e su-se0uent presentations reports on researc#
in 9#ic# .FL #as -een used to iuminate and in5orm t#ree aspects o5 earning /
earning anguage$ earning a,out anguage and earning through anguage7 't
t#e start o5 eac# presentation a key .FL concept used in t#e researc# study 9i
-e introduced and e1pained7
>it#in t#e symposium t#ere 9i -e t9o opportunities 5or discussion and
interaction 9it# t#e audience7
20(
S0L Special S$mposium
#aper title6 .ystemic Functiona Linguistics6 'n appia-e mode o5
anguage 25 mins
Author4s5% "om Aarett
"#is paper pro&ides an o&er&ie9 o5 t#e arc#itecture o5 t#e .FL mode o5 anguage
as a sociay-oriented resource 5or making meaning 9#ic# #as -een de&eoped to
pro&ide practica descriptions o5 anguage use in diCerent conte1ts7 "#e paper
9i 5ocus on key aspects o5 t#e t#eory and reated anaytica toos 9#ic# can -e
appied to educationa conte1ts$ incuding Irst and second anguage earning$
%'@ and %.@7 "#e 5oo9ing presentations 9i pro&ide more detaied iustration
o5 t#e appication o5 t#ese concepts and toos 9it#in speciIc conte1ts7
"#e paper 9i 5ocus on t#e 5oo9ing areas o5 t#e .FL 5rame9ork6
Grammar as a meaning-making resourceL
202
%1perientia$ interpersona and te1tua 5eatures o5 anguageL
"#e reations#ip -et9een anguage$ meaning and conte1tL
Language as system and anguage as te1tL
Genre as t#e conte1tuay appropriate structuring o5 te1ts
S0L Special S$mposium
#aper title6 C#id anguage de&eopment6 an .FL perspecti&e 25 mins
Author4s5% Care @ainter
"#is presentation 9i descri-e researc# into c#id anguage de&eopment utiising
t#e systemic-5unctiona mode o5 anguage7 ' maHor 5ocus 9i -e on t#e
dimension o5 instantiation / i7e7 t#e reations#ip -et9een t#e o&era system o5
anguage <t#e Nmeaning potentia8= and t#e speciIc meanings actuaised in a
particuar te1t or set o5 te1ts7 In .FL t#eory it is argued t#at te1tua instances
-ot# re&ea t#e system and pro&ide conditions 5or its c#ange <or sta-iity=7 3ere$
t#is principe 9i -e iustrated using te1tua data 5rom one c#id8s anguage
-et9een t#e ages o5 2
1P2
and 5years <@ainter 1222=7 From t#e researc#er8s point
o5 &ie9$ t#e c#id8s te1ts constitute e&idence o5 t#e c#id8s meaning potentia and
o&er time re&ea a custer o5 c#anges t#at are argua-y #ig#y signiIcant 5or
mo&ing into t#e more 5orma earning conte1t o5 sc#oo7 From t#e c#id8s point o5
210
&ie9$ t#e te1ts constitute occasions o5 actuaising t#e system to make meaning /
to Nmake sense8 o5 t#e 9ord / somet#ing 9#ic# o5ten means grapping 9it# a
semantic Npro-em87 In reation to t#is$ t#e te1tua data iustrate t#e
de&eopmenta roe o5 diaogue$ 9#ere t9o diCerent -ut o&erapping systems are
co-instantiated in Hoint te1ts$ pertur-ing t#e c#id8s current meaning potentia
and eading to ne9 de&eopments7 "#ey aso iustrate t#e imitation o5 t#is
manner o5 in5orma earning 9#en t#e c#id is attempting to make ess
Ncommonsense8 5orms o5 meaning / somet#ing 9#ic# needs to -e understood
9#en making anaogies -et9een anguage de&eopment in #ome and sc#oo
<@ainter 200+=7
@ainter$ C7 1222 Learning language and learning through language London$
Continuum
@ainter$ C7 200+ NLanguage 5or earning in eary c#id#ood8 In C#ristie$ F7 W 4artin$
O7R7 <eds= Language! -no9ledge and pedagogy London$ Continuum6 131-155
S0L Special S$mposium
#aper title6 %1panding pedagogic e1pertise6 t#e potentia o5 .FL oriented
grammatics 25 mins
Author4s5% 3ongin C#en$ @auine Oones and Ae& Dere9ianka
"#e teac#ing o5 grammar #as -een mandated in t#e ne9 Australian Curriculum7
%nglish7 .uc# a mo&e presents c#aenges to many cassroom teac#ers as t#ey
try to come to an understanding o5 9#at is intended -y t#e Nkno9edge a-out
anguage8 strand and #o9 t#is re0uirement 9i impact on t#eir %ngis# teac#ing
practices7 "#is paper reports on a sma scae study 9#ic# e1amined #o9 an .FL
oriented pro5essiona earning program assisted a group o5 teac#ers to de&eop
211
pedagogic e1pertise in teac#ing grammar7 In t#is paper$ 9e 5ocus on #o9
kno9edge o5 transiti&ity pro&ided t#e teac#ers 9it# a Ine-tuned metaanguage7
.uc# kno9edge ena-ed t#em to demonstrate to t#eir earners #o9 meaning is
construed in t#e cause in a more accessi-e 9ay t#an t#e traditiona cass a-es
ao9ed t#em to do7 "#e Indings o5 t#is study make an important contri-ution to
understanding #o9 teac#ers may -e assisted to e1tend t#eir grammatica
kno9edge and t#us e1pand t#eir pedagogic e1pertise 9it# respect to t#e
teac#ing o5 grammatics7
S0L Special S$mposium
#aper title6 N>rite ceary and ogicay86 using t#e .FL concept o5
in5ormation structure to unpack ecturers8 ad&ice to students 25 mins
Author4s5% B9yn 'e1ander$ C#air A'L%'@
Lecturers sometimes gi&e guidance and 5eed-ack to students in a 5orm 9#ic#
seems o-&ious to t#e ecturer -ut means itte to t#e student7 For e1ampe$ 9#en
asked to e1pain 9#at t#ey mean 9#en t#ey say N9rite ceary and ogicay8$
ecturers are o5ten una-e to do so6 t#ey Hust kno9 good 9riting 9#en t#ey see it7
"#e concept o5 in5ormation structure can #ep to unpack t#is particuar piece o5
212
ad&ice 5or students$ s#o9ing #o9 ideas are introduced and de&eoped t#roug#
sentence t#emes and r#emes7 In t#is tak I 9i present some simpe te1t anaysis
o5 t#emePr#eme and gi&enPne9 contrasts 9#ic# can -e used 9it# %'@ students
to raise t#eir a9areness o5 t#is aspect o5 grammar7 "#ese cassroom materias
are a&aia-e in 'e1ander$ B7$ 'rgent$ .7 and .pencer$ O7 '7 <200(= %AP
%ssentials7 a teacherOs guide to principles and practice7 Reading$ )*6 Garnet
%ducation7

S0L Special S$mposium
#aper title6 .FL in5ormed anayses o5 genres o5 assessed uni&ersity
student 9riting7 25 mins
Author4s5% .#eena Gardner <Airming#am )ni&ersity= and 3iary Fesi
<Co&entry )ni&ersity=
In our in&estigation o5 genres o5 assessed student 9riting <%.RC R%.-000-23-0(00=$
9e adopted an .FL deInition o5 genre as a Nsystem o5 staged$ goa-oriented
213
socia processes t#roug# 9#ic# socia su-Hects in a gi&en cuture i&e t#eir i&es8
<4artin 122+613=7 "#is paper e1pains -rieRy #o9 9e empoyed a Ntop do9n8
in&estigation o5 t#e 5unctions o5 student 9riting$ com-ined 9it# a N-ottom up8
anaysis o5 2(5( proIcient student 9riting te1ts 5rom o&er 30 academic
discipines at 5our %ngis# uni&ersities to arri&e at a cassiIcation o5 a te1ts into
13 genre 5amiies7 Genre 5amiies are groups o5 genres 9it# simiar 5unctions and
simiar staging or structure7 "#is means t#at case studies in medicine are
grouped 9it# case studies in -usiness$ 5or instance$ and t#at t#e cassiIcation
pro&ides a -road o&er&ie9 o5 uni&ersity 9riting across discipines7 "#is -road
o&er&ie9 o5 types o5 student 9riting can in5orm %'@ programme design$
materias 5or teac#ing academic 9riting$ and criti0ues o5 t#e roe o5 assessment
in uni&ersity standards and -enc#marking protocos7
S0L Special S$mposium
#aper title6 'cademic and @ro5essiona 9ords6 earning in #eat# and
socia care7 'n .FL perspecti&e7 25 mins
Author4s5% Caroine CoJn and Oim Dono#ue <t#e Bpen )ni&ersity=
214
"#is paper reports on t#e Indings 5rom t9o researc# proHects$ ?riting in "ealth
and Social Care7 genres! practices and pedagogies and Genre analysis and the
student experience! 9#ic# 9ere conducted in 200(-2010 at t#e Bpen )ni&ersity$
)*7 "#e utimate aim o5 t#e proHects 9as to support 3eat# and .ocia Care
5acuty in de&eoping strategies to aid t#e 9riting de&eopment o5 5oundation
e&e students 9#o enter t#e uni&ersity 9it# minima academic 0uaiIcations7
"#e 5ocus o5 t#e researc# 9as to6
a= use t#e .FL notion o5 genre to identi5y t#e key purposes 5or student 9riting
as re0uired -y course assignment tasks
-= identi5y t#e kinds o5 meaning making &aued 9it#in t#e Ied o5 5oundation
e&e #eat# and socia care
c= identi5y t#e semantic orientationPs o5 5oundation e&e students in order to
o-tain insig#t into any potentia aignmentsPmisaignments 9it# t#e
kno9edge structures o5 t#e discipine
'5ter discussing t#e resuts o5 t#e anaysis 9e s#o9 #o9 our inguistic anaysis
#as ed to a num-er o5 recommendations in5orming -ot#
a= 5acuty mem-ers8 reRections on t#e earning and 9riting purposes o5
assessment tasks
and
-= a >riting .upport @roHect currenty -eing designed to support student
9riting in an ongoing sustaina-e manner7
S0L Special S$mposium
#aper title6 'ppying .ystemic Functiona Linguistics in t#e >orkpace6
)nderstanding Suaity 'ssurance 4easures and Discourse 25 mins
Author4s5% Gai Forey$ 4ar&in Lam$ Francis Lo9 W C#ristian 47I747
4att#iessen <3ong *ong @oytec#nic )ni&ersity$ 3ong *ong=
215
Butsourcing o5 customer and ot#er ser&ices to de&eoping countries is a
signiIcant aspect o5 go-a commercia acti&ity and an area o5 e1posi&e
empoyment gro9t# in many ocations7 Communication$ especiay in %ngis#$ is
at t#e #eart o5 t#e oCs#ore and outsourcing <BWB= industry$ and reati&ey itte is
kno9n a-out t#e anguage and #o9 t#e 0uaity o5 t#e ser&ice oCered t#roug# t#e
anguage is assessed7 'dopting a systemic 5unctiona inguistic approac#$ t#is
paper 5ocuses on t#e discourse o5 0uaity assurance <S'= in t#e ca centre
industry7 In t#e paper 9e outine issues reated to assessment as reaiEed t#roug#
S' measures$ and t#e reations#ip -et9een t#ese S' measures and t#e
customer ser&ice ca itse57 Data$ S' poicies and procedures$ aong 9it#
transcri-ed cas 9ere coected 5rom ca centres in t#e @#iippines7 'n anaysis
o5 e1ico-grammatica and discourse 5eatures reated to S' and customer ser&ice
cas 9it#in t#e industry 9as undertaken7 In t#is paper 9e speciIcay 5ocus on6
"#e key e1ico-grammatica items and discourse semantic 5eatures
speciIed 9it#in t#e S' descriptors used -y ca centres in t#e @#iippines
>#et#er t#e S' measures$ i7e7 t#e industry standards adopted 9it#in S'
practice$ test t#e speciIc inguistic 5eatures t#ey are designed to assess
>#et#er t#e S' measures used reRect t#e e1ico-grammatica discourse
semantic c#oices 5ound in t#e customer ser&ice ca itse5
"#e presentation outines t#e &aue o5 systemic 5unctiona inguistics as a too 5or
supporting and de&eoping kno9edge a-out anguage use in t#e 9orkpace7 "#e
study mo&es 5rom speciIc pro-ems 5aced 9it#in S' in t#e industry to genera
issues o5 customer ser&ice and e&es o5 satis5action$ and aims to contri-ute
directy to industry stake#oders as 9e as to t#e &ita discussion on anguage
and assessment 9it#in t#e 9orkpace7
#anel
Title% "#e state o5 %L" researc# in t#e )*
Author4s5% B9yn 'e1ander <3eriot->att )ni&ersity P C#air o5 A'L%'@=$ 'drian
3oiday <Canter-ury C#rist C#urc# )ni&ersity=$ Ric#ard *iey <)ni&ersity Coege
21!
@ymout# .t 4ark W .t Oo#n=$ Oo#n *nagg <"#e Aritis# Counci=$ Oames .impson
<)ni&ersity o5 Leeds P moderator o5 %.BL-Researc# emai ist=$ Ric#ard .mit#
<)ni&ersity o5 >ar9ick P coordinator o5 Directory of 8> %LT #esearch proHect=$
Cat#erine >ater <)ni&ersity o5 B15ord=$ Cyri >eir <)ni&ersity o5 Aed5ords#ire=7
Guy Cook <"#e Bpen )ni&ersity P C#air o5 A''L= #as agreed to moderate7
' Aritis# Counci proHect to sur&ey )* %L" researc# <see
#ttp6PP9997teac#ingengis#7org7ukPet-researc#= is no9 coming to t#e end o5 a
second p#ase o5 data coection7 's a conse0uence$ in5ormation a-out
pu-ications$ doctora 9ork$ and 5unded proHects 5or t#e period 2005-10 9i -e
a&aia-e 5or e&auati&e discussion at t#e .eptem-er A''L con5erence$ and a
one-and-a-#a5-#our pane discussion on Nt#e state o5 %L" researc# in t#e )*8 is
t#ere5ore proposed7
Foo9ing a -rie5 introduction -y t#e moderator$ t#ere 9i -e a series o5 se&en 5-
minute inputs$ oCering &arious perspecti&es on t#e current state o5 %L" researc#
in t#e )* 5rom t#e Aritis# Counci$ t#e proHect8s academic coordinator$ prominent
%L" researc#ers$ and representati&es o5 pro5essiona interests in t#e Ieds o5 %'@
and %.BL7 Foo9ing a 15-minute period o5 5oo9-up interaction among pane
mem-ers$ discussion 9i -e opened to t#e Roor$ and t#e moderator 9i oCer
concuding comments7
@ane mem-ers #a&e -een oCered t#e 5oo9ing suggestions as a -asis 5or t#eir
inputs <and copies o5 t#ese 9i -e made a&aia-e 5or a audience participants=$
-ut it is e1pected t#at discussion 9i -roaden out -eyond t#ese suggestions6
15 ssues of scope L deEnition%
"o 9#at e1tent is it use5uP5easi-e to concei&e o5 D%L" researc#D as a distinct Ied
o5 in0uiryM Indeed$ 9#at e1acty is %L" researc#M Is t#e restriction o5 t#is to
researc# 9#ic# Dreates directyD to t#e teac#ing$ earning or assessment o5
%ngis# as a Foreign$ .econd or 'dditiona LanguageD too narro9M >#o does %L"
researc#M 3o9 do some peope earn t#e rig#t to consider t#emse&es %L"
researc#ers rat#er t#an simpy appied inguists or teac#ers 9it# cassroom ideas
to s#areM
25 The nature of *C ,LT research
>#at does t#e Aritis# Counci8s Directory o5 )* %L" Researc# <2005-2010= te us
a-out t#e kinds o5 researc# -eing undertaken in t#e )*M Do particuar kinds o5
researc# predominate at t#e e1pense o5 ot#ersM 3o9 does )* %L" researc#
compare to t#at undertaken ese9#ereM Is )* %L" researc# distincti&e 5rom ot#er
countriesD %L" researc#M I5 it is$ in 9#at 9aysM I5 not$ t#en 9#at does t#is signi5yM
35 ,&aluation
21+
3o9 s#oud 9e concei&e o5 impact and D0uaityD in %L" researc#M Aearing in mind
t#e pro-a-iity t#at assessments o5 t#e 9ort# o5 )* academic departmentsD
researc# in t#e R%F 9i incude up to 20[ 5or DimpactD$ #o9 do t#e contents
entered 5or 2005-2010 seem to measure up in t#is areaM 3o9 s#oud D0uaityD
ot#er9ise -e measured in %L" researc#M >#at is t#e actua 0uaity as 9e as
ree&ance and impact o5 )* %L" researc#M Is )* %L" researc# in a #eat#y state
<or in De1istentia crisisD=M
S5 mpro&ement
Bn t#e -asis o5 t#e a-o&e$ 9#at can -e done to impro&e )* %L" researc#M >#at
%L" researc# Ds#oudD -e carried out 9#ic# is not represented in t#e DirectoryM
Does t#e Aritis# Counci #a&e a roe to pay <as in t#e past= in reation to )* %L"
researc#M I5 so$ s#oud its roe -e simpy to pu-icise researc# t#at is aready
going on$ to Dtap intoD suc# researc# in some 9ay$ andPor to stimuate and
originateM
#osters
21(
The mpact of Applied Linguistics on the .e&elopment of
Language Te-tboo"s
Author4s5% Farida '-derra#im
"#e pace o5 grammar in anguage earning #as ong -een a #oty de-ated
issue in 'ppied Linguistics7 "#e Indings o5 .econdPForeign Language
'c0uisition researc# #a&e raised 0uestions a-out psyc#oinguistic
constraints on t#e earna-iity o5 any grammar7 3o9e&er$ in practice$
grammar is an important aspect in most te1t-ooks7 B&er t#e centuries$
secondP5oreign anguage educators #a&e aternated -et9een deducti&e
teac#ing s grammar approac#es 9#ere t#e rues are Irst made e1picit
t#roug# instruction and t#en t#e students practise t#e rues s and
inducti&e earning s an approac# 9#ere e1ampes are gi&en$ and t#e
students deri&e t#e rues 5rom t#e practice7
"e1t-ooks reRect t#e approac# materia designers impement t#roug# t#e
de&eopment o5 speciIc met#ods and tec#ni0ues7 In t#is poster$ 9e 9i
identi5y t#e te1t-ooks 9it# a grammatica se0uence$ 5oo9ing a .tructura
'pproac# or a Communicati&e 'pproac#L t#ose 9#ic# com-ine grammar
and content$ 5oo9ing a .ituationa or a "opica 'pproac#L and t#ose
9#ic# consider grammar in conte1t$ 5oo9ing a Functiona P Fotiona or a
"ask--ased 'pproac#7 "#e ast category is t#e one 9e are mainy
concerned in$ our 5uture proHect -eing t#e 9riting o5 a Grammar te1t-ook
aong t#is principe$ 9it# t#e 5ocus on t#e de&eopment o5 grammar
consciousness-raising acti&ities7 "#is 9i take t#e 5orm o5 coa-orati&e
acti&ities 9#ere grammar is deat 9it# in terms o5 communicati&e
acti&ities in&o&ing t#e students to identi5y and understand t#e grammar
point in conte1t$ de&eoping a9areness o5 grammatica categories7
In t#e poster 9e 9i aso present a mode teac#ing unit s#o9ing grammar
consciousness-raising acti&ities in&o&ing t#e earners in t#e identiIcation
and understanding o5 p#rasa &er-s in conte1t s a pro-ematic area e&en
5or ad&anced earners o5 %ngis# as a 5oreign anguage s 9it# t#e utimate
o-Hecti&e o5 5ormuating -ot# t#e impicit kno9edge and t#e e1picit
kno9edge$ necessary 5or de&eoping grammatica competence7

212

Creating a Airtual Space for ntercultural Communicati&e
Competence
Author4s5% >endy 'nderson$ Oo#n Cor-ett
"#is poster 5ocuses on t#e discursi&e construction o5 intercutura
communicati&e competence <ICC=$ as e&idenced -y studentsD interactions
in an onine 5orum t#at spans t#ree continents7 "#e 5orum$ Intercutura
Connections$ is run t#roug# t#e 4oode &irtua earning en&ironment -y
5aciitators at t#e )ni&ersity o5 Gasgo97 Intercutura Connections
currenty in&o&es participants predominanty -ased in .cotand$ 'rgentina
and "ai9an7 "#e participants in .cotand are mosty undergraduates$ -ot#
)* and %uropean e1c#ange students$ 9#o are competing a Ina year
course entited Cuture and %ngis# Language "eac#ingL t#e participants in
'rgentina are students o5 %ngis# -ased in La @ataL and t#e participants in
"ai9an are medica students at *ao#siung 4edica )ni&ersity 9#o are
earning %ngis# as part o5 t#eir programme7 "#e 5aciitators pro&ide a
5rame9ork o5 tasks 5or participants to undertake to promote t#e
de&eopment o5 ICC7
"#e researc# reRects on #o9 t#e participant interactions instantiate ICC$
5ormuated -y Ayram <122+=$ t#e Counci o5 %urope <2002= and Risager
<200+= as a set o5 resources$ skis and competences7 It aso e1pores to
9#at e1tent t#ese nati&e and non-nati&e speaker 5orum interactions
pro&ide e&idence o5 de&eoping ICC o&er t#e course o5 an academic
session7 "#e dataset 5or t#e anaysis is a set o5 async#ronous onine
e1c#anges and sync#ronous c#at sessions t#at #a&e taken pace on t#e
site o&er se&era years 9it# successi&e groups o5 participants7 "#e
researc# considers t#e diJcuties o5 assessing ICC -ased on te1tua
e&idence$ and #ig#ig#ts c#aenges to t#e mode o5 ICC7
Ayram$ 4ic#ae <122+=7 Teaching and Assessing 1ntercultural
Communicatie Competence' Ce&edon6 4utiingua 4atters
Counci o5 %urope <2001=7 Common %uropean $rame9or- of #eference for
Languages7 Learning! Teaching! Assessment7 Cam-ridge6 C)@
BDDo9d$ Ro-ert <200+=7 Lnline 1ntercultural %xchange7 an introduction for
foreign language teachers7 Ce&edon6 4utiingua 4atters
220
Risager$ *aren <200+=7 Language and culture pedagogy7 from a national to
a transnational paradigm=7 Ce&edon6 4utiingua 4atters
n&estigating L2 moti&ation and oral communication strategies
among Hapanese learners of ,nglish
Author4s5% I&an Aro9n
3o9 are particuar aspects o5 L2 moti&ation reated to speciIc categories
o5 ora communication strategies <BC.=M 't#oug# t#is 0uestion #as
recei&ed itte direct attention$ a num-er o5 studies #a&e associated #ig#y
moti&ated earners 9it# t#e use o5 a greater &ariety o5 earning strategies7
"#ese o&erap 9it# BC. in t#at some instances o5 BC. use can -e
considered not ony as 5aciitating immediate communication -ut aso as
attempts to ac0uire anguage7 "#e recent de&eopment o5 t9o data-
gat#ering toos presents an e1ceent opportunity to e1pore t#is 0uestion$
especiay in t#e conte1t o5 Oapanese earners o5 %ngis#6 <1= FakataniDs
<200!= Bra Communication .trategies In&entory <BC.I=$ and <2= RyanDs
<2002= 4oti&ationa Factors Suestionnaire <4FS=7 .ome reations#ips seem
o-&ious$ suc# as t#ose -et9een RyanDs Nintended earning eCortD and
FakataniDs NRuency-orientedD and Naccuracy-orientedD speaking strategies
and 9ord-oriented istening strategies7 Bt#er ess o-&ious reations#ips
are aso interestingy pausi-e$ suc# as t#ose -et9een FakataniDs
Nattempt to t#ink in %ngis#D and Nnegotiation 5or meaningD strategies and
RyanDs Nidea L2 se5D$ Ninternationa empat#yD and N9iingness to
communicateD$ since muc# iterature #as argued t#at ao9ing an L2 to
5orm Npart o5 onese5D tends to 5aciitate success5u ac0uisition7 "#is
e1poratory study used t#e BC.I and 4FS 9it# 140 Oapanese uni&ersity
students$ a o5 9#om #ad recei&ed training in ora communication
strategies 5or %ngis#7 "aking ot#er &aria-es suc# as gender and
proIciency into account$ it aimed to re&ea an interesting array o5
correations -et9een t#e t9o Ieds$ eading to signiIcant impications 5or
%L" researc# and pedagogy7

Fakatani$ Q7 <200!=7 De&eoping an ora communication strategy in&entory7
The Modern Language &ournal KH<2=$ 151-1!(7
221
Ryan$ .7 <2002=7 .e5 and identity in L2 moti&ation in Oapan6 "#e idea L2
se5 and Oapanese earners o5 %ngis#7 In K7 Darnyei W %7 )s#ioda
<%ds7= Motiation! language identity and the L+ self <pp7120-143=$ Aristo6
4utiingua 4atters7
n&estigating the suitabilit$ of the 1eading 1eco&er$ Tests for use
8ith ,AL children3
Author4s5% C#arotte Cancy$ *at#y .y&a$ ,ictoria 4urp#y
"#is sma-scae study took t#e 5orm o5 a correationa design$ in 9#ic# t#e
reations#ips -et9een t#e Reading Reco&ery diagnostic assessments 5rom
t#e B-ser&ation .ur&ey o5 %ary Literacy 'c#ie&ement <Cay$ 2002= and )*
standardised tests <i7e7 Aritis# '-iity .caes >ord Reading "est$ t#e
@#onoogica 'ssessment Aattery and t#e >ec#ser Indi&idua
'c#ie&ement "est= 9ere in&estigated7 "#e aim 9as to e1amine 9#et#er
t#e reations#ips 9ere t#e same 5or c#idren 9#o are earning %ngis# as
an additiona anguage$ in comparison to t#eir nati&e-speaking peers7
"#e study contri-utes to t#e -ody o5 empirica researc# 9#ic# #as
in&estigated t#e underying iteracy skis associated 9it# reading
compre#ension in %'L c#idren 9#o #a&e demonstrated diJcuties 9it#
reading7 4ore speciIcay$ t#is study considered t#ese component skis in
reation to %'L c#idren 9#o participated in t#e Reading Reco&ery iteracy
inter&ention in t#e )*7 "#roug# statistica anayses$ t#e study
in&estigated t#e suita-iity o5 t#e su-tests 5rom t#e B-ser&ation .ur&ey
<used routiney in t#e Reading Reco&ery programme= in comparison to )*
standardised tests o5 reading compre#ension7
"#e sampe in t#is study consisted o5 54 c#idren 9#o #ad -een
success5uy discontinued 5rom t#e inter&ention$ 5rom 1+ primary sc#oos
9it#in t#e )*$ 2+ %'L c#idren and 2+ nati&e %ngis# speaking c#idren7
"#e reations#ips -et9een t#e Reading Reco&ery assessments and t#e )*
standardised tests 5or t#ese t9o groups o5 c#idren 9ere diCerent7 "#e )*
standardised tests 9ere 5ound to -e stronger concurrent predictors o5
reading compre#ension 5or %'L c#idren$ t#an 9ere t#e Reading Reco&ery
tests 5rom t#e B-ser&ation .ur&ey7 For F. c#idren$ t#e tests in t#e
222
B-ser&ation .ur&ey 9ere stronger predictors o5 t#eir compre#ension t#an
9ere t#e standardised tests7
"#e impications o5 t#ese resuts are t#at t#e su-tests 5rom t#e
B-ser&ation .ur&ey are -etter predictors o5 reading compre#ension 5or
nati&e %ngis# speaking c#idren t#an t#ey are 5or %'L c#idren7
#redicting ,LTS scores using measures of Le-ical 1ichness
Author4s5% "#eodosia Demetriou
Researc# suggests t#at anguage proIciency is directy inked 9it#
&oca-uary ric#ness <Lau5er and Fation$ 1225L ,er#aen and .c#oonen$
122(=7 In t#is study 9e attempted to create a predictor o5 teac#er ratings
<scores in t#e I%L". e1am= -y using measures o5 e1ica ric#ness7 First 9e
9anted to c#eck i5 t#ere 9as any correation -et9een t#e measures and
t#e scores o-tained 5rom t#e I%L". e1am and t#en test 9#ic# o5 t#e
measures #ad t#e #ig#est correation7 "#e #ypot#eses 9ere t#at t#e
greater t#e measurement &aues$ t#e greater t#e score t#e candidate
9oud o-tain7 "#ere5ore t#ere 9oud -e a #ig#er correation -et9een t#e
measures o5 e1ica sop#istication <t#e use o5 ad&ancedPin5re0uent 9ords a
person uses= and t#e teac#er ratings <t#an 9it# t#e measures o5 e1ica
&ariation=7
"#e sampe consisted o5 42 ad&anced e&e Greek-Cypriot students
preparing 5or t#e I%L". e1amination7 Bra and 9ritten data 9ere coected
and t#en anaysed7
"#e resuts s#o9ed t#at 5or t#e 9ritten data t#e &aria-es t#at #ad t#e
#ig#er correation 9it# t#e teac#er ratings 9ere t#e num-er o5 types$
Guiraud 'd& and @cLe1$ conIrming t#e #ypot#esis t#at measures o5 e1ica
sop#istication 9oud correate #ig#er 9it# t#e ratings t#an measures o5
e1ica &ariation7 '5ter 5urt#er anaysis$ @cLe1 and t#e num-er o5 tokens
223
9ere 5ound to -e t#e t9o independent &aria-es t#at can e1pain 2274[ o5
t#e 9ritten scores7
Bn t#e ot#er #and$ 5or t#e ora data t#e resuts 9ere not as e1pected7
"#ere 9as a strong positi&e signiIcant correation -et9een t#e ora o&era
score and t#e num-er o5 types$ tokens$ Guiraud and @cLe17 "#ere 9as aso
a strong negati&e reations#ip -et9een t#e ora o&era score 9it# t#e ""R7
"#e ony &aria-e t#at can e1pain 3!7([ o5 t#e ora o&era score is
Guiraud$ 9#ic# is a measure o5 e1ica di&ersity not e1ica sop#istication7
0rom ndependence to #resent / a corpus/based anal$sis of the
&ariabilit$ of le-ical bundles and phrase structure in British and
'hanaian ,nglish
Author4s5% .a-rina %der
"#is dissertation e1pores t#e inguistic reations#ip -et9een Aritis#
%ngis# <Ar%= and G#anaian %ngis# <G#%= a5ter G#anaDs independence
5rom Great Aritain in 125+7 Iuminating t#e &aria-iity o5 t9o maHor
inguistic &aria-es in t#e register o5 9ritten press reportage$ it aims to
iustrate t#e inRuence e1erted -y Ar% on G#% 5rom 125+ to 20117 Fe9s
te1ts are dra9n 5rom printed and eectronic sources7
"#e present topic is inno&ati&e and c#aenging not ony -ecause G#% #as
so 5ar -een su-Hect to Hust a 5e9 sync#ronic p#raseoogica studies7
Cutura 5actors$ particuary Aritis# and G#anaian anguage poicies$
strongy inRuence Ar% and G#% p#raseoogy and are t#us cosey
e1amined$ too7
)sing t#e concordance programme AntConc .'+'@9$ aternations in t#e
5re0uencies and grammatica composition o5 4-9ord lexical ,undles - i7e7
muti-9ord units o5ten recurring in spoken and 9ritten registers$
224
constituting neit#er compete structura units nor I1ed e1pressions <c57
Ai-er and Conrad 12226 1(3=TiU - and t#e phrase structure o5 noun$ er,
and prepositional phrases are e1amined7 "#e Indings are contrasted 9it#
t#ose o-tained 5rom a simiar anaysis o5 t#e Ar% and G#% components o5
t#e 1nternational Corpora of the %nglish Language7
It is argued t#at G#% e1tensi&ey 5oo9s Ar% regarding t#e occurrence and
grammatica composition o5 seected -unde and p#rase types7 @articuary
t#e G#anaian 0uaity ne9spapers are #ypot#esised to e1picity use
p#raseoogica patterns pre5erred -y t#eir Aritis# counterparts7 "#e o&era
trend o5 G#% adopting Ar% p#raseoogica structures is e1pected to
graduay rein5orce to9ards t#e end o5 t#e period in&estigated7

TiU Ai-er$ D7 and .7 Conrad <1222=6 :Le1ica -undes in Con&ersation and
'cademic @rose7; 37 3assegerd and .7 Bkse5He <eds7=6 Lut of Corpora 6
Studies in "onour of Stig &ohansson7 'msterdam and 'tanta6 Rodopi7 1(1-
1207
The impact of Applied Linguistics% be$ond research into the
classroom
Author4s5% Lynn %rer

In t#is poster I present 9#at coud and s#oud -e going on in )* sc#oos in
t#e )*$ t#at is$ in *ey .tages 1 - 56
"#e interconnectedness o5 anguages in a #eterogossic conceptuaisation
s#oud -e use5uy t#eorised at 9#at coud -e construed as :sc#oo e&e;
-y appied inguists 9orking in sc#oos 9it# teac#ers$ 5or teac#ers and
curricuum de&eopment7 4aterias need to -e created -y appied inguists
to resuscitate t#e 5aied poicy o5 :anguage across t#e curricuum; and to
scaCod #eterogossia <Garcga 2002= t#roug#out t#e years o5 sc#ooing7
'ppied inguists are re0uired in teac#er training to de&ise earning
programmes t#at educate a su-Hect teac#ers in understanding and
teac#ing anguage a9areness$ kno9edge a-out anguage and earners
gaining contro o&er t#eir o9n anguage <mot#er tongue= in addition to
225
cross-inguistic aspects and impications o5 earning a 5oreign or second
anguage <4FL or %L2=7 %1empiIcations are gi&en7
"#e impact o5 'L in and on sc#oos #as remained amost e1cusi&ey in
t#e domain o5 potential7 .eected researc# in appied inguistics is
presented -rieRy as cases in point6 Indings taken up in t#e Fationa
Curricuum and prompty t#inned do9n to tick -o1es$ ignoring$ among
ot#ers$ psyc#oinguistic understandings t#at are essentia 5or recognising
and tracking eCecti&e earning7 ' roe 5or 'L in sc#oos is proHected as
identi5ying issues and kno9edge deIcits and sensiti&ey -ut success5uy
disseminating instruction and support to address t#e pro-ems7 Dra9ing
5rom 'L iterature on success5u -iingua education a deInition and
description o5 a sc#oo et#os o5 #eterogossia are presented and detaied
proposas are made to9ard t#e pro5essiona proIe and t#e acti&ities o5 a
-iingua$ appied inguist anguage coordinator ocated in e&ery sc#oo7

Garcga$ B <2002= 3ilingual education in the +@
st
century7 a glo,al
perspectie 9ith contri,utions ,y " 3aetens 3eardsmore$ C#ic#ester6
>iey-Aack9e7
#honics or 0un6
Author4s5% 3een 3orton

Is our preoccupation 9it# decoding and anaysis in t#e teac#ing o5 reading
kiing our c#idrenDs s#eer enHoyment o5 engaging 9it# -ooksM
"#e announcement o5 4ic#ae Gro&e in Fo&em-er 2010 t#at t#ere 9i -e
Na ig#t -touc# p#onics--ased test 5or a year 1 pupis in %ngandD is
predicated on t#e premise t#at 5aiure to ac#ie&e in reading is directy
correated to p#onemic a9areness7 "#is initiati&e 5oo9s as a direct resut
o5 t#e recommendations o5 t#e Rose report <200(= t#at t#e .earc#ig#ts
approac# to t#e teac#ing o5 reading s#oud -e repaced -y programmes
designed to teac# purey synt#etic p#onics7
22!
In direct contradiction$ #o9e&er$ are t#e Indings o5 t#e recenty pu-is#ed
"icke Re&ie9 o5 t#e eary Qears Foundation .tage <%QF.= recommending
t#at suc# testing o5 5 year ods s#oud -e scrapped7 "#e Indings o5 t#e
re&ie9 ackno9edge t#at$ 9#ist recent eary years strategies 5or t#e
teac#ing o5 p#onics #ad -een success5u t#is #as not ed to an increase in
standards o5 reading7
In considering t#ese diametricay opposed recommendations$ t#ere is a
need to consider -ot# t#e true purpose and process o5 c#idrenDs reading7
It is imperati&e to remem-er t#at t#e process is muc# more t#an a su-set
o5 task anaysis type skis7 's t#e anaytic &ersus synt#etic p#onics
de-ate rum-es on 9e need to -e mind5u o5 ,ygotskyDs t#eory o5
anaysis7
Current iteracy poicies seem to -e regardess o5 t#e ra5t o5 pedagogy
9#ic# underpins our kno9edge o5 c#idrenDs reading and ao9 ony
cursory ackno9edgement o5 c#idrenDs Readiness to Learn7 .ustaina-iity
9i ony -e ac#ie&ed i5 9e take a pragmatic approac# Ire c#idrenDs
ent#usiasm 5or reading 7

AcBuisition of ,nglish #ast Tense and #lural ;orpholog$% support
for the .ual ;echanism Approach
Author4s5% Fiam# *ey

"#is poster e1pores t#e ac0uisition traHectory o5 t#e pura T-sU morp#eme
and t#e past tense T-edU morp#eme as ac0uired -y I&e anguage minority
c#idren attending an Iris# primary sc#oo7 "#e impications t#ese Indings
#a&e on L2 ac0uisition t#eory 9i -e e1amined$ and discussion 9i 5ocus
on 9#et#er Indings 5rom t#e pura T-sU morp#eme and t#e past tense T-
edU morp#eme pro&ide e&idence to support t#e sym-oic$ rue--ased
approac# as proposed -y @inker <12(4= or t#e connectionist neura
22+
net9orks mode approac# as proposed -y Rume#art and 4cCeand
<12(!=7 In addition$ t#e psyc#oinguistic diCerences in t#e ac0uisition o5
pura and past tense morp#oogy 9i -e discussed in an attempt to
esta-is# 9#et#er noun inRections are ac0uired earier t#an &er-a
inRections and 9#et#er t#ere is e&idence 5rom t#e data t#at t#e o&er-
reguarisation o5 noun-puras occurs earier and more 5re0uent t#an t#e
o&er-reguarisation o5 past tense 5orms$ as discussed in 4arcus <1225= and
4arc#man et a7$ <122+=7

@inker$ .7 <12(4= Language Learna,ility and Language Deelopment7
Cam-ridge$ 4'6 3ar&ard )ni&ersity @ress7
4arc#man$ ,7$ @unkett$ *7 W Goodman$ O7 <122+= B&er-reguarisation in
%ngis# pura and past tense inRectiona morp#oogy7 &ournal of Child
Language! +@$ pp7 +!+-++27
4arcus$ G7 <1225= C#idrenDs o&er-reguariEation o5 %ngis# puras6 '
0uantitati&e anaysis7 &ournal of Child Language! ++! pp7 440-4!07
Rume#art$ D7 W 4cCeand$ O7 <12(!= Bn earning t#e past tenses o5
%ngis# &er-s6 impicit rues and or parae distri-uted processingM In6
4cCeand$ O7$ Rume#art$ D7 and t#e @D@ Researc# Group <eds7= Parallel
Distri,uted Processing7 %xplorations in the Microstructure of Cognition!
Cam-ridge$ 4'6 4I" @ress$ pp7 21!-2+17

The +eurolinguistics of Language and +umber
Author4s5% 4att#e9 4cCoo
"#e ink -et9een anguage and mat#ematics #as -een t#e su-Hect o5 a
recent -urst in researc# 5rom se&era diCerent Ieds$ nota-y inguistics
and neuroscience7 "#e Ied o5 inguistics tes us t#at anguage aids or
reRects our intuitions a-out p#enomena suc# as space$ time$ causation$
22(
metap#or$ and num-er7 "#e Ied o5 neuroscience tes us t#at speciIc
parts o5 t#e -rain are responsi-e 5or mat#ematica reasoning$ and t#at
certain kinds o5 numerica pro-ems recruit diCerent areas o5 t#e -rain7
"#is poster e1amines t#ree speciIc pro-ems in t#e anguage o5
mat#ematics$ and t#en concudes 9it# a discussion o5 #o9 our current
understanding o5 t#ese issues may -e addressed in a practica setting7
First$ some anguages appear to -e more Gmat#ematica$G 9#ic# is kno9n
to eCect students &ery eary in i5e7 .econd$ peope rapidy memoriEe and
count num-ers according to a uni&ersa imit o5 t#ree or 5our$ 9#ic# #as
impications 5or &arious 9ays t#at anguage is used 5or arit#metic7 "#ird$
9ord 5re0uency c#arts and corpus anayses oCer additiona e&idence t#at
t#e Gsu-itiEing imitG o5 t#ree is deepy ingrained in t#e 9ay t#at
anguages dea 9it# num-ers7 Aased on t#ese interactions -et9een
anguage and num-er$ educationa studies o5 mat#ematics #a&e
important practica impications 5or eementary arit#metic7
n&estigating idiom comprehension in *C children 8ho spea"
,nglish as an Additional Language% a focus on semantic anal$sis
and inference from conte-t
Author4s5% 4airkad 4c*endry$ ,ictoria '7 4urp#y
222
"#is poster 9i present t#e met#odoogy and resuts o5 a study 9#ic#
aims to use an idiom compre#ension measure to in&estigate t#e a-iities
o5 )* c#idren 9#o speak eit#er %ngis# as an 'dditiona Language <%'L=
or %ngis# as a nati&e anguage <%L1= to engage in semantic anaysis and
in5erence 5rom conte1t7
"#is study #as a 2-5actor independent sampes design 9it# -et9een-
participant 5actors o5 anguage-group <%'L and %L1= and reading-group
<'&erage Readers and '-o&e-'&erage Readers=7
25 %'L '&erage Readers$ 25 %L1 '&erage Readers$ 23 %'L '-o&e-'&erage
Readers and 24 %L1 '-o&e-'&erage Readers compete a range o5
measures incuding6 an idiom compre#ension measure <Cain W "o9se$
200(=L ! "est o5 >ord *no9edge su-tests <>iig W .ecord$ 1222=7
Aet9een-groups anayses 9i in&estigate 9#et#er Qear 5 %'L and %L1
c#idren diCer on semantic anaysis and in5erence 5rom conte1t7 "#e roe
o5 &oca-uary in t#e reations#ip -et9een reading a-iity and idiom
compre#ension 9i -e considered7
Data coection 9i Inis# in Ouy 20117 "#e resuts o5 t#e study 9i -e
presented in t#is poster and 9i pro&ide in5ormation regarding t#e
semantic anaysis and in5erence 5rom conte1t skis o5 %'L '&erage and
'-o&e-'&erage Readers compared to %L1 c#idren 9#o are matc#ed 5or
reading a-iity7
7hat do &ocabular$ proEles tell us about L2 le-ical de&elopment6
Author4s5% Imma 4irapei1

230
,oca-uary 5re0uency proIes are aimed at measuring t#e amount o5
9ords t#at earners kno9 5rom diCerent 5re0uency -ands at a certain
stage o5 t#eir anguage earning traHectories7 "#ese proIes #a&e -een
used in L2 &oca-uary ac0uisition studies 5or a ong time and 5or diCerent
purposes$ o5 9#ic# t#e most common #as -een assessing t#e &oca-uary
t#at students use 9#en 9riting <e7g7 Lau5er W Fation$ 1225L Lee W 4uncie$
200!=7 "#ere5ore$ most researc# #as 5ocused on proIes o5 producti&e
rat#er t#an recepti&e &oca-uary7 Furt#ermore$ &ery itte attention #as
-een paid to ad&anced earners 9#ose kno9edge goes -eyond 5$000
9ords7 "#is ack o5 researc# may aso -e due to a need o5 &aid and
reia-e toos to study t#e recepti&e e1icon across diCerent 5re0uency
ranges7 @rograms ike YZLex <4eara W 4iton$ 2003= co&er up to t#e 5$000
most 5re0uent 9ords in %ngis#$ 9#ic# is considered insuJcient to study
t#e &oca-uaries o5 ad&anced earners7 3o9e&er$ t#e creation o5 PZLex
<4eara W 4irapei1$ 200!=$ 9#ic# tests up to 10$000 9ords$ #eps in
determining t#e recepti&e &oca-uary proIes o5 a 9ider &ariety o5
earners7
"#is 9ork presents t#e resuts o5 a study conducted 9it# uni&ersity
students <F`4!1= 9#o earned %ngis# as a 5oreign anguage <%FL= in
Aarceona7 @articipants 9ere assessed using YZLex and PZLex as 9e as a
standard anguage proIciency test7 ' congomerate anaysis 9as
per5ormed 9it# t#e resuts o-tained -y t#e earners at t#e diCerent
5re0uency -ands and se&era prototypica recepti&e proIes 9ere 5ound7
"#ese proIes are aso presented in reation to studentsD &oca-uary siEes
in t#e FL$ 5urt#er iustrating a correation -et9een t#e t9o7 Resuts aso
indicate a moderate correation -et9een t#e proIes e1#i-ited and
proIciency scores7 "#e Indings s#ed ig#t on t#e gro9t# o5 recepti&e
&oca-uaries and #a&e impications 5or teac#ing and testing7
;asculinisation in ;odern Debre8
231
Author4s5% 4aka 4uc#nik

3e-re9 is marked according to gender in a morp#oogica 5orms7
.yntactic rues re0uire gender agreement 5or a o5 t#ese 5orms$ and as a
resut one can #ardy Ind a singe sentence 9it#out gender determination7
Feminine 5orms mosty present an 6a or -B:Ct suJ1 added to t#e
mascuine$ 9#ic# ser&es as a -asic 5orm7 In ot#er 9ords$ mascuine 5orms
are a9ays unmarked :norma; 5orms$ 9#ie 5eminine 9ords are deri&ed
5rom t#em$ and t#ere5ore marked as :a-norma;7
Researc# #as 5ound a direct reation -et9een grammatica gender
anguages and gender identity$ as 9e as semantic and e&en 9ord
perception o5 t#e speaker7 .uc# grammatica gender systems may
inRuence 5eministsD a9areness o5 t#e need 5or inguistic c#anges7 >e
coud e1pect$ t#en$ t#at 5eminist speakers 9oud try to c#ange 3e-re9
5orms in spite o5 t#e anguageDs rigid structures7 Fe&ert#eess$ to date
ony a 5e9 gender c#anges #a&e -een undertaken -y 3e-re9 speakers$
and t#ey #a&e mosty succeeded in one direction$ i7e7 t#e 9idespread use
o5 t#e mascuine 5orm 5or -ot# se1es$ -ut not t#e opposite7 For instance$
t#e use o5 proper names is c#anging6 increasingy$ mae names are -eing
used 5or 5emaes as 9e$ -ut 9e #ardy Ind 5eminine names used 5or
maes7 >omen in po9er5u positions pre5er to -e addressed 9it# t#e
mascuine 5orm o5 t#eir tite instead o5 t#e 5eminine 5orm$ and no neutra
terms 9ere created7 'ttempts to use 5eminine 5orms o5 address 5or mi1ed
audiences instead o5 t#e generic mascuine 5orm did not succeed eit#er$
at#oug# t#is is consistenty used -y some uni&ersity teac#ers and 5emae
-roadcasters7
In t#is poster I 9i argue t#at despite anguage imitations$ gender
c#anges coud #a&e -een made in 5a&or o5 5emaes$ -ut it does not
#appen -ecause mascuine 5orms are percei&ed e&en -y 9omen as more
prestigious and po9er5u7
232
nterpreting morphological &ariabilit$ in adolescent Hapanese/
,nglish interlanguage
Author4s5% 'kiko 4uroya
"#ere #as -een considera-e de-ate in t#e second anguage ac0uisition
researc# iterature a-out t#e e1tent to 9#ic# &aria-iity in t#e production
o5 inRectiona morp#oogy -y L2 speakers <e7g7 She goes home eery
9ee-*She go home eery 9ee-= reRects t#e non-ac0uisition o5 underying
syntactic kno9edge <su-Hect-&er- agreement in t#is case= or reRects a
dissociation -et9een target-ike syntactic kno9edge and a diJcuty 9it#
t#e production o5 morp#oogica 5orms7 "#e 9ork o5 ,ainikka W Qoung-
.c#oten <122!a$ -= argues 5or t#e 5ormer &ie9$ t#e 9ork o5 Lardiere
<122(a$ -= and >#ite <2003= argues 5or t#e atter7 4uc# o5 t#is 9ork #as
-een -ased on t#e study o5 naturaistic immersion L2 earners7 "#e
present study considers t#e issue in t#e conte1t o5 t#e cassroom
ac0uisition o5 %ngis# -y adoescent earners 9#ose L1 is Oapanese7 "#is
pairing o5 L1 and L2 is particuary interesting -ecause Oapanese is a nu
su-Hect anguage t#at acks su-Hect-&er- agreement$ num-er marking o5
nouns$ and artices7 "#e 0uestion t#at is asked is6 9i t#ese Oapanese
earners s#o9 simiar &aria-iity to t#at 5ound in pre&ious studies$ and i5 so
does it reRect non-ac0uisition o5 syntactic kno9edge or a pro-em
integrating syntactic and morp#oogica kno9edge at t#e inter5ace
-et9een t#e t9o systems7 ' picture stimuus 9ritten production task 9as
designed to eicit e1ampes o5 su-Hect-&er- agreement$ tense$ 9ord order
and 0uestion 5ormation and administered to 2(0 Hunior #ig# sc#oo <aged
13-15= and !5 uni&ersity <aged 12-24= students7 "#e resuts s#o9
seecti&e &aria-iity in t#e production o5 5orms$ and c#anges in &aria-iity
9it# proIciency7 "#e impications o5 t#e Indings 5or t#e non-ac0uisition o5
underying syntactic properties #ypot#esis &ersus t#e pro-ems 9it#
production o5 morp#oogica 5orms #ypot#esis 9i -e discussed7
233
A critiBue of current e/dictionaries for ,nglish language learners
Author4s5% 3iary Fesi

@rint dictionaries are going out o5 5as#ion7 %ac# year more and more
%ngis# anguage earners a-andon t#em in pre5erence 5or &arious types o5
eectronic dictionary$ stored on t#eir computer #ard dri&e$ on t#e internet$
or in porta-e eectronic de&ices7 %ngis# anguage teac#ers are most
ikey to -e 5amiiar 9it# t#e eectronic dictionaries discussed in academic
pu-ications6 t#ese are t#e prestigious &arieties$ emanating 5rom
uni&ersities and reno9ned pu-is#ing #ouses7 %ngis# anguage earners$
on t#e ot#er #and$ are no9 more ikey to use products 9#ic# oCer a mi1
o5 syndicated internationa materia and o5ten du-ious oca -iingua
sources7 "#is paper 9i pro&ide an o&er&ie9 o5 some o5 t#e most popuar
aggregate products$ ooking at t#eir -est 5eatures$ suc# as t#e opportunity
5or users to update and amend e1isting entries$ and t#eir 9orst 5eatures$
suc# as t#eir unedited 9e- e1ampes and o5ten udicrous errors7 "#e
producti&e e1ica in5ormation 9#ic# #as -ecome suc# a maHor 5eature o5
prestigious %ngis# monoingua earnersD dictionaries is not an important
consideration 5or t#ese e-dictionaries$ instead t#e de&eopers seem
moti&ated -y customer demand to increase t#e siEe o5 t#eir emma stocks
and t#e tec#noogica 9iEardry o5 t#eir inter5aces7 ' critica response
5rom t#e appied inguistics community coud per#aps #a&e some sma
inRuence on t#e 9ay e-dictionaries e&o&e7
234
7hat=s in a norm6 Assessing 8ord association stereot$p$ using
age/appropriate norms lists
Author4s5% Da&id @ay5oot$ "ess FitEpatrick
.tereotypy is used to in&estigate 9ord association patterns in reation to
personaity$ menta #eat#$ ageing and dementia7 @articipant responses
are compared to pu-is#ed ists o5 9ord association responses to pace an
indi&idua on t#e continuum -et9een idiosyncratic and stereotypica7 "9o
0uestions are addressed7 "#e Irst 0uestion concerns t#e stereotypy o5
responses to 100 cue 9ords in diCerent age co#orts7 ' second 0uestion
assesses #o9 contingent stereotypy is on t#e norms ist c#osen 5or
comparison7 3ere$ 112 1!-year-od$ and 112 aduts o&er t#e age o5 !5
per5ormed a 9ord association task7 .eparate norms ists 9ere created 5or
t#e young adut and oder adut groups7 Comparison o5 t#e norms ists
re&eaed -et9een group diCerences in dominant responses to t#e cues7
"#e items 9#ic# eicited #ig# e&es o5 agreement 9it#in t#e young group
did not necessariy #a&e a strong dominant response in t#e oder aduts7
Group 9ere gi&en t9o stereotypy scores$ one -ased on eac# o5 t#e norms
ists <o9n age group and ot#er age group=7 Comparisons -et9een young
and od aduts 9ere per5ormed using o9n-age and ot#er-age stereotypy
scores7 'ge diCerences in 9ord association -e#a&iour and t#e importance
o5 using age-appropriate norms ists are discussed7
235
1esources at the British Librar$ for stud$ing &arieties of ,nglish
Author4s5% Oonnie Ro-inson$ 3oy Gi-ert
"#is poster introduces resources at t#e Aritis# Li-rary 5or studying
&arieties o5 spoken Aritis# %ngis#7 )sing coections #ed at t#e i-rary$
5rom t#e Surey of %nglish Dialects and Surey of Anglo6?elsh Dialects to
33C :oices$ 9e descri-e initiati&es t#at pro&ide teac#ing resources and
en#anced access to primary researc# data 5or diCerent audiences7 >e
oCer a demonstration o5 t9o e1isting onine resources$ and a pre&ie9 o5 a
more recent coa-orati&e proHect7
'rc#i&a .ound Recordings <#ttp6PPsounds7-7uk=$ t#e i-raryDs onine diaect
arc#i&e$ pro&ides access to 2(( audio e1tracts 5rom t#e Surey of %nglish
Dialects o&er 350 e1tracts 5rom t#e Millennium Memory 3an-$ and !!
recordings o5 Aritis# @B>s recorded in Germany during >ord >ar I7 %ac#
recording is accompanied -y detaied inguistic notes dra9ing attention to
saient e1ica$ p#onoogica and grammatica 5eatures o5 t#e speakerDs
anguage &ariety7
.ounds Famiiar <#ttp6PP9997-7ukPsounds5amiiar= is an interacti&e$
educationa 9e-site t#at e1pores and cee-rates t#e di&ersity o5 regiona
speec# in t#e )*7 It pro&ides access to +( mid-engt# e1tracts 5rom maHor
audio arc#i&es <t9o mentioned a-o&e pus t#e Surey of Anglo6?elsh
Dialects= pus !00 audio cips iustrating &ariation and c#ange in
contemporary Aritis# %ngis#7 "argeted at '-Le&e %ngis# and
undergraduate %ngis#PLinguistics students across and -eyond t#e )*$ t#e
recordings are accompanied -y transcripts$ commentaries and
suggestions 5or researc# acti&ities to #ep students in&estigate speec# in
t#eir o9n communities7
23!
:oices of the 8> <#ttp6PP9997-7ukP&oiceso5t#euk= is an ongoing
Le&er#ume "rust-5unded proHect t#at #as de&eoped an onine searc#a-e
resource 5or contemporary regiona Aritis# %ngis#$ pioted on t#e 33C
:oices recordings7 "#e resource is searc#a-e -y inguistic <e1ica$
p#onoogica and grammatica= &aria-e as 9e as -y con&entiona
demograp#ic &aria-es7 >e present and comment on t#e descripti&e
tempate t#at #as -een de&ised o&er t#e course o5 t#e proHect$ 9#ic#
ena-es more sop#isticated access to$ and interrogation o5$ audio data
t#an e1isting cataogue systems7

*nderstanding the Hapanese #ostgraduate Student ;oti&ation in
SLA
Author4s5% 'dam .erag
"#is paper pro&ides a 5rame9ork 5or understanding t#e earning
moti&ation process o5 academic 9riting and ora presentation skis o5 @#D
students enroed at a Oapanese uni&ersity7 "#e paper in&estigates
studentsD perceptions o5 earning %ngis# to pu-iciEe t#eir researc#
Indings in internationa con5erences and peer-re&ie9ed Hournas7
Data 9ere coected$ coded and anayEed recursi&ey t#roug# in dept#
semi-structured inter&ie9s 9it# t9e&e participants enroed in t#ree
diCerent discipines seected 5rom t#ree 5acuties7 Resuts s#o9 t#at
students regard t#emse&es as disad&antaged due to t#eir imited
proIciency in %ngis#7 3o9e&er$ many o5 t#em are not moti&ated to study
t#e 5oreign anguage due to t#eir -eie5 t#at %ngis# pays ony a
secondary roe in scientiIc researc# as 9e as t#eir ack o5 conIdence in
t#eir a-iity to 9rite papers and dei&er ora presentations in %ngis# under
pressure7 Bn t#e one #and$ t#ey need to pu-is# in %ngis# to gain
recognition in t#e internationa communityL on t#e ot#er #and$ t#ey aso
#a&e to pu-is# in Oapanese to esta-is# oca net9orks7
"#e paper argues t#at ack o5 @#D studentsD se5-moti&ation to earn
%ngis# is due to 5actors ot#er t#an t#eir percei&ed anguage
23+
incompetence7 "#e paper t#en outines and discusses ree&ant aspects o5
o-ser&ation and disco&eries a-out se5-presentation skis o5 Oapanese
students and suggests inno&ati&e Ideas and tec#ni0ues to empo9er and
moti&ate prospecti&e @#D students in Oapan to study %ngis#7
Ce$8ords6 Oapanese students$ Learning moti&ation$ %'@$ 'cademic
>riting$ Bra presentation$ .L'


BL(B/1Q01 and a centur$ of change in standard British ,nglish
Author4s5% Fick .mit#
In t#e ast t9o decades$ t#e study o5 recent and current c#ange in
standard %ngis#$ 5ormery a Cinderea su-Hect in t#e #istory o5 t#e
anguage$ #as enHoyed a surge in popuarity7 @articuary at t#e e&e o5
morp#osynta1$ a spate o5 studies #as s#o9n dramatic c#anges in t#e
proIe o5 structures and 5unctions in e7g7 t#e noun p#rase$ t#e progressi&e
and t#e modas <c57 3undt and 4air 1222$ Ai-er and Cark 2002$ Leec# et
a7 2002=7 "#ese accounts are #eping to update descriptions o5
contemporary grammary$ 9it# pedagogica and researc# -eneIts7 Fueing
t#ese in&estigations are corpora suc# as 'RC3%R <Ai-er et a 1224=$
mem-ers o5 t#e Aro9n 5amiy <3undt and 4air 1222$ Leec# and .mit#
2005$ Aaker 200(=$ and a recent Dmega-corpusD o5 'merican %ngis#
<'m%=$ CB3'$ <Da&ies 2010= 9#ic# #as tited t#e scaes o5 corpus
representation Irmy in 5a&our o5 'm%7
"#e present poster reports on Indings 5rom t#e most recent e1pansion
p#ase o5 t#e Aro9n 5amiy$ sti t#e argest continuous record o5 recent
Aritis# %ngis# <Ar%=7 ALBA-1201 is a turn-o5-t#e-century Dpre0ueD to t#e
23(
12!0s LBA corpus$ matc#ing it as precisey as possi-e in samping 5rame
and siEe7 >it# a century-9ide &ista on recent Ar%$ t#e anaysis sur&eys a
seection o5 grammatica 5eatures to determine t#e strengt#s and
9eaknesses o5 t#e Aro9n mode 5or studying anguage c#ange7
Comparisons o5 t#e resuts 9i -e made 9#ere possi-e 9it# CB3' and
'RC3%R7 It 9i -e argued t#at despite its siEe disad&antage$ t#e Aro9n
5amiy #ods up 9e 5or a reassuringy 9ide range o5 p#enomena7 )sed in
conHunction 9it# ot#er corpora$ it can #ep s#ed important ig#t on
parae$ con&erging and di&erging pat#s o5 de&eopment in Ar% and 'm%7
A sub@ect/ob@ect as$mmetr$ in the pronominal binding in second
language acBuisition
Author4s5% 3ee-Oeong .ong
"#is poster in&estigates t#e L2 ac0uisition o5 t#e B&ert @ronoun Constraint
<B@C= -y %ngis# earners o5 *orean and 9#et#er t#is process is
constrained -y )ni&ersa Grammar <)G= <C#omsky 12(!$ 1225=7 It #as
-een o-ser&ed t#at o&ert pronouns and nu pronouns in *orean do not
#a&e t#e same interpretati&e properties in certain conte1ts7 "#at is$ o&ert
pronouns in pro-drop anguages cannot take 0uantiIed or 9h-
antecedents$ in conte1ts 9#ere a nu pronoun is a&aia-e in t#e same
position <4onta-etti 12(4=7 "#is o-ser&a-e distri-ution -et9een o&ert
and nu pronouns is captured under t#e B@C$ a principe o5 )G 9#ic# is
instantiated in *orean$ a pro-drop grammar$ -ut not in %ngis#$ a non-pro-
drop grammar7
232
@re&ious studies <e7g7 *anno 122+L @NreE-Lerou1 W Gass 1222L 4arsden
2002L Rot#man W I&erson 200+= #a&e concentrated on e1amining t#e B@C
9#en t#e pronoun is in su-Hect positionL #o9e&er$ no study #as ooked at
t#e B@C 9#en t#e pronoun is in o-Hect position7 In addition$ no ot#er study
in&estigating t#e B@C in L2 *orean -y nati&e %ngis# speakers e1ists$ to
my kno9edge7 "#ere5ore$ t#is study e1amines t#e reations#ip -et9een
o&ert and nu pronomina aternations in -ot# su-Hect and o-Hect positions
in L2 earnersD grammars7 In particuar$ t#is study e1amines t#e researc#
0uestions -y testing a &ersion o5 t#e Fu "rans5erPFu 'ccess <F"PF'=
#ypot#esis proposed -y .c#9artE W .prouse <1224$ 122!$ 2000=7
In t#e empirica study$ 41 adut %ngis# earners o5 *orean <intermediate
and ad&anced= competed a co-re5erence Hudgment task <e7g7 *anno 122+=
and a story--ased transation task <e7g7 @NreE-Lerou1 W Gass 1222=7 "#e
resuts o5 t#e study s#o9 t#at t#e L2 ac0uisition o5 t#e B@C in *orean
is readiy constrained -y )G7 Furt#ermore$ t#e indi&idua data sustain t#e
&aidity o5 t#e F"PF' #ypot#esis 9#en t#e pronoun is in su-Hect position$
-ut not in o-Hect position$ t#ere-y s#o9ing a su-Hect-o-Hect asymmetry7
mpact of S$stemic 0unctional perspecti&es as a means to capture
gro8ing reKecti&e literac$% Anal$sis of a no&ice teacher=s
teaching @ournal
Author4s5% *en "amai
>#at is it to -ecome more reRecti&eM 3o9 does t#e teac#erDs Hourna
9riting c#ange 9#en s#e de&eops #er reRe1i&ity in conRict 9it# pro-em
studentsM "#is case-study in a Oapanese academicay margina #ig#
sc#oo conte1t anayEed t#e te1t o5 a reRecti&e Hourna 9ritten -y a 5emae
no&ice teac#er 5or se&en mont#s7 "#e num-er o5 t#e sampe is one
-ecause t#is study aims at ooking deepy at one practitionerDs s#i5t and
not at e1tracting t#e genera tendency or comparing one group 9it#
anot#er7 ReRecti&e @ractice 9as incorporated as a 5rame9ork o5 #er
240
teac#ing and t#e aut#or 9as in&o&ed as t#e reader o5 t#e Hourna7 's
means o5 anayEing t#e te1t Register anaysis in t#e 5rame9ork o5
.ystemic Functiona Linguistics 9as appied7 Findings a-out #er s#i5t in
reRe1i&ity 9ere t#ree7 First$ s#e -roke #er initia -oundary o5 reRecting
inside #er o9n conte1t and graduay e1tended its range to arger socia
conte1ts o5 eac# indi&idua student7 .econd$ s#e #as gained e1terna eyes
to tak a-out #erse5 and e&en meta-cogniti&e understanding o5 #er
teac#ing7 "#ird$ 9#at c#aracteriEes t#e genre structure o5 #er reRecti&e
9riting is t#e com-ination o5 t#ick description and su-se0uent anaysis7
"#ese Indings are supported -y c#anges in 5oo9ing aspects6 1= s#i5t
5rom &ie9ing students as a mass to indi&iduas$ 2= s#i5t 5rom emoti&e
description to organiEed t#ick description$ 3= more sop#isticated 9riting in
terms o5 c#oice o5 e1icon$ compactness and connection o5 sentences and
4= emergence o5 meta-cogniti&e description a-out #er o9n understanding
a-out teac#ing7 "#e aut#or concudes t#at #er c#ange in reRe1i&e iteracy
emerged as e1pansion o5 #er socia -oundary in reRection and gaining o5
meta-cogniti&e &ie9s o5 #er understanding o5 teac#ing7
A Stud$ of +ote/ta"ing Strategies of ,0L College Students
Author4s5% 3uei-C#un "eng
"#e purpose o5 t#e present study is to in&estigate t#e note-taking
strategies used -y %FL coege students7 "#e participants 9ere t9o Hunior
casses o5 !3 students at a uni&ersity in nort#ern "ai9an7 "#e instruments
incuded a ecture$ a 0uestionnaire o5 note-taking strategies$ a
0uestionnaire o5 note-taking perceptions$ and an inter&ie9 guide7 Aased
on t#e In&entory o5 Fote-taking @ractices designed -y Ryan <2001=$ t#ere
241
are si1 categories o5 note-taking strategies in t#e 0uestionnaire$ incuding
a-sorption$ maintenance$ transation$ decoding$ integration$ and
organiEation7 In order to make t#e participants more immediatey
conscious o5 t#eir note-taking strategies$ t#ey 9ere asked to isten to a
t#ree-minute ecture and to take notes in 9#ate&er 9ay t#ey normay do
9#en istening to %ngis# ectures7 '5ter t#at$ participants 9ere asked to
rate #o9 5re0uenty t#ey used eac# o5 t#e 42 note-taking practices in t#e
strategy 0uestionnaire7 "#en t#ey competed t#e note-taking perception
0uestionnaire7 Finay$ an inter&ie9 9as #ed 9it# ten o5 t#e participants to
pro-e t#eir additiona strategies and perceptions o5 %FL note-taking7
Resuts s#o9 t#at NorganiEationD #as t#e #ig#est a&erage 5re0uency among
t#e si1 categories o5 note-taking strategies7 "#e strategy most o5ten used
-y t#e participants among t#e 42 note-taking is NDuring t#e ecture I try to
a-sor- as muc# o5 9#at is said as possi-e7D "#e participants empoyed
east o5ten t#e strategy NI usuay try to reca ecture in5ormation 9it#out
taking notes7D 4oreo&er$ eCecti&e isteners #ad signiIcanty #ig#er
5re0uent use o5 I&e note-taking strategies t#an ess eCecti&e isteners did7
Aesides$ t#e perception o5 note-taking strategies most agreed -y
participants is NI 9is# I #ad -etter note-taking skis7D Ay pro&iding
empirica e&idences and descriptions$ t#e current study seeks to
contri-ute to our understanding o5 L2 note-taking strategies$ and 5urt#er
to assist "ai9anese coege students to take -etter notes o5 %FL ectures7
1aising the ) in Language Teaching% Aignettes from the
Singapore Classroom
Author4s5% @eter "eo
"#is poster dra9s its inspiration 5rom an o-ser&ation-cum-inter&ention
researc# proHect t#at 5ocuses on t#e te1tua practices o5 secondary sc#oo
242
teac#ers in .ingapore7 It 9i present a 5rame9ork de&eoped as part o5 a
tripartite coding system 5or raising t#e o&era inteectua 0uaity <IS= o5 a
esson7 "#e o&er-arc#ing anaytic 5rame9ork in t#e proHect is dra9n 5rom
and -uids on t#e Nproducti&e pedagogy8 matri1 de&eoped -y t#e
Sueensand .c#oo Re5orm Longitudina .tudy <S.RL.= researc# team7
Bne key dimension o5 t#is matri1 / Inteectua Suaity / ooks at #o9
students are gi&en inteectuay c#aenging tasks to de&eop skis t#at
ena-e t#em to construct kno9edge and produce discourses t#at #a&e
meaning or &aue -eyond success in sc#oo7 "#is reates cosey to
Fe9mann and 'ssociates8 notion o5 Naut#entic pedagogy8 9#ic# re5ers to
inteectua 9ork t#at in&o&es origina appication o5 kno9edge and skis
rat#er t#an t#e earning o5 routine 5acts and procedures7 "#is 5rame9ork
5or de&eoping t#e IS o5 a esson in&o&es #eping students to manipuate
in5ormation and ideas -y synt#esiEing$ generaiEing$ #ypot#esiEing$
dra9ing concusionsL e1poring connections and reations#ips to ot#er
kno9edge to produce reati&ey compe1 understandingsL 5aciitating
e1tended e1c#anges in tak and 9riting in a 9ay t#at -uids a ric# and
impro&ed understanding -ot# -et9een teac#er and students and among
students t#emse&esL and cuti&ating an approac# to kno9edgePte1t as
sociay constructed$ as open to 0uestion$ 9it# mutipe$ at times
conRicting &ie9points andPor soutions gi&en7 "#e paper 9i Res# out t#is
5rame9ork 5or de&eoping t#e IS o5 a esson -y dra9ing on snippets o5
esson transcripts taken 5rom %ngis# Language essons in .ingapore$
9#ic# take up t#is c#aenge o5 raising t#e IS in diCerent 9ays and 9it#
&arying degrees o5 success7 "#e paper concudes 9it# a discussion o5 t#e
impications t#is study #as 5or anguage teac#ers7
Le-ical 1ichness in T,;/S and T,;/T (ral ,-ams
Author4s5% Oian K#ang$ \iao0ing >ang
243
"#ere are many studies on t#e e1ica ric#ness o5 9ritten te1ts
<Lau5er 1225 2001 2003;Lau5erWFation 1225 1222 4earaW
Ae2001Fation$ 1220$ 2001= -ut not so many 5or ora per5ormance
<Daer$ 3out$ W "reCers-Daer$ 2003L 4a&ern and Ric#ards$ 2002=7 "#e
purpose o5 t#e researc# is to in&estigate t#e &aidity o5 measures o5 e1ica
ric#ness 5or ora e1ams7
10( spoken sampes o5 "%4-4 <"est For %ngis# 4aHors Grade 4and "%4-
( <"est For %ngis# 4aHors Grade (in t#e year 2005 9ere c#osen 5rom
Spo-en and ?ritten %nglish Corpus of Chinese Learners7 In t#e corpus a
students o5 "%4-4 and "%4-( 9ere di&ided into t#ree groups according to
t#eir scores6 #ig#$ medium and #ig# mark groups$ and t#e diCerences
among t#em are signiIcant7 In t#e present researc#$ Irst o5 a$ inde1es o5
e1ica ric#ness <e1ica &ariation$ e1ica sop#istication and e1ica density=
o5 t#e su-Hects o5 "%4-4 and "%4-( 9ere compared and t#en t#ose o5
diCerent mark groups in "%4-4 and "%4-( 9ere compared respecti&ey7
"#e main Indings o5 t#e researc# incude6 Irst$ students taking part in
"%4-( #a&e #ig#er inde1es in a t#e t#ree dimensions o5 e1ica ric#ness
t#an students in "%4-4$ and t#e diCerences -et9een "%4-4 and "%4-( in
a dimensions are signiIcant7 3o9e&er$ t#e resuts s#o9 t#at diCerences
in e1ica ric#ness among diCerent mark groups in t#e same test are not
signiIcant7
Aased on t#e resuts$ it can -e concuded t#at t#e inde1es o5 e1ica
ric#ness used in t#e researc# can distinguis# -et9een t#e students o5
"%4-4 and "%4-($ -ut t#ey can not distinguis# students o5 #ig# mark
group 5rom t#ose in medium and o9 mark groups in eac# test7G
nde- of .elegates
244
'-derra#im$ Farida 201
'dop#s$ .&enHa 2+$ 5+
'Itska$ Bksana 4
'#mad$ *artini 1!4
'a&i$ 4o#ammad 5
'e1ander$ B9yn 125$ 122
'g#onaim$ 'i !
'ington$ Danie 1(5
'sa#aI$ 4orad +
'saraH$ "ag#reed (
'ncarno$ Cyde 2
'nderson$ >endy 202
'ndre9s$ Oane 1(2
'ngouri$ Oo 10
'rgdees o&areE$ Irina 14!
'sker$ 'de 132
'sprey$ %st#er 25
'tkins$ .ara# 11$ 12
'ttia$ 4ariam 1((
'EiE$ 'Emarui 1!4
Aac#a$ Fa#a Foa 15+
Aadger$ Ric#ard 13
Aa]os %1pmsito$ Oosk 4anue 14!
Aaranian$ Aa#arak 14
Aarker$ Fiona 22
Aartett$ "om 122
Aeec#ing$ *ate 15
Ae$ 3u9 123
AetXko&X$ Lucie 1!
AeEemer$ OeC 1+!
Aonacina$ Forence 1+
Aord-ar$ .oode# 5
Ara-er$ Fataie 1(
Aro9n$ I&an 203
Auo$ .tea 12
YakZr$ .inan 20
Caa-rese$ Rita 131
Cameron$ Lynne 1+0$ 1+1
Cantos$ @ascua 103
Carciu$ Bana 4aria 21
Carty$ Ficoa 22
C#an$ 3ui@in 1+2
C#ang$ C#iung->en 23
C#ang$ .#uc#en 24
C#en$ 3ongin 124
C#en$ Oui-3ua 1!(
C#en$ .#ian-Hung 120
C#es#ire$ Oenny 34
C#ia-Qen Lin 55
C#oong$ 4i 4i 1!!
C#uc @i]a$ Ismae 22
Cancy$ C#arotte 204
Cark$ )rsEua 25
CoJn$ Caroine 121$ 12+
Cook$ Guy 2
Cope$ 'e1andra 1+!
Copand$ Fiona !2
Cor-ett$ Oo#n 202
Corder$ De-ora# 101
Corneius$ @ip 1!5
Criado$ Ra0ue 103
Dakin$ Arian 25
Daer$ 4ic#ae 2!$ 152
Da&c#e&a$ Lea# 120
De Feice$ Rac#ee 2+
de @a-o Lerc#undi$ Iciar 14!
Demetriou$ "#eodosia 205
Dere9ianka$ Ae& 124
Dono#ue$ Oim 121$ 12+
%ast$ 4artin 141
%der$ .a-rina 20!
%rer$ Lynn 20+
Far#at$ Dima 2(
Farmer$ Frank 22
Fata#ipour$ 4aHid 30
Fay$ Ric#ard 1(+$ 120
Ferguson$ Care 102
Ferguson$ Gi-son 31
Fis#er$ 'nt#ony 32
FitEpatrick$ "ess 33$ 21$ 21!
Fetc#er$ @au 1!2
Foey$ Q&onne 35
Forey$ Gai 12(
Fo1$ .ue 34
Franson$ C#arotte 35
Frear$ Da&id 3!
Fuana$ Fataia +5
Fuyuno$ 4i#aru 3+
GaacEi$ %&eina 142
Gaie&$ '-ert 3($ 32
Gardner$ .#eena 132$ 12!
Gatti$ 4aria Cristina 40
Gi-ert$ 3oy 21+
Gkonou$ C#ristina 140
Gass$ Cordua 41
GnutEmann$ Caus 42
GonEXeE-Romero$ Luisa 133
Gra#am$ Ca-ert 142
Gra#am$ Ross 43
Green#ag#$ "ris#a 1+(
Gren5e$ 4ic#ae 25
Grims#a9$ "re&or 44
3aenko$ Ficoa 105
3ands$ @enny 45
3ar&ey$ .#aron 101
3ayas#i$ Quko 15!
3erradmn DgeE$ Ra5ae 14!
3H '-du 3amid$ Aa#iya# (5
3oiday$ 'drian 122
3orton$ 3een 20(
3o9ard$ .ara 14
3uettner$ Ouia 4!
3ump#reys$ Oane 2!
3unt$ Danie 4+
3ussey$ Ric#ard 4(
Iedema$ Rick 3
I9aniec$ Oanina 42
Oauddin$ 'E#ar (5
Oin$ Li1ian 1!1$ 1!3$ 1!4$
1!!
*aaHa$ @aua (!
*ama$ 'yes#a 50
*aneko$ 4ic#iko 51
*aneou$ ,asiiki 52
*aroua-,rikki$ Dimitra 53
*au5#od$ *at#rin 151
*a&air$ 4onika 54
*ey$ Fiam# 202
*#ac#an$ ,ictor 15+
*#eo&ic#ai$ Aaramee 5!
*iey$ Ric#ard 150$ 122
*nagg$ Oo#n 122
*nee-one$ Roger 1+!
*nig#t$ Da9n 5+
*ress$ Gunt#er 1+!
*uE-orska$ Irena 5(
Lai$ C#ia-C#un 52
Lam "sui %u$ .andra !0
Lam$ 4ar&in 12(
Langegger-Foakes$ )rsua !2
Larsen-Freeman$ Diane 1
Leung$ 'e1 3o-C#eong !1
Li$ 'ike 142
Li$ Li !3
Lin$ Qen-Liang 13!
Linn$ 'ndre9 !4
La&en$ Fucamendi 22
Linares$ 'na 144
245
Lo$ C#i#-Qu !5
Lorc#$ 4arHorie 1!(
Lo9$ Francis 12(
Lo9ie$ >ander 1+2
4ackey$ 'ison !!
4akad$ 3aad !+
4ann$ .te&e !2
4fntyf$ *atHa (!
4aria$ %ena 22
4asoodi$ .epide# 32$ +0
4att#iessen$ C#ristian 47I747 12(
4autner$ Gerinde +1
4cCart#y$ 4ic#ae 22
4cCoo$ 4att#e9 +2$ 210
4cGynn$ Caroine +3
4c*endry$ 4airkad 211
4eara$ @au 1+3
4emari 3anHani$ 'ireEa !3
4ercer$ @oy 152
4ide$ 'ndrea +4
4iton$ Oim 152
4irapei1$ Imma +5$ 212
4itc#e$ Ric#ard 4(
4itc#e$ Rosamond 142
4o#d$ Qassin .u-akir (5
4ok$ Oane +!
4ousta5a$ 3es#am ++
4uc#nik$ 4aka 213
4urakami$ *yoko 44
4urdoc#$ Oamie 1++
4uroya$ 'kiko 214
4urp#y$ Arona +(
4urp#y$ ,ictoria 15!$ 204
4urp#y$ ,ictoria '7 211
4usgro&e$ "imot#y +2
Fagasaka$ 'kemi (0
Fakamura$ %iko (1
Fakatsu#ara$ Fumiyo 14+
Fesi$ 3iary 12!$ 215
Fg$ ,eronica 1!!
Fickas$ Ric#ard (2
Fogami$ Qoko 143
Foto#ara$ Qos#iyuki (3
B#$ Aee Lim 1!3
Bkada$ "akes#i 134
BD.ui&an$ Ooan (4
Bt#man$ Karina (5
@ainter$ Care 123
@ama-Fa#ey$ 4aria +(
@a&iainen$ jsa (!
@an$ Qi-C#ing 14(
@apaIippou$ ,asiiki "itina (+
@ascua$ Irene 144
@aterson$ Laura ((
@eicer-.anc#eE$ 'na 15(
@epo9$ Da&id 1(2
@eters$ .te&en (2
@#ean$ Da&id 2!
@ickett$ 4artin 20
@ay5oot$ Da&id 33$ 21$ 21!
@ost$ Arec#tHe 22$ 142
@ot#in$ Dei&is 153
Suinn$ Gary 23
Ra-e$ Frank 42
RaHagopaan$ *ana&ii 24
RaEak$ Rogaya# ' 1!3$ 1!4
RaEi$ BEge 25
Rea-Dickins$ @auine 2!$ 150
Reissner-Rou-icek$ .op#ie 2+
RiEEa$ C#ris 2(
Ro-erts$ Ceia 12
Ro-inson$ Oonnie 21+
Rooke$ @au 22
Rosas$ 4aritEa 100
Rosk&ist$ 'nneies 101
Russe$ Oi 1+(
.aa-ank$ Ouia 102
.ater-D&orak$ 3ania 154
.anc#eE$ '0uiino 103
.ato$ Qoko 104
.c#auer$ Gia '7 105
.c#midt$ %aine 22
.engupta$ "it#i 145
.erag$ 'dam 10!$ 21(
.#a#$ .#eena !!
.#a9$ .ara % 1+(
.ie#$ Qu-c#eng 10+
.impson$ Oames 122
.kidmore$ Da&id 44
.mit#$ *e&in 1!!
.mit#$ Fick 212
.mit#$ Ric#ard 10($ 122
.ong$ 3ee-Oeong 220
.ong$ Oongmin 102
.ong$ *at#erine 110
.tacey$ *aren 101
.9ann$ Ooan 1(4
.9inge#urst$ De-ora# 1+2
.y&a$ *at#y 204
.Ea-m Giinger$ %sEter 111
.EcEepanska->oc#$ Ooanna 112
"agarei$ *aityn !!
"amai$ *en 221
"atE$ Dietmar 113
"eng$ 3uei-C#un 222
"eo$ @eter 223
"reCers-Daer$ Oeanine 152
"sai$ Qa-C#in !5$ 114
"sai$ Qi-Oen 115
"sang-3ao *e 55
&an Keeand$ 3ide 11!
,erspoor$ 4arHoiHn 1+4
,iana$ ,ander 135
,ida$ *arina 11+
>aker$ Crayton 11(
>ater$ Cat#erine 122
>an$ >an 112
>ang$ C#en-yin 120
>ang$ \iao0ing 224
>eir$ Cyri 122
>est$ Donna 51
>#iteey$ .ara 1(3
>id$ *ate 45
>id$ *at#rin 121
>iiams$ .#irey 4(
>iis$ 4artin 1!0
>ingate$ )rsua 122
>oan$ Lim 3ui 1!4
>oodin$ Oane 13+
>ray$ 'ison 123
Qamas#ita$ Ounko 124
Qamas#ita$ Rika 125
Qang$ 3ongyan 12!
Qassine$ .ouryana 12+
Qu$ Guo1ing 150
Qu$ Siu5en 13(
Quen C#ee$ *eong (5
K#ang$ Oian 224
K#ang$ Oinrui 12(
K#eng$ Sun 122
K#ou$ \iao9ei 1(+
24!