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Joint AAAL and ACLA/CAAL Conference ▪ Congrès conjoint AAAL et ACLA/CAAL

Table of Contents

Table des matières

Welcome Messsages ▪ Messages d’accueil ....................................................................................... 2Conference Committee & Volunteers ▪ Comité du programme et bénévoles ..................................... 5American Association for Applied Linguistics ...................................................................................... 9Canadian Association of Applied Linguistics ▪ Association canadienne de linguistique appliquée ..... 10Call for Papers ▪ Appel de communications ........................................................................................ 12Special Events ▪ Événements spéciaux .............................................................................................. 14Exhibitors ▪ Exposants ........................................................................................................................ 18Fundraising ▪ Campagne de fi nancement ........................................................................................... 19Award Recipients ▪ Lauréats ............................................................................................................... 20The Program Book ▪ Programme ........................................................................................................ 22Map ▪ Plan ........................................................................................................................................... 23Schedule Planning Grid ▪ Calendrier de planifi cation .......................................................................... 24Session Details ▪ Informations sur les sessions Saturday Morning ▫ Matinée - samedi .................................................................................... 32 Saturday Afternoon ▫ Après-midi - samedi ............................................................................. 42 Sunday Morning ▫ Matinée - dimanche .................................................................................. 49 Sunday Afternoon ▫ Après-midi - dimanche ........................................................................... 56 Monday Morning ▫ Matinée - lundi ......................................................................................... 63 Monday Afternoon ▫ Après-midi - lundi ................................................................................... 70 Tuesday Morning ▫ Matinée - mardi ....................................................................................... 77 Tuesday Afternoon ▫ Après-midi - mardi ................................................................................. 84Abstracts ▪ Résumens Plenary Sessions ▫ Sessions plénières .................................................................................. 91 Invited Colloquia ▫ Symposiums invités ................................................................................. 97 Colloquia ▫ Symposiums ........................................................................................................ 107 Papers ▫ Communications ...................................................................................................... 123 Posters ▫ Affi chages ............................................................................................................... 164Index of Presentations by Strand ▪ Index des présentations par volet thématique ............................. 170Index .................................................................................................................................................... 171

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Welcome Messages

Messages d’accueil

From the President of AAAL▫▪▫

Mot du président de l’AAAL

On behalf of the American Association for Applied Linguistics, I welcome you to our annual meeting in Montreal which bringstogether students and scholars who research, teach, and practice the interdiscipline of Applied Linguistics. Like all AAAL meetings, the Montreal conference is a great meeting place for ideas and for colleagues from many countries, and this year we are especially fortunate to hold it in conjunction with our colleagues in the Canadian Association of Applied Linguistics. Although a geographical border divides Canada from the United States, applied linguists on both sides share common interests and the research of our Canadian colleagues especially in the fi elds of bilingualism, psycholinguistics, motivation, immersion education, and classroom discourse, is well known.

This conference, held in the second largest French-speaking city in the world, also focuses our attention on applied linguistic research done on and in French. And given the hegemony of English in the United States, attention to other languages is of the fi rst importance for American applied linguists. In 2005, AAAL hosted the World Congress of Applied Linguistics, this year’s conference is in Montreal, and in 2007 we will meet in Costa Mesa, California, where the conference will focus onapplied linguistic research in Spanish-speaking communities and research published in Spanish. Through this series ofmeetings, we plan to provide forums for our members to disseminate the best research on and in these major languages and their communities of speakers. I know that this joint AAAL/CAAL conference will help us do just that, and the bilingual city of Montreal is a wonderful place to do it.

Richard Young

Au nom de l’American Association for Applied Linguistics, je vous souhaite la bienvenue à Montréal à l’occasion de notre congrès annuel où se réunissent des étudiants et deschercheurs actifs dans le domaine interdisciplinaire de lalinguistique appliquée. À l’instar de toutes les réunions de l’AAAL, le congrès de Montréal constitue un extraordinaire carrefour d’idées en raison de la présence de collègues de plusieurs pays, et cette année nous avons la chance de le tenir conjointement avec nos collègues de l’Association canadienne de linguistique appliquée. Malgré la frontière géopolitique séparant le Canada et les États-Unis, les spécialistes de la linguistique appliquée des deux côtés partagent de nombreux intérêts, et les recherches de nos collègues canadiens,notamment dans les champs du bilinguisme, de lapsycholinguistique, de la motivation, de l’immersion et de l’analyse du discours, sont bien connues chez nous.

Ce congrès, qui a lieu dans la deuxième plus grande ville d’expression française au monde, attirera notre attention sur la recherche en linguistique appliquée concernant le français et menée dans la langue de Molière. Et, compte tenu de l’hégémonie de l’anglais aux États-Unis, l’attention portée aux autres langues revêt une grande importance pour les spécialistes américains de la linguistique appliquée. En 2005, l’AAAL a été l’hôte du 14e Congrès mondial de linguistique appliquée, le congrès de cette année a lieu à Montréal et, en 2007, nous nous réunirons à Costa Mesa, en Californie, où le congrès traitera tout particulièrement de la recherche faite dans les communautés hispanophones et publiée en espagnol. À la faveur de cette série de rencontres, nous entendons procurer à nos membres des forums où faire connaître les meilleures recherches menées dans et sur ces langues importantes et leurs communautés de locuteurs. Je suis plus que convaincu que ce congrès conjoint AAAL/ACLA nous aidera à réaliser ces objectifs et que la ville bilingue de Montréal est l’endroit idéal pour y arriver.

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Welcome Messages


Dear conference participants:

First-time events are always exciting and this fi rst jointconference co-hosted by AAAL and CAAL is no exception. We are delighted to welcome you to Montreal, a city withundeniable appeal for avid applied linguists and with indelible joie de vivre that promises to please just about everyone. We warmly thank Carol Chapelle, 2006 Program Chair, for so competently overseeing the tremendous amount of organization that hasculminated in what promises to be a memorable conference, and for so enthusiastically, right from the get-go, embracing the idea of a joint conference with CAAL. This is a dream come true for CAAL.

CAAL was fortunate to receive fi nancial assistance from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Department of Canadian Heritage for expenses related to this joint conference. We are grateful for this federal government funding, which has greatly facilitated our collaboration with AAAL.

We would be remiss if we did not acknowledge that one of our goals in co-hosting with AAAL is to enhance CAAL’s international profi le. We hope that this conference will spark your interest in CAAL and that you will consider joining and attending future CAAL conferences. In 2007, our conference will be held inSaskatoon June 1-3, featuring Fred Genesee, Lucille Mandin, and Bonny Norton as invited plenary speakers, and invited col-loquia organized by Hossein Nassaji on form-focused instruction and by Sylvie Roy and Miles Turnbull on teacher education initiatives for French as a second language.

CAAL is pleased to invite you to a wine-and-cheese reception on Sunday evening. Please drop by to mingle with both CAAL and AAAL members, and, should you feel so inclined, to practice both of Canada’s offi cial languages.

From the Co-Presidents of CAAL▫▪▫

Mot des co-présidents de l’ACLA

À tous nos estimés congressistes,

Les premières sont toujours enivrantes. Et ce premier congrès tenu conjointement par l’AAAL et l’ACLA ne fait pas exception à la règle. Nous sommes enchantés de vous accueillir à Montréal, une ville qui n’est certes pas sans attraits pour des spécialistes en linguistique appliquée sans mentionner sa réputée joie de vivre indélébile qui saura plaire à toutes et à tous. Nous ne saurions remercier assez chaleureusement Carol Chapelle, présidente du Congrès 2006, pour avoir pris en charge avec une compétence toujours confi rmée l’énorme travail d’organisation qui aura permis la tenue d’un congrès dont on sait déjà qu’il sera mémorable. Nous lui savons gré également d’avoir d’entrée de jeu repris à son compte, avec unenthousiasme qui ne s’est jamais démenti, l’idée d’un congrès conjoint avec l’ACLA.

L’ACLA a eu la chance de recevoir une aide fi nancière duConseil de recherches en sciences humaines du Canada (CRSH) et de Patrimoine Canada pour couvrir les frais de planifi cation et de promotion de ce congrès conjoint. Nous sommes très reconnaissants de ces subventions du gouvernement fédéral, lesquelles ont grandement facilité notre collaboration avec l’AAAL.

Nous nous en voudrions d’oublier de réitérer que l’un des buts que nous poursuivons en organisant ce congrès de pair avec l’AAAL est de rehausser la notoriété internationale de l’ACLA. Nous espérons que ce congrès stimulera votre intérêt pour l’ACLA et que vous adhérerez à l’Association et participerez à ses futurs congrès. En 2007, notre congrès aura lieu àSaskatoon du 1er au 3 juin. Fred Genesee, Lucille Mandin et Bonny Norton ont accepté d’y donner des conférences à l’occasion des sessions plénières tandis que Hossein Nassaji y organisera un symposium sur l’enseignement centré sur la forme et que celui pris en charge par Sylvie Roy et Miles Turnbull portera sur des projets de formation des enseignants de français langue seconde.

L’ACLA est heureuse de vous convier à une réception vin et fromage dimanche soir. Vous pourrez en profi ter pour rencontrer les membres de l’AAAL et de l’ACLA et, si le cœur vous en dit, mettre en pratique votre connaissance des deux langues offi cielles du Canada.

Sharon Lapkin Roy Lyster

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Welcome Messages


From the Conference Chair▫▪▫

Mot de la présidente du Congrès

It is my great privilege to welcome you to the 2006 Joint Conference of the American Association for Applied Linguistics and Association canadienne de linguistique appliquée /Canadian Association of Applied Linguistics. On behalf of North American members of AAAL and ACLA/CAAL, I extend a warm welcome to participants who have traveled far to join us on this special occasion in Montreal. Bienvenue à Montréal!

I know we all feel fortunate to have this opportunity to visit Montreal. Over the past two years I have had the pleasure of witnessing the expression of delight appear on the faces of AAAL members when I mentioned the location of the 2006 conference. I have also been fortunate to have had the opportunity to work with the co-presidents of ACLA/CAAL, Sharon Lapkin and Roy Lyster, throughout the planning of the conference—an experience that gives me great hope for the process of international collaboration!

I am grateful to Sharon and Roy for initiating the idea of a joint conference and carrying it through with impeccable effi ciency and zeal. I also thank the rest of the program committee—Paul Angeles, Viviana Cortes, Volker Hegelheimer, and Linda Harklau— and the local chairs—Laura Collins and Walcir Cardoso. For support behind the scenes, I am grateful to the Department of English and Program in Linguistics at Iowa State University and to Lily Compton, Bethany Ekle Gray, and Robert Ranieri.

We always come to our applied linguistics conferences with great anticipation and leave with inspiration, ideas, and new connections. This year promises to be better than ever!

C’est pour moi un grand privilège que de vous souhaiter la bienvenue au Congrès conjoint 2006 de l’American Association for Applied Linguistics et de l’Association canadienne delinguistique appliquée /Canadian Association of AppliedLinguistics. Au nom de tous les membres nord-américains de la l’AAAL et de l’ACLA/CAAL, je tiens tout particulièrement à souligner la présence parmi nous de celles et ceux qui ont parcouru de grandes distances pour se joindre à nous en cette occasion spéciale. Bienvenue à Montréal !

Je sais que nous nous sentons tous chanceux d’avoir cetteoccasion de visiter Montréal. Au cours des deux dernièresannées, j’ai eu le plaisir d’observer l’expression d’enchantement sur les visages des membres de l’AAAL lorsque je leurapprenais l’endroit où se tiendrait le Congrès 2006. J’ai eu également le plaisir de travailler à la planifi cation du congrès avec les co-présidents de l’ACLA/CAAL, Sharon Lapkin et Roy Lyster — une expérience qui me donne beaucoup d’espoir quant aux perspectives de collaboration internationale !

Je suis reconnaissante à Sharon et Roy pour avoir lancé l’idée de tenir un congrès conjoint et de l’avoir menée à bien avec une effi cacité et un zèle qui ne se sont jamais démentis. Je voudrais également remercier les autres membres du comitéorganisateur—Paul Angeles, Viviana Cortes, Volker Hegelheimer et Linda Harklau— ainsi que les présidents locaux—Laura Collins et Walcir Cardoso. Et enfi n, pour tout l’appui qu’ils nous ont apporté, je tiens à exprimer ma reconnaissance au département d’anglais et au programme de linguistique de l’université Iowa State et à Lily Compton, Bethany Ekle Gray et Robert Ranieri.

Nous arrivons toujours à nos congrès de linguistique appliquée avec beaucoup d’enthousiasme et en repartons inspirés, la tête pleine d’idées et nos carnets d’adresses bien garnis. Cetteannée, cela promet d’être plus vrai que jamais !

Carol A. Chapelle

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Conference Committee & Volunteers

Comité du programme et bénévoles

Conference Chair Présidente du congrès

Carol A. Chapelle, Iowa State University, US

Local Chairs Organisateurs locaux

Walcir Cardos, Concordia University, Canada Laura Collins, Concordia University, Canada

Program Committee Comité du programme

Paul Angelis, Southern Illinois University, US Viviana Cortes, Iowa State University, US Volker Hegelheimer, Iowa State University, US Linda Harklau, University of Georgia, US Sharon Lapkin, Ontario Institute for Studies in Education of the University of Toronto, Canada

French Language Coordinators Coordonnateurs-volet francophone

Roy Lyster, McGill University, Canada Gladys Jean, Université du Québec à Montréal, Canada

Session Chair Coordinator Coordonnateurs-présidence des sessions

Paul Angelis, Southern Illinois University, US

Exhibits Coordinator Coordonnateur de l’exposition

Linda Harklau, University of Georgia, US

Promotions

Francis Hult, University of Pennsylvania, US Shannon Sauro, University of Pennsylvania, US

Program Assistant Assistante au programme

Bethany Ekle Gray, Iowa State University, US

AAAL Awards Committees Jury - Prix de l’AAAL

Graduate Student Travel Scholarship Prix pour présentations faites par des étudiants

Jodi Eisterhold, Chair, Georgia State University, US Kristy Beers-Fagersten, Saarland University, Germany Andrea DeCapua, New York University, US Virginia LoCastro, University of Florida, US Carol Chapelle, Ex-Offi cio/EC Liaison, Iowa State University, US

Distinguished Service & Scholarship Award Prix de l’excellence

Zoltán Dörnyei, Chair, University of Nottingham, UK Patsy Duff, University of British Columbia, Canada Scott Jarvis, Ohio University, US William Grabe, Northern Arizona State University, US Jim Lantolf, Ex-Offi cio/EC Liaison, Pennsylvania State University, US

CAAL Awards Committee Jury - Prix de l’ACLA

CMLR Award for Student Travel Prix de la RCLV pour des présentations effectuées par des étudiants

Larry Vandergrift, University of Ottawa, Canada Tracy Derwing, University of Alberta, Canada

AAAL Business Offi ce Bureau commercial de l’AAAL

Robert Ranieri, Prime Management Services, US

Program Book Designer Conceptrice du programme

Bethany Ekle Gray, Iowa State University, US

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Neil J. Anderson, Brigham Young University, UT, USFrançoise Armand, Université de Montréal, CanadaDwight Atkinson, Temple University, JapanJulie Auger, Indiana University, USTheresa Austin, University of Massachusetts, Amherst, USBrian Baer, Kent State University, USFrancis Bangou, Université du Maine, FranceAnnice Barber, University of California, Los Angeles, USFederica Barbieri, Northern Arizona University, USRobert Bayley, The University of Texas at San Antonio, USKristy Beers Fägersten, Saarland University, GermanyDiane Belcher, Georgia State University, USNancy Bell, Indiana University of Pennsylvania, USDiana Berkowitz, Queensborough Community College - The City University of New York, USJoel Bloch, Ohio State University, USHélène Blondeau, University of Florida, USGalina Bolden, Rutgers University, USDominique Brillanceau, Portland State University and Portland Community College, USSteven Brown, Youngstown State University, USJack Burston, University of Cyprus, CyprusMicheline Chalhoub-Deville, University of North Carolina at Greensboro, USCraig Chaudron, University of Hawai’i, USLiying Cheng, Queen’s University, CanadaTom Cobb, Université du Québec à Montréal, CanadaKimMarie Cole, State University of New York Fredonia, USLaura Collins, Concordia University, Montréal, CanadaUlla Connor, Indiana University-Purdue University Indianapolis, USDavid Coupland, Carleton University, CanadaEniko Csomay, San Diego State University, USCatherine Evans Davies, University of Alabama, USEster de Jong, University of Florida, Gainesville, USAndrea DeCapua, New York University, USRobert DeKeyser, University of Maryland, USTracey Derwing, University of Alberta, CanadaBryan Donaldson, Indiana University, USDan Douglas, Iowa State University, USPatricia Duff, University of British Columbia, CanadaJoan Findlay Dunham, Borough of Manhattan Community College, The City University of New York, USWilliam E. Dunn, University of Alberta, CanadaDeise Dutra, Universidade Federal de Minas Gerais, BrasilDiana Eades, University of New England, AustraliaAmanda Edmonds, Indiana University, USCostanza Eggers, Harvard University, USMiriam Eisenstein Ebsworth, New York University, USMuhammad Usman Erdösy, Carleton University, CanadaGisela Ernst-Slavit, Washington State University, USKathy Escamilla, University of Colorado, US

Cesar Felix-Brasdefer, Indiana University, USRobert Fischer, Texas State University, USDebbie Folaron, Concordia University, Montréal, CanadaCynthia Fox, State University of New York Albany, USWendy Fraser, Carleton University, Canada and College of the North Atlantic-QatarPatricia Friedrich, Arizona State University, USElizabeth Gatbonton, Concordia University, Montréal, CanadaMeg Gebhard, University of Massachusetts, Amherst, USKimberly Geeslin, Indiana University, USDiana Geisler, University of Colorado, USGuillaume Gentil, Carleton University, CanadaMileidis Gort, University of Connecticut, USRobert Griffi n, Oklahoma City University, USMarie-Josée Hamel, Dalhousie University, CanadaZhaoHong Han, Teachers College, Columbia University, USDavid Ian Hanauer, Indiana University of Pennsylvania, USLinda Harklau, University of Georgia, USMarzieh Hassantafaghodatari, University of Ottawa, CanadaMargaret Hawkins, University of Wisconsin-Madison, USAgnes He, The State University of New York-Stony Brook, USJohn Hedgcock, Monterey Institute of International Studies, USPeter Heffernan, University of Lethbridge, CanadaVolker Hegelheimer, Iowa State University, USJohn Hellermann, Portland State University, USRena Helms-Park, University of Toronto, CanadaChristina Higgins, University of Hawai’i, USEli Hinkel, Seattle University, USAlan Hirvela, Ohio State University, USSeiko Horibe, Emory University, USNancy H. Hornberger, University of Pennsylvania, USMarlise Horst, Concordia University, CanadaThom Hudson, University of Hawai’i, USDiane Huot, Université Laval, CanadaSunny Hyon, California State University, San Bernardino, USJoan Jamieson, Northern Arizona University, USScott Jarvis, Ohio University, USGladys Jean, Université du Québec à Montréal, CanadaJulian Jefferies, Boston College, USMihyon Jeon, York University, CanadaNan Jiang, Georgia State University, USDavid Johnson, Kennesaw State University, USJessie Kapper, Elon University, USDorothy Kenny, Dublin City University, IrelandMasaki Kobayashi, Kanda University of International Studies, JapanEmi Kobayashi, Kyoai Gakuen College, JapanKeiko Koda, Carnegie Mellon, USRyuko Kubota, University of North Carolina at Chapel Hill, USMarc Lafontaine, Université Laval, CanadaUsha Lakshmanan, Southern Illinois University, US

Strand Coordinators ▪ Coordonnateurs des volets thématiques

Abstract Readers ▪ Lecteurs des résumés

Theresa Austin, University of Massachusetts, Amherst, USKathleen Bardovi-Harlig, Indiana University, USLynne Bowker, University of Ottawa, CanadaMaría Estela Brisk, Boston College, USAndrew D. Cohen, University of Minnesota, USSusan Conrad, Portland State University, USJodi Eisterhold, Georgia State University, USNick Ellis, University of Michigan, USJanna Fox, Carleton University, Canada

Trude Heift, Simon Fraser University, CanadaRick Kern, University of California, Berkeley, USRoy Lyster, McGill University, CanadaPaul Kei Matsuda, University of New Hampshire, USLourdes Ortega, University of Hawai‘i, USRobert A. Papen, Université du Québec à Montréal, CanadaThomas Ricento, University of Texas, San Antonio, USLarry Vandergrift, University of Ottawa, CanadaJane Zuengler, University of Wisconsin, US

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Abstract Readers ▪ Lecteurs des résumésJuliet Langman, University of Texas-San Antonio, USSharon Lapkin, OISE/University of Toronto, CanadaBatia Laufer, University of Haifa, IsraelClaire-Helene Lavigne, Université d’Ottawa, CanadaSara Laviosa, Università degli Studi di Bari, ItalyAnne Lazaraton, University of Minnesota, USEna Lee, University of British Columbia, CanadaJohn Levis, Iowa State University, USVirginia LoCastro, University of Florida, USHeather Lotherington, York University, CanadaAlison Mackey, Georgetown University, USCatherine Mareschal, University of Ottawa, CanadaAya Matsuda, University of New Hampshire, USHiram Maxim, Georgetown University, USTracey McHenry, Eastern Washington University, USTim McNamara, The University of Melbourne, AustraliaElizabeth Miller, University of Wisconsin-Madison, USBrian Morgan, York University, CanadaTerry Nadasdi, University of Alberta, CanadaHossein Nassaji, University of Victoria, CanadaGayle Nelson, Georgia State University, USKim Noels, University of Alberta, CanadaNeal Norrick, Saarland University, GermanyJohn Norris, University of Hawai’i, USMaeve Olohan, University of Manchester, UKDavid Olsher, San Franciso State University, USLee Osterhout, University of Washington, USRebecca Oxford, University of Maryland, UST. Sima Paribakht, University of Ottawa, CanadaLisa Patel Stevens, Boston College, USAneta Pavlenko, Temple University, USJ. Scott Payne, The Pennsylvania State University, USMartine Peters, Université du Québec à Montréal, CanadaRobert Phillipson, Copenhagen Business School, DenmarkJenefer Philp, University of Auckland, New ZealandLucy Pickering, Georgia State University, USFatima Pirbhai-Illich, University of Massachusetts, USFrançois Poiré, University of Western Ontario, CanadaDeborah Poole, San Diego State University, USJames Purpura, Teachers College, Columbia University, USJean Quirion, Université du Québec en Outaouais, CanadaBen Rampton, Kings College, London, UKLeila Ranta, University of Alberta, CanadaStefanie Rehn Jordan, Pennsylvania State University, USDudley Reynolds, University of Houston, USTom Ricento, University of Texas, San Antonio, USKeith Richards, University of Warwick, UKEllen Rintell, Salem State, USMark Roberge, San Francisco State University, USRoda Roberts, University of Ottawa, CanadaPeter Robinson, Aoyama Gakuin University, JapanMarian Rossiter, University of Alberta, CanadaKevin Rottet, Indiana University, USSylvie Roy, University of Calgary, Canada

Joan Rubin, Joan Rubin Associates, USPaul Russell, Indiana University, USBetsy Rymes, University of Georgia, USTom Salsbury, Washington State University, USGillian Sankoff, University of Pennsylvania, USMela Sarkar, McGill University, CanadaElena Schmitt, Southern Connecticut State University, USRob Schoonen, University of Amsterdam, NetherlandsJean Schultz, University of California Santa Barbara, USMathias Schulze, University of Waterloo, CanadaJohn Schumann, University of California Los Angeles, USGladys Scott, William Paterson University, USNorman Segalowitz, Concordia University, CanadaRobin Shoaps, University of Massachusetts, Amherst, USElana Shohamy, Tel Aviv University, IsraelMeryl Siegal, Laney College, USDaphnée Simard, Université du Québec Montréal, CanadaSelma K. Sonntag, Humboldt State University, USTom Stritikus, University of Washington, USJohn Swales, University of Michigan, USChris Tardy, DePaul University, USElaine Tarone, University of Minnesota, USCarrie Taylor-Hamilton, University of the Incarnate Word, USJeff Tennant, University of Western Ontario, CanadaPierrette Thibault, Université de Montréal, CanadaRon Thomson, University of Alberta, CanadaSteve Thorne, The Pennsylvania State University, USAgustina Tocalli-Beller, OISE/University of Toronto, CanadaF. V. Tochon, University of Wisconsin, Madison, USNatasha Tokowicz, University of Pittsburgh, USKelleen Toohey, Simon Fraser University, CanadaPaul Toth, University of Wisconsin-Madison, USMiles Turnbull, University of Prince Edward Island, CanadaCarolyn Turner, McGill University, CanadaKathleen Tyner, The University of Texas at Austin, USSharon Ulanoff, California State University, Los Angeles, USGuadalupe Valdes, Stanford University, USMargaret van Naerssen, Immaculata University, USStephanie Vandrick, University of San Francisco, USRoberta Vann, Iowa State University, USLorrie Verplaetse, Southern Connecticut State University, USPaige Ware, Southern Methodist University, USSara Weigle, Georgia State University, USJoanna White, Concordia University, CanadaTerry Wiley, Arizona State University, USJohn Williams, University of Cambridge, UKDonald Winford, Ohio State University, USPaula Winke, Michigan State University, USRuth Wodak, Lancaster University, UKJean Wong, The College of New Jersey, USWayne E. Wright, University of Texas, San Antonio, USYoungjoo Yi, University of Alabama, USXiaoye You, Pennsylvania State University, USEve Zyzik, Michigan State University, US



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Volunteers ▪ Bénévoles



Juan Abrile, McGill University, CanadaMahmoud Amer, Indiana University of Pennsylvania, USSharon Avni, New York University, USSouha Ayed, Concordia University, CanadaKhaled Barkaoui, University of Toronto, CanadaCarole Blackburn, McGill University, CanadaChristiane Blaser, Université Laval, CanadaMalek Boudaoud, Concordia University, CanadaPatricia Brosseau-Liard, McGill University, CanadaAdcharawan Buripakdi, Indiana University of Pennsylvania, USCarolina Cambre, University of Alberta, CanadaZhaohui Chen, University of South Florida, USPi-Yu Chiang, McGill University, CanadaAnna Chigogidze, Concordia University, CanadaHsien-Jen Chin, University of Illinois, Urbana-Champaign, USAnita Chose, University of Wisconsin - Milwaukee, USJulie Byrd Clark, OISE/University of Toronto, CanadaDawn Cleary, Concordia University, CanadaMaria G. Contente, Concordia University, CanadaCynthia Dery, Concordia University, CanadaLaura Digiorgio Scott, University of Wisconsin - Milwaukee, USGiuseppina D’Onofrio, Concordia University, CanadaSara Downs, Concordia University, CanadaDeborah Dubiner, Carnegie Mellon University, USCatherine Durand, Concordia University, CanadaEmily Duvall, The Pennsylvania State University, USCandace Farris, Concordia University, CanadaFei Fei, Michigan State University, USAvital Feuer, York University, CanadaCristina Garabito, Concordia University, CanadaCharles Gibbs, Concordia University, CanadaLoretta Gillis, Concordia University, CanadaDebra Gobine Jeremie, Concordia University, CanadaJoleen Hanson, University of New Hampshire, USYuria Hashimoto, University of California, Los Angeles, USHeidi Hawkins, Concordia University, CanadaBradley Horn, Northern Arizona University, USJunko Imai, OISE/University of Toronto, CanadaTalia Isaacs, McGill University, CanadaJesús Izquierdo, McGill University, CanadaSheila Johnson, University of Alberta, CanadaMagdi Kandil, Georgia State University, USSarita Kennedy, McGill University, CanadaJean Kim, University of British Columbia, CanadaStephanie H. Kim, University of California, Los Angeles, USTaesung Kim, California State University, Los Angeles, USMin Kim, Carleton University, CanadaMin Sook Kim, University of Wisconsin - Milwaukee, USMi-Young Kim, University of British Columbia, CanadaUte Knoch, University of Auckland, New Zealand

Frances Koese, Concordia University, CanadaChun Lai, Michigan State University, USJennifer Lareau, Concordia University, CanadaFushun Le, Iowa State University, USEunhee Lee, Indiana University, USMarna Lew, McGill University, CanadaChi Nin Li, University of British Columbia, CanadaShaofeng Li, Michigan State University, USRaquel Llama, Concordia University, CanadaAnnina Loeffl er, Carleton University, CanadaStephanie Magny, Concordia University, CanadaMonique Mainella, Concordia University, CanadaMary Ellen Mason, Concodia University, CanadaGabriela Muriel, Université de Montréal, CanadaKristina Nagy, University of Stirling, UKHeike Neumann, McGill University, CanadaFagbamila Olufemi Ayobami Marianna Paccione, Concordia University, CanadaIon Passere, Concordia University, CanadaLia Plakans, University of Iowa, USAnastasia Polosukhina, San Diego State University, USDiane Potts, University of British Columbia, CanadaJeongsoo Pyo, The Ohio State University, USD. Victoria Rau, Providence University, TaiwanRobin Roots, Michigan State University, USMadra Rose, Indiana University, USMehmet Sahin, Iowa State University, USMasatoshi Sato, McGill University, CanadaXingsong Shi, University of Texas, San Antonio, USJudit Simo, Oklahoma State University, USEsther Smidt, University of Minnesota, USJuYoung Song, Ohio State University, USJosee St-Marseille, Concordia University, CanadaNoriko Sugimori, Boston University, USZafar Syed, University of Toronto, CanadaTosh Tachino, Iowa State University, USNobuaki Takahashi, University of Iowa, USSarah Jane Trohimchuk, University of Alberta, CanadaPei Ju Tsai, Columbia University, USGolda Tulung, University of Ottawa, CanadaIra Turculet, Concorida University, CanadaMelanie Villeneuve, McGill University, CanadaErica Vukmanic, Concordia University, CanadaNicholas Walker, Concordia University, CanadaSandra Zappa-Hollman, University of British Columbia, CanadaCristina Zara, Concordia University, CanadaYanhui Zhang, Carnegie Mellon University, USYing Zhang, University of Maryland, USYuan Zhang, Concordia University, Canada

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American Association for Applied Linguistics

The American Association for Applied Linguistics (AAAL) was founded in 1977 as a professional organization of scholars working in the multi-disciplinary fi eld of applied linguistics. AAAL members engage in principled approaches to language-related issues such as language education, acquisition and loss, bilingualism, discourse analysis, literacy, rhetoric and stylistics, language for special purposes, psycholinguistics, second and foreign language pedagogy, language assessment, and language policy and planning.

For information about AAAL activities and membership, including the 2007 conference in Costa Mesa, California, April 21-24, please visit the AAAL Website at www.aaal.org.

The 2005-2006 Executive Committee is comprised of the following:

President Richard F. Young, The University of Wisconsin-Madison, US First Vice-President Carol A. Chapelle, Iowa State University, US Second Vice-President Kathleen Bardovi-Harlig, Indiana University, US Secretary/Treasurer Craig Chaudron, The University of Hawai’i at Manoa, US Past President James Lantolf, Pennsylvania State University, US Member at Large Diane Larsen-Freeman, University of Michigan, US Member at Large Linda Harklau, University of Georgia, US Member at Large Lourdes Ortega, The University of Hawai’i at Manoa, US

The AAAL Business Offi ce is managed by Robert Ranieri, who can be reached at the following location:

Address P.O. Box 361806 Birmingham, AL 35236-1806 Telephone 205-824-7700 Fax 205-823-2760 Email [email protected]

Thank you to past presidents of AAAL: 2004-2005 James Lantolf 2003-2004 Richard Schmidt 2002-2003 Margie Berns 2001-2002 William Grabe 2000-2001 Patricia Carrell 1999-2000 Patsy Lightbown 1998-1999 Merrill Swain 1997-1998 Mary McGroarty 1996-1997 Elinor Ochs 1995-1996 Jodi Crandall 1994-1995 Clair Kramsch 1993-1994 Robert B. Kaplan 1992-1993 Sandra Savignon 1991-1992 Elaine Tarone

1990-1991 Leslie Beebe 1989-1990 Lyle Bachman 1988-1989 Jacquelyn Schachter 1987-1988 Susan Gass 1986-1987 Dell Hymes 1985-1986 Courtney Cazden 1984-1985 Braj B. Kachru 1983-1984 Thomas Scovel 1982-1983 Betty Wallace Robinett 1981-1982 Muriel Saville-Troike 1980-1981 Eugene Briere 1979-1980 Roger Shuy 1978-1979 Wilga Rivers

10


Canadian Association of Applied Linguistics

Association canadienne de linguistique appliquée

The Canadian Association of Applied Linguistics (CAAL) held its fi rst conference in 1969 and then became offi cially incor-porated in 1978—the year it hosted the AILA Congress in Montreal. CAAL has since been active in promoting research and teaching activities related to applied linguistics across Canada including the learning and teaching of fi rst, second, and other languages as well as computer-assisted language learning and computer-mediated communication.

CAAL is a bilingual organization with more than 200 members from across Canada and elsewhere. Sharon Lapkin (University of Toronto, Canada) and Roy Lyster (McGill University, Canada) are supported in their role as co-Presidents by the following Executive Council members:

Past President Steve Carey, University of British Columbia, Canada First Vice-President Sylvie Roy, University of Calgary, Canada Second Vice-President Laura Collins, Concordia University, Canada Secretary Alysse Weinberg, University of Ottawa, Canada Treasurer Gladys Jean, Université du Québec à Montréal, Canada Member-at-Large Monique Bournot-Trites, University of British Columbia, Canada Editor Hélène Knoerr, University of Ottawa, Canada

CAAL’s two main activities are its annual conference and the biannual publication of the Canadian Journal of Applied Linguistics. This year’s joint AAAL/CAAL conference marks the fi rst time that CAAL has co-hosted a conference with its American counterpart. Apart from such special events, CAAL usually holds its annual conference, with papers in both English and French, in conjunction with the Canadian Congress of Humanities and Social Sciences in late May, early June. The University of Saskatchewan in Saskatoon will host the 2007 conference, to which CAAL extends a warm invita-tion to all AAAL members.

Co-edited by Hélène Knoerr and Susan Parks, The Canadian Journal of Applied Linguistics publishes articles in both English and French dealing with various aspects of applied linguistics: mother tongue and second language teaching, fi rst and second language acquisition, bilingual education, sociolinguistics, language planning, sociology of language, psycho-linguistics, literacy, applied phonetics, translation/terminology, and multimedia and language teaching. Members of the journal’s Editorial Advisory Board are:

Carol Chapelle Gisèle Chevalier Vivian Cook Michèle de Courcy Françoise Gadet Brian Gill Diane Huot Normand Labrie Thierry Lancien Raymond Mougeon Clémence Préfontaine Eta Schneidermann Joanna White

You can visit CAAL’s website at http://www.aclacaal.org/ for more information about submission guidelines and also about becoming a CAAL member. The annual membership fee of only $75 CAD includes a subscription to the journal and special conference registration rates.

11


Canadian Association of Applied Linguistics

Association canadienne de linguistique appliquée

L’Association canadienne de linguistique appliquée (ACLA) a tenu son premier congrès en 1969 et a été offi ciellement constituée en personne morale en 1978, année où l’association a été l’hôte du congrès de l’AILA à Montréal. Depuis cette date, l’ACLA a œuvré à la promotion de la recherche et de l’enseignement reliés à la linguistique appliquée partout au Canada. Quelques domaines visés par l’Association sont l’apprentissage et l’enseignement de la langue première, seconde et autre, ainsi que l’apprentissage et la communication assistés par ordinateur.

L’ACLA est une organisation bilingue qui compte plus de 200 membres au Canada et dans d’autres pays. Sharon Lapkin et Roy Lyster sont épaulés dans leur rôle de co-présidents par les membres suivants du bureau de direction :

président sortant Steve Carey, University of British Columbia, Canada première vice-présidente Sylvie Roy, University of Calgary, Canada deuxième vice-présidente Laura Collins, Concordia University, Canada secrétaire Alysse Weinberg, Université d’Ottawa, Canada trésorière Gladys Jean, Université du Québec à Montréal, Canada membre associée Monique Bournot-Trites, University of British Columbia, Canada rédactrice de la RCLA Hélène Knoerr, Université d’Ottawa, Canada

Les deux activités principales de l’ACLA sont son congrès annuel et la publication bi-annuelle de la Revue canadienne de linguistique appliquée. Cette année, le congrès que l’ACLA tiendra conjointement avec son homologue américain, l’American Association for Applied Linguistics, est une première pour celle-ci. En temps normal, l’ACLA tient son congrès annuel, avec des présentations en anglais et en français, en même temps que celui de la Fédération canadienne des sciences humaines, à la fi n mai ou au début de juin. L’Université de la Saskatchewan à Saskatoon sera l’hôte du congrès de 2007, auquel l’ACLA invite chaleureusement tous les membres de l’AAAL. La Revue canadienne de linguistique appliquée, co-éditée par Hélène Knoerr et Susan Parks, publie des articles en anglais et en français ayant trait à des aspects variés de la linguistique appliquée : enseignement de la langue maternelle et de la langue seconde, acquisition de la langue première et seconde, éducation bilingue, sociolinguistique, aménage-ment linguistique, sociologie du langage, psycholinguistique, littératie, phonétique appliquée, traduction/terminologie, et multimédia et enseignement de la langue. Les membres du comité consultatif à la rédaction sont :

Carol Chapelle Gisèle Chevalier Vivian Cook Michèle de Courcy Françoise Gadet Brian Gill Diane Huot Normand Labrie Thierry Lancien Raymond Mougeon Clémence Préfontaine Eta Schneidermann Joanna White

Vous pouvez visiter le site Internet de l’ACLA à http://www.aclacaal.org/ pour consulter le guide à l’intention des auteurs d’articles et trouver de l’information sur la façon de devenir membre. Les frais d’adhésion annuels sont de 75 $ CA, et ils incluent un abonnement à la revue ainsi que des taux réduits pour l’inscription au congrès annuel.

12


CALL FOR PROPOSALS Submission deadline: September 18, 2006

The 2007 conference of the American Association for Applied Linguistics (AAAL) will be held April 21-24 at the Hilton in Costa Mesa, California. Nationally and internationally, the AAAL conference has a reputation as a comprehensive and stimulating language conference. The 2007 AAAL conference will serve as a meeting place for applied linguists to generate ideas, cross disciplinary boundaries, and disseminate research about issues and concerns in language policy, second language acquisition, language pedagogy and assessment, discourse analysis, and other disciplinary areas of applied linguistics.

AAAL is known for its in-depth colloquia and paper sessions, topical and thought-provoking plenaries, excellent book exhibits, and plentiful opportunities for networking. In 2007 the conference will feature a special strand on Spanish in the United States and will offer the opportunity to present and listen to papers in Spanish, learn about the latest developments in applied linguistics, and experience the beauty of Southern California. We hope you will consider sharing your work at AAAL in Costa Mesa.

The submission of abstracts and refereeing process will be carried out through the AAAL web submission system. Proposals are welcome in English and in Spanish in the following topic strands:

• Analysis of discourse and interaction • Assessment and evaluation• Bilingual, immersion, heritage, and language minority education• Language and ideology • Language and learner characteristics • Language and technology • Language cognition and brain research • Language, culture, socialization, and pragmatics• Language maintenance and revitalization• Language, planning, and policy • Reading, writing, and literacy • Second and foreign language pedagogy • Second language acquisition, language acquisition, and attrition • Sociolinguistics • Spanish in the United States• Text analysis (written discourse)

• Translation and interpretation

PROPOSALS

Proposals are invited for individual papers, posters, and colloquia in English and Spanish. Abstracts for all presentation formats should be submitted for blind peer review at the following website:

http://www.aaal.org/aaal2007

Call for Papers

Appel de communications

13


Call for Papers

Appel de communications

CANADIAN ASSOCIATION OF APPLIED LINGUISTICSANNUAL CONFERENCE

in conjunction with the Congress of Humanities and Social SciencesJune 1-3, 2007

ASSOCIATION CANADIENNE DE LINGUISTIQUE APPLIQUÉECONGRÈS ANNUEL

au sein du Congrès des sciences humainesdu 1er au 3 juin 2007

UNIVERSITY OF SASKATCHEWANSaskatoon, Saskatchewan

Plenary Speakers - Sessions plénières• FRED GENESEE (McGill University)

o Bilingual First Language Acquisition: Exploring the Human Capacity for Language Learning

• LUCILLE MANDIN (University of Alberta)o Transmettre le fl ambeau : l’avenir de l’enseignement des langues secondes est entre nos mains !

• BONNY NORTON (University of British Columbia)o Textual Identities and Literacy Education

Invited Symposia - Symposiums invités• HOSSEIN NASSAJI (University of Victoria)

o Form-focused Interaction and Second Language Acquisition

• SYLVIE ROY (University of Calgary) & Miles Turnbull (University of Prince Edward Island)o Questions actuelles en formation des enseignant(e)s du FLS

SUBMISSION DEADLINE FOR PROPOSALS: November 15, 2006

DATE DE SOUMISSION DES PROPOSITIONS : le 15 novembre 2006

Abstract requirements - Format des propositions : http://www.aclacaal.org/

14


Special Events

Événements spéciaux

Opening Reception and Presidents Reception

▫▪▫Réception d’ouverture et Réception du Président

Other Receptions ▫▪▫

Autres réceptions

An Opening Reception and a Presidents Reception are planned to provide opportunities to meets other conference attendees on Saturday, June 17 and Monday, June 19 18:30 – 19:30 on the Terrace at the Hyatt. The Saturday reception will celebrate the opening of the Joint AAAL-ACLA-CAAL Conference. The Monday evening reception honors past, present and future AAAL and ACLA/CAAL presidents. Saturday, June 17, 2006 ▪ 18:45 – 19:45 ▪ Terrace and Monday, June 19, 2006 ▪ 18:30 – 19:30 ▪ Terrace

Une Réception d’ouverture et une Réception du Président sont prévus pour donner l’occasion aux participants de se rencontrer et d’échanger. Ces événements auront lieu respectivement le samedi 17 juin et le lundi 19 juin de 18 h 30 à 19 h 30 sur la terrasse de l’hôtel Hyatt. La cérémonie du samedi marquera le début du congrès conjoint de l’AAAL-ACLA-CAAL alors que celle du lundi honorera les présidents sortants, actuels et futurs tant de l’AAAL que de l’ACLA/CAAL. Le samedi 17 juin 2006 ▪ 18 h 45 – 19 h 45 ▪ Terrasse et Le lundi 19 juin 2006 ▪ 18 h 30 – 19 h 30 ▪ Terrasse

On Sunday evening (June 18), participants are invited to sample from three evening receptions.

Les participants sont conviés à trois réceptions qui auront lieu le dimanche soir (18 juin).

CAAL Wine and Cheese Reception. All registered conference participants are invited to this reception hosted by the Canadian Association of Applied Linguistics. A relaxed atmosphere will allow AAAL and CAAL members to mingle and get acquainted in either of Canada’s offi cial languages. In addition to a cash bar, a selection of Canadian and imported cheeses will be provided along with fruit, nuts, and fancy breads. A range of music recorded by francophone performers from Canada will be featured to set the mood for that certain je ne sais quoi… Sunday, June 18, 2006 ▪ 18:30 – 20:00 ▪ Salon des Arts, Été des Indiens, Terrace, & Bar Area

Réception vin et fromage de l’ACLA . Tous les congressistes inscrits sont conviés à cette réception organisée par l’Association canadienne de linguistique appliquée. Dans une ambiance détendue, les membres de l’AAAL et de l’ACLA pourront faire connaissance et échanger dans l’une ou l’autre des langues offi cielles du Canada. Outre les boissons disponibles au bar payant, les convives pourront déguster une sélection de fromages canadiens et importés de même que des fruits, des noix et des pains de fantaisie. Un choix de pièces musicales enregistrées par des artistes francophones du Canada contribuera à conférer à la soirée une ambiance toute montréalaise… Le dimanche18 juin 2006 ▪ 18 h 30 – 20 h 00 ▪ Salon des Arts, Été des Indiens, sur la terrasse et autour du bar

Multilingual Matters Reception. Multilingual Matters would like to invite all friends and colleagues to join us to celebrate over 25 years of publishing dedicated to furthering the cause of multilingualism and linguistic diversity for all, and to look forward to the next 25 years of independent publishing. Sunday, June 18, 2006 ▪ 18:30 – 19:30 ▪ Alfred-Rouleau A

Réception organisée par Multilingual Matters. La maison d’édition Multilingual Matters invite tous les participants au congrès à se joindre à ses artisans pour célébrer plus de 25 ans d’activités d’édition vouées à la promotion du multilinguisme et de la diversité linguistique pour tous, et à discuter avec eux des perspectives d’avenir de l’édition indépendante. Le dimanche 18 juin 2006 ▪ 18 h 30 – 19 h 30 ▪ Alfred-Rouleau A

Learning and Teaching Scotland Reception This reception introduces delegates to PhraseBox™ – a new resource for teachers and students of language. PhraseBox™ enables users to retrieve patterns of language usage from a large corpus of current English. PhraseBox™ has been developed to Professor John Sinclair’s de-sign by Learning and Teaching Scotland, a national public body sponsored by the Scottish Executive Education Department, which supports the development of education in Scotland. Sunday, June 18, 2006 ▪ 18:30 – 19:30 ▪ Alfred-Rouleau C

Réception de l’organisme gouvernemental Learning and Teaching Scotland. Cette réception permettra aux congressistes de découvrir PhraseBoxMC – une nouvelle ressource destinée aux enseignants et aux étudiants en langues. PhraseBoxMC permet à ses utilisateurs de puiser des structures d’énoncés parmi un important cor-pus d’anglais contemporain. PhraseBoxMC a été développé sous la direction du professeur John Sinclair par Learning and Teaching Scotland, un organisme public national rattaché au ministère de l’éducation de l’Écosse. Le dimanche 18 juin 2006 ▪ 18:30 – 19:30 ▪ Alfred-Rouleau C

15


Special Events


Poster Sessionsand Book Launch

▫▪▫Communications par

affi chage et lancementsde livres

Highlighted Colloquia ▫▪▫

Symposiums à ne pas manquer

Awards Presentations ▫▪▫

Présentations des prix

A new collection of posters will be displayed each day in Salon des Arts starting at 12:45 and ending after the evening plenary. Each day the poster session will begin with a book launch, where new books in applied linguistics will be featured. Book authors will be present from 12:45-1:00 and poster presenters will be available to discuss their work during the lunch break, from 12:45 to 14:00. Please stop by to check out the new volumes in applied linguistics and then take a walk through the poster display area, read the posters, and stop to talk with the authors. Daily ▪ beginning at 12:45 ▪ Salon des Arts

Une nouvelle série d’affi chages sera présentée chaque jour à partir de 12 h 45 jusqu’à la fi n de la session plénière. Chaque nouvelle série s’amorcera avec un lancement mettant en vedette des titres en linguistique appliquée. Les auteurs seront sur place de 12 h 45 à 13 h et les présentateurs d’affi ches seront présents pour discuter de leurs travaux pendant la pause repas de 12 h 45 à 14 h. Vous êtes conviés à jeter un coup d’œil sur les nouvelles parutions dans le domaine de la linguistique appliquée et à déambuler dans l’aire des communica-tions par affi chage, à lire les affi ches et à discuter avec les chercheurs. Tous les jours ▪ à partir de 12 h 45 ▪ Salon des Arts

In addition to the featured colloquia described on pages 97-106, please note the following attractions:

Outre les symposiums décrits aux pages 97-106, veuillez noter les événements suivants :

AAAL/ILTA Joint Session. Robert DeKeyser and James Purpura bring together specialists in SLA research and in language testing research to discuss how assessments can be better informed by language acquisition theory, and how theoretical progress requires better assessment. Half of the presentations will approach the questions from the SLA angle, and half from the assessment angle. Saturday, June 17, 2006 ▪ 8:15 – 12:30 ▪ Grand Salon B

In Honor of John Swales. Ann Johns has convened scholars from across the globe to honor John M. Swales, the most infl uential fi gure in the emergence of modern English for Specifi c Purposes, and an important contribu-tor to genre and discourse analysis, corpus linguistics, and English language teaching for the past 30 years. Saturday, June 17, 2006 ▪ 8:15 – 11:15 ▪ Salon des Arts

La question de la norme du français oral au Québec. Robert A. Papen organise un symposium pour faire le point sur la question de ce que pourrait être ou devrait être la « norme » du français oral au Québec. Les résultats des plus récentes recherches sur la question seront présentés et discutés, suivis d’une synthèse des débats. Lundi, 19 juin, 2006 ▪ 8:15 – 11:15 ▪ Salon des Arts

A Language Learning Round Table Colloquium. Kees de Bot brings together researchers to discuss the dynamic aspects of language development in a colloquium intended to explore the possible contribution of a new set of theories dealing with complex systems (Chaos/Complexity/Dynamic Systems theories). Tuesday, June 20, 2006 ▪ 8:15 – 11:15 and 2:00 – 5:00 ▪ Alfred-Rouleau A

The Distinguished Scholarship and Service Award will be presented to Professor Andrew D. Cohen, University of Minnesota by Richard Young, AAAL President at the Opening Ceremony on Saturday, June 17, 2006 from 17:15 to 17:45 in the Grand Salon. In addition, the following awards will be presented: the AAAL Graduate Student Travel Awards (by Jodi Eisterhold), the AAAL Solidarity Awards (by Viviana Cortes), and the Canadian Modern Language Review Graduate Student Awards (by Larry Vandergrift).

Le Prix de l’Excellence sera remis au professeur Andrew D. Cohen, de l’université du Minnesota, par Richard Young, président de l’AAAL à l’occasion de la cérémonie d’ouverture qui aura lieu le samedi 17 juin 2006 de 17 h 15 à 17 h 45 dans le Grand Salon. En outre, les prix suivants seront présentés : Prix de l’AAAL pour présentations effectuées par des étudiants (par Jodi Eisterhold), les Prix Solidarité de l’AAAL (par Viviana Cortes), et les prix de la Revue canadienne des langues vivantes pour des présentations par des étudiants (par Larry Vandergrift).

16


Special Events


Professional ServiceSessions

▫▪▫Sessions de services

professionnels

Job Announcement Board ▫▪▫

Babillard d’offres d’emplois

Each Professional Service Session provides a forum for connecting individuals with similar interests. This year participants are invited to choose among fi ve sessions.

Chaque session de services professionnels constitue un lieu où des personnes partageant les mêmes intérêts peuvent se rencontrer et échanger. Cette année, les participants peuvent choisir parmi cinq sessions.

Is Positive Testing Washback Possible? Rod Broecker ([email protected]) hosts a session devoted to test washback. Discussion will be organized around comments from a panel of professionals who address some issues concerning washback. The fl oor will be opened to attendees for questions and comments. Re-freshments will be served. Saturday, June 17, 2006 ▪ 19:45 – 21:30 ▪ Alfred-Rouleau A

Editors Describe Publishing in Applied Linguistics Journals. Sally Sieloff Magnan ([email protected]) has organized a forum for explaining the publishing process to prospective authors in applied linguistics journals. Editors of 18 international journals in applied linguistics describe their policies and practices, including submis-sion and editorial guidelines, acceptance rates, what reviewers look for, and the publication process. Questions welcome. The panel discussion will be followed by opportunities to talk with individual editors at tables. A hand-out with journal descriptions and editor contact information will be provided. Saturday, June 17, 2006 ▪ 19:45 – 21:30 ▪ Alfred-Rouleau B

Second AAAL Systemic Functional Linguistics Crackerbarrel. The North American Systemic Functional Linguistics Association is sponsoring small, informal discussion groups addressing aspects of the systemic functional model and some of its applications to practical problems. Some of the topics which may be discussed include: language and education, second language development, the language of autism, ape language, text/discourse analysis, appraisal, and the textual metafunction. Light refreshments provided by Equinox Publishing Company. Everyone is welcome (for more information contact Peter H. Fries ([email protected])). Sunday, June 18, 2006 ▪ 18:30 – 21:30 ▪ Alfred-Rouleau A

Meet our Related Organizations. This session brings together several professional organizations that share common interests with AAAL in research on second and foreign language learning and teaching. Following a general introduction by the President and Past President of AAAL, a representative of each organization will describe the scope of activities carried out under its sponsorship, paying particular attention to recent initiatives as well as special opportunities the organization provides for the development of young scholars and any educa-tional and social advocacy programs it may support. Richard F Young, President, AAAL ([email protected]) will be presiding. For more information, contact James Lantolf, past president, AAAL ([email protected]). Sunday, June 18, 2006 ▪ 19:30 – 21:30 ▪ Picardie and Monday, June 19, 2006 ▪ 19:30 – 21:30 ▪ Picardie What is “TIRF”? MaryAnn Christison ([email protected]) will explain the funding opportunities available through TIRF, The International Research Foundation for English Language Education (formerly the TESOL International Research Foundation), whose goal is to generate empirical research on language education and to infl uence policy makers with the research fi ndings (see also TIRF’s website at www.tirfonline.org). Monday, June 19, 2006 ▪ 19:30 – 21:30 ▪ Alfred-Rouleau B

A notice board, located in Jeanne-Mance, is provided for job announcements. Postings that appear on this bulletin board are not reviewed or endorsed by the Executive Committee of AAAL or ACLA/CAAL but are made available only as a service for the private exchange of information

Un babillard, situé dans la salle Jeanne-Mance, a été prévu pour l’affi chage d’offres d’emplo. Les offres d’emploi qui y sont affi chées n’ont pas été revues ni endossées par le Bureau de direction de l’AAAL ou de l’ACLA/CAAL. Leur affi chage est vu comme un moyen de faciliter l’échange privé d’informations.

17


Special Events


Invited Breakfasts for Graduate Students

▫▪▫Petits-déjeuners-causeries

pour étudiants diplômés

Graduate Student Networking Room

▫▪▫Salon des étudiants

diplômés

Meetings ▫▪▫

Assemblées

As part of AAAL’s mission to provide networking opportunities for graduate students, we are pleased to provide them with the chance to meet and engage in informal discussions with leading applied linguists Sunday, June 18, 2006 and Monday, June 19, 2006 from 7:00 to 8:00 in Salon des Arts. The following applied linguists have agreed to host these table discussions: Patricia Duff, Guy Cook, Kees de Bot, Patsy Lightbown, Mary McGroarty, Vijay Bhatia, Suresh Caranajah, Ulla Connor, Lourdes Ortega, Diane Larsen-Freeman, and Pauline Rea-Dickins. Attendance at these sessions is restricted to those who have registered for them. Those interested in this event but who have not already registered should inquire about availability at the conference registration area. Sunday, June 18 and Monday, June 19, 2006 ▪ 7:00 – 8:00 ▪ Salon des Arts

Dans le cadre de la mission de l’AAAL de procurer aux étudiants diplômés des occasions de réseautage, nous sommes heureux de leur fournir la possibilité de rencontrer et d’engager des discussions informelles avec d’éminents spécialistes en linguistique appliquée. Ces rencontres auront lieu le dimanche 18 juin et le lundi 19 juin de 7 h à 8 h au Salon des Arts. Les linguistes suivants ont accepté de participer à ces causeries : Patricia Duff, Guy Cook, Kees de Bot, Patsy Lightbown, Mary McGroarty, Vijay Bhatia, Suresh Caranajah, Ulla Connor, Lourdes Ortega, Diane Larsen-Freeman et Pauline Rea-Dickins. La participation à ces sessions est réservée aux personnes inscrites. Les personnes intéressées non encore inscrites devraient se présenter au comptoir d’enregistrement pour s’enquérir s’il reste des places. Le dimanche 18 juin et le lundi 19 juin 2006 ▪ 7 h – 8 h ▪ Salon des Arts

Graduate students are invited to gather informally 8:30 – 22:00 Saturday through Monday and 8:30 – 17:00 on Tuesday in the Lorraine room. Students are invited to set the agenda or to meet with no set agenda.

Les étudiants diplômés pourront se rencontrer sur une base informelle entre 8 h 30 et 22 h du samedi au lundi et entre 8 h 30 et 17 h le mardi à la salle Lorraine. Les étudiants sont encouragés à s’y donner rendez-vous ou à s’y rendre à l’improviste.

AAAL Open Meeting of the Rules and Regulations Committee. The AAAL Rules and Resolutions Committee will hold its open meeting during the lunch break (12:30 – 14:00) on Sunday, June 18, in Grand Salon A immediately following the morning plenary session. At this meeting, you have the opportunity to participate in discussions of importance to AAAL members and the larger community.

AAAL Business Meeting. Members of AAAL will want to be present for the Annual General Meeting on Monday, June 19 from 12:30 to 14:00 in Grand Salon A, where you will hear reports of the year’s activities and can contribute to the governance of your association. This participation includes voting on any proposals brought forward by the Rules and Resolutions Committee.

CAAL/ACLA General Meeting of the Membership. All CAAL members are encouraged to attend its annual business meeting to discuss annual reports presented by the co-presidents, secretary, treasurer, and the nominating committee. Updates on CAAL s membership drive, revised constitution, and plans for the 2007 CAAL conference in Saskatoon will also be presented for discussion.

Assemblée générale de l’ACLA/CAAL. Tous les membres de l’ACLA sont conviés à participer aux travaux de son assemblée générale annuelle pour la discussion et l’adoption des rapports annuels présentés par les co-présidents, la secrétaire, la trésorière et le comité des désignations. De brefs rapports sur la campagne d’adhésions de l’ACLA, la révision des statuts et l’organisation du congrès de 2007 à Saskatoon serontégalement soumis à la discussion.

MLJ Editorial Board Meeting. Closed meeting of the Modern Language Journal Editorial Board. Lunch provided. Monday, June 19, 2006 ▪ 12:30 – 14:00 ▪ Touraine

18


Exhibitors

Exposants

Location and Hours ▪ Emplacement et horaire

The publishers’ display of books and journals is located in Jeanne-Mance. Exhibits will be open as follows:

Saturday, June 17 12:00 - 17:25

Sunday, June 18 8:00 - 17:10

Monday, June 19 8:00 - 17:10

Tuesday, June 20 8:00 - 17:00

Exhibitor Listing ▪ Liste des exposants

Bedford / St. Martin’sBlackwell PublishersCambridge University PressCenter for Applied LinguisticsContinuum International Publishing Group Ltd.Defense Language Institute Foreign Language CenterEquinox Publishing Ltd.Georgetown University PressGuerin Editeur Ltee.Jag PublicationsLinguistics OnlineMcGraw Hill Higher EducationMultilingual MattersNCSALLOxford University PressPalgrave – McmillanPearson EducationRoutledgeUniversity of Michigan PressWalter de Gruyter

Sunday only / Dimanche seulementLearning and Teaching Scotland

Institutional Members of AAAL ▪ Membres institutionnels de l’AAAL

Boston Learning Systems Pte LtdBrigham Young UniversityCarnegie Mellon UniversityCenter for Applied LinguisticsCentral Connecticut State UniversityEducational Testing ServiceGeorgia State UniversityIowa State UniversityMichigan State UniversityNorthern Arizona UniversityPurdue UniversitySaint Mary’s UniversitySaint Michael’s CollegeSan Francisco State UniversitySan Jose State UniversityStamford Language CenterThe Pennsylvania State UniversityThe TESOL Training CentreUniversity of California, Los AngelesUniversity of Hawai`i at ManoaUniversity of OregonUniversity of ReadingUniversity of SydneyUniversity of ToledoUniversity of UtahWorld Learning: School for International TrainingWright State UniversityYork University

Sponsors ▪ Parrains

Cambridge University Press (Gold)John Benjamins Publishing CompanyMultilingual Matters (Gold)

19


Fundraising Campaigns

Campagne de financement

Fund for the Future of Applied Linguistics

The Fund for the Future of Applied Linguistics (FFAL) plan has a goal to raise an endowment fund to support graduate students who will attend AAAL annual meetings. At a time of rising expenses for graduate study, it is important that the Applied Linguistics profession offer unique growthopportunities for outstanding students, who will be the future of our profession. The FFAL endow-ment was funded by a two-year public campaign that ran from 2001 to 2003. Having reached the goal of $100,000 for this fund-raising campaign, the fund provides $6,000 every year, supporting up to 6 travel awards each year, including:

The Educational Testing Service Graduate Student Travel Award The Multilingual Matters Graduate Student Travel Award

Contributions are still gratefully received. To contribute to the FFAL, please visit:http://www.aaal.org/ffal.html

AILA Solidarity Award Donors

The goal of the Association internationale de linguistique appliquée (AILA) Solidarity Award Fund (SAF) is to raise an endowment fund to support scholar to attend AILA meetings (held every three years). These awards are for scholars whose papers are accepted for presentation at the confer-ence, but who are from parts of the world where economies make it diffi cult, if not prohibitive, for them to travel to the conference. These individuals are the future of our profession and will be the leaders in Applied Linguistics in their countries. The goal of $50,000 for this fundraising campaign would provide funds for this purpose. Actual fund-raising will continue up until the 2008 AILA Con-gress in Essen, Germany.

To learn more about SAF or make a contribution, please visit:http://www.aila.info/about/awards.htm

20


Award Recipients

Lauréats

AAAL Distinguished Service and Scholarship Award ▪ Prix de l’excellence de l’AAAL

Winner of the 2006 Award ▪ Lauréat du prix 2006

Andrew D. Cohen University of Minnesota, US

Professor Cohen will receive the award during the Opening Ceremony, Saturday, June 17, 17:15-17:45, in the Grand Salon.

He will present a paper on Monday, June 18,10:10-11:15, in Salon des Arts.

How to succeed at language learning when really trying: Secrets my applied linguist told me The talk will consider tips that an informed applied linguistics researcher/practitioner might impart to language learners who are eager to become comfortably multilingual and want to maintain that ability over a lifetime. What it means to be savvy consumers of target language instruction (i.e., learners who choose the approach to language instruction that is best suited to their individual needs) will be the point of departure for the talk. Then, we will look at the role of language learner strategies in target language development. Special emphasis will be given to learner strategies for developing pragmatic ability in high-stakes situations and to means for obtaining genuine benefi t from technological advances in the fi eld.

Past Winners of the Award and Site of the AAAL Conference ▪ Lauréats des années précédentes et lieu du Congrès de l’AAAL

William Grabe 2005 Madison, Wisconsin

Merrill Swain 2004 Portland, Oregon

G. Richard Tucker 2003 Arlington, Virginia

Susan Gass 2002 Salt Lake City, Utah

Jodi Crandall 2001 St. Louis, Missouri

Shirley Brice-Heath 2000 Vancouver, British Columbia

Roger Shuy 1999 Stamforn, Connecticut

Robert Kaplan 1998 Seattle, Washington

Courtney Cazden 1997 Orlando, Florida

Charles Ferguson 1996 Atlanta, Georgia

AAAL Solidarity Award

The AAAL Solidarity Award is a travel scholarship intended for scholars participating in the conference program from parts of the world where economies make it diffi cult to travel to a conference in North America. This year, three scholarships were awarded:

Linda Gentry El-Dash Universidade Estadual de Campinas, Brazil Judit Kormos Eötvös Loránd University, Hungary Oladipo Salami Obafemi Awolowo University, Nigeria

21


Award Recipients

Lauréats

CMLR Student Presentation Awards ▪ Prix de la RCLV pour des présentations effectuées par des étudiants

Kyoko Baba Ontario Institute for Studies in Education of the University of Toronto, Canada Khaled Barkaoui Ontario Institute for Studies in Education of the University of Toronto, Canada Ping Deters Ontario Institute for Studies in Education of the University of Toronto, Canada Martin Guardado University of British Columbia, Canada Tae-Young Kim Ontario Institute for Studies in Education of the University of Toronto, Canada Ibtissem Knouzi Ontario Institute for Studies in Education of the University of Toronto, Canada Josée Makropoulos Ontario Institute for Studies in Education of the University of Toronto, Canada Jérémie Seror University of British Columbia, Canada Ron Thomson University of Alberta, Canada

AAAL Graduate Student Travel Awards ▪ Prix de l’AAAL pour présentations faits par des étudiants

This highly competitive award supports two M.A. students and four Ph.D. students for travel to--and participation in--AAAL/AILA conferences. M.A. awardees receive $600 and a waiver of conference registration fees, and Ph.D. recipients are awarded $800 and a waiver of conference registration fees. Two of the six awards, the ETS Graduate Student Travel Scholarship and the Multilingual Matters Graduate Student Travel Scholarship, are awarded to the two top-ranked Ph.D. student applicants. The following scholars received the 2006 awards:

Ph.D. Students ETS Graduate Student Travel Scholarship Ute Knoch University of Auckland, Australia Multilingual Matters Graduate Student Scholarship Ena Lee University of British Columbia, Canada

Younghee Sheen University of Nottingham, UK Panos Athanasopoulos University of Essex, UK

M.A. Students Maureen Vanessa Reyes Corea University of Ottawa, Canada Masatoshi Sato McGill University, Canada

The Canadian Modern Language Review/Revue Canadienne des Langues Vivantes Board of Directors provided a grant of $4,500 to provide travel funding for graduate students of applied linguistics to attend the 2006 joint AAAL/ACLA/CAAL conference in Montreal. Eligible candidates were students at a Canadian university who had been accepted to present a paper or poster at the conference. The Editors of the CMLR/RCLV journal ad-judicated the applications on the basis of the students’ previous track records, the academic merit of the abstracts, and letters of reference. The CMLR/RCLV Board is delighted to have had the opportunity to support several scholars. The Editors were impressed with the high quality of the applicants’ work. The fol-lowing scholars received the 2006 award:

Le conseil d’administration de la Revue Canadienne des Langues Vivantes / Canadian Modern Language Review a fourni une subvention de 4 500 $ pour couvrir les frais de transport d’étudiants diplômés en linguistique appliquée désireux de par-ticiper au congrès conjoint 2006 de l’AAAL/ACLA/CAAL à Mon-tréal. Pour être éligibles, les candidats devaient être inscrits à une université canadienne et leur proposition de communication écrite ou par affi chage devait avoir été acceptée. Les éditeurs de la RCLV / CMLR ont évalué les applications sur la base du dossier de l’étudiant, de la qualité du résumé de leur commu-nication et des lettres de référence fournies. Le conseil de la RCLV / CMLR est heureux d’avoir eu cette occasion de soutenir le travail de plusieurs universitaires. Les éditeurs ont été plus qu’impressionnés par la haute qualité des travaux des candidats. Les universitaires suivants sont récipiendaires du prix 2006 :

22


The schedule pages that follow give you information about the place and time of each presentation and indicate the strand (area of interest) to which the abstract was submitted. To the extent possible, sessions of individual papers bring together papers in one strand or, in some cases, papers from different strands that are topically related. Information about how to contact presenters is included with the abstracts. In addition, there is an alphabetical index of presenters at the back of this book, as well as an index of presentations by strand.

Please be aware that some changes may have been made to the program schedule since it went to the printer in early May. It is highly recommended that you pick up a copy of the daily update sheet at the registration desk before going to the sessions. Also check the signs outside each room for notifi cation of changes.

Les pages horaires qui suivent vous donnent tous les renseigne-ments sur l’heure et le lieu de chaque présentation et identifi ent le champ d’intérêt auquel l’auteur du résumé a associé sa communication. Dans la mesure du possible, les sessions de communications individuelles réunissent plusieurs communica-tions autour d’un même champ d’intérêt ou, dans certains cas, des communications dans des champs d’intérêt différents mais sur de sujets reliés. Les renseignements sur comment entrer en contact avec les présentateurs accompagnent les résumés. De plus, vous trouverez à la fi n de ce livre un index alphabétique de présentateurs de même qu’un index des présentations classées par champ d’intérêt.

Sachez que certains changements ont pu être apportés à l’horaire depuis son impression au début du mois de mai. Nous vous recommandons donc de prendre une copie de la feuille de mise à jour quotidienne au comptoir d’enregistrement avant de vous rendre aux sessions. Veuillez aussi consulter les affi chages à l’entrée de chaque salle pour prendre connaissance de tout changement éventuel.

The Program Book

Programme

Finding Your Way Around the Program ▪ Pour bien organiser votre participation au congrès

These abbreviations are used throughout the program to reference the strand names.

Les abréviations suivantes sont utilisées dans le présent pro-gramme pour désigner les champs d’intérêt.

Strand Abbreviations ▪ Abréviations des volets thématiques

Please complete the conference evaluation form before leaving. Conference evaluations may be dropped off at the Registration area any time before 5:00 pm on Tuesday, June 20.

Nous vous demandons de bien vouloir remplir le formulaire d’évaluation du congrès avant de partir. Vous pourrez laisser votre évaluation au comptoir d’enregistrement au moment de votre choix avant 17 h mardi le 20 juin.

Conference Evaluations ▪ Évaluations du congrès

ASE ▪ MEV Assessment and evaluation ▪ Mesure et évaluationBIH ▪ BIP Bilingual, immersion, heritage, and language minority education ▪ Éducation bilingue, immersive, patrimoniale et minoritaireDIS Analysis of discourse and interaction ▪ Analyse du discours et interactionLAA ▪ AAL Language acquisition and attrition ▪ Acquisition et attrition de la langueCOG Language cognition and brain research ▪ Recherche sur le langage, la cognition et le cerveauLCS Language, culture and socialization ▪ Langue, culture et socialisationLID Language and ideology ▪ Langue et idéologieLLC ▪ LCA Language and learner characteristics ▪ Langue et caractéristiques de l’apprenantLPP ▪ APL Language, planning and policy ▪ Aménagement et politique linguistiquePED Second and foreign language pedagogy ▪ Pédagogie de la langue seconde et étrangèreRES ▪ REC Applied linguistics research methodology ▪ Méthodologie de recherche en linguistique appliquéeRWL ▪ LEL Reading, writing, and literacy ▪ Lecture, écriture et littératieSOC Sociolinguistics ▪ SociolinguistiqueTEC Language and technology ▪ Langue et technologieTXT Text analysis ▪ Analyse textuelleTRI Translation and interpretation ▪ Traduction et interprétation

23


Map

Plan

24


Schedule Planning Grid

Calendrier de planification

Saturday Morning, June 17 ▫▪▫ Matinée - samedi, 17 juin8:15 - 8:45 8:50 - 9:20 9:25 - 9:55 15-min.

break10:10 - 10:40 10:45 - 11:15 11:25 - 11:55 12:00 - 12:30 12:30 - 14:00

Lunch Break

Salon des ArtsInvited Colloquium: Johns

Poster Sessions& Book Launch(begin at 12:45)

Été des Indiens De Florio-Hansen PED

Polio PED Marshall Gray PED

Sawyer TRI Bolden DIS Mischler DIS

Jeanne-Mance Exhibits (open at 12:00)

Mont-Royal Computer Room (opens at 8:30)

Hospitalité Paxton DIS Morton DIS Smit DIS Fernandez-Gar-cia DIS

Unda DIS Cho DIS Sato DIS

Exécutif Kobayashi TEC

HansonTEC

ChenTEC

EllisCOG

Bandi-Rao COG

KwonLAA ▪ AAL

IsurinLCS

Argenteuil Cohen TEC Spada PED Yabuki-Soh PED

Yerian DIS Son DIS Waring DIS Achugar DIS

Auteuil A LafontaineLLC ▪ LCA

BrissaudLLC ▪ LCA

SabatierLLC ▪ LCA

ComptonLLC ▪ LCA

Swaverly Gardner

LLC ▪ LCA

PichetteLLC ▪ LCA

ChukLLC ▪ LCA

Auteuil B GarrettLLC ▪ LCA

BownLLC ▪ LCA

TakamiyaLLC ▪ LCA

GuilbaultLAA ▪ AAL

PratRES ▪ REC

Berthiaume BIH

QuirionLPP ▪ APL

Picardie A Appleby LCS Kiely LCS Lee LCS Artemeva LCS Deters LCS Gilbert LCS Willis Allen LCS

Picardie B Lee TXT Garcia-Bayonas

RES ▪ REC

BarkhuizenRES ▪ REC

HuRES ▪ REC

FlahiveRES ▪ REC

BowlesRES ▪ REC

YoshidaRES ▪ REC

Anjou A SahinLPP ▪ APL

DialloLPP ▪ APL

HultLPP ▪ APL

LehmilLPP ▪ APL

RosaLPP ▪ APL

TsaiLPP ▪ APL

FleischerLPP ▪ APL

Anjou B Cardoso SOC John SOC Roberts SOC Vann SOC Schauer SOC Nishino SOC Le SOC

Lorraine Graduate Student Networking Room

Vaudreuil Khalaf LID Salami LID Matarese LID

Motha LID Barletta LID Kandil LID Hallett LID

Alfred-Rouleau A Vandergrift PED

Hatasa PED Park PED Nassaji PED Grim PED Tode PED

Alfred-Rouleau B Tyler PED Kim PED Etherington PED

Burke PED Warford PED Miller PED Juffs PED

Alfred-Rouleau C CohenRWL ▪ LEL

GebhardRWL ▪ LEL

MooreRWL ▪ LEL

SuzukiRWL ▪ LEL

NakazawaRWL ▪ LEL

McCabeRWL ▪ LEL

ChengRWL ▪ LEL

Grand Salon Foyer Registration (open 8:00 - 12:00 and 13:00 - 17:00)

Grand Salon A Turnbull Colloquium ▪ BIH Ilieva LID McLaughlin LID

Grand Salon B AAAL/ILTA Joint Session: DeKeyser & Purpura

Grand Salon C Riley Colloquium ▪ LCS Van Deusen-Scholl TEC

Kitade TEC

25




Saturday Afternoon, June 17 ▫▪▫ Après-midi - samedi, 17 juin14:00 - 14:30 14:35 - 15:05 15:10-15:40 15-min.

break15:55 - 16:25 16:30 - 17:00 15-min.

break17:15 - 17:45 17:45 - 18:45

Salon des Arts Poster Sessions

Été des Indiens LazaratonASE ▪ MEV

OckeyASE ▪ MEV

OzgurASE ▪ MEV

So ASE ▪ MEV

DuvallASE ▪ MEV

Jeanne-Mance Exhibits (A limited amount of complementary refreshments will be offered each afternoon.)

Mont-Royal Computer Room

Hospitalité Noh DIS Choi DIS Kim DIS Kim DIS Park DIS

Exécutif Kristjansson TEC

Morgan TEC Kim TEC Lai TEC Tongpoon TEC

Argenteuil Lechuga LCS Schwartz LCS Simo LCS Myles LCS Jernigan PED

Auteuil A Carroll LCS Ibrahim LCS Smidt LCS Okamura LCS

Auteuil B MagnusLLC ▪ LCA

GunningLLC ▪ LCA

YinLLC ▪ LCA

NakayamaLLC ▪ LCA

Li LLC ▪ LCA

Picardie A MellowLAA ▪ AAL

McDonoughLAA ▪ AAL

JeonLAA ▪ AAL

KannoLAA ▪ AAL

LeeLAA ▪ AAL

Picardie B Hinrich DIS Chou DIS Takahashi DIS MorenoRES ▪ REC

MuraokaRES ▪ REC

Anjou A MayLPP ▪ APL

KubotaLPP ▪ APL

WangLPP ▪ APL

PlewsLPP ▪ APL

PerrowLPP ▪ APL

Anjou B Hur SOC Ikeda SOC Sugimori SOC Yotsukura DIS Hashimoto DIS


Vaudreuil DaigleRWL ▪ LEL

BlaserRWL ▪ LEL

ChartrandRWL ▪ LEL

NadeauRWL ▪ LEL

ShumRWL ▪ LEL

Alfred-Rouleau A Dahlman PED Hu PED Peters PED Liang PED Komiyama PED

Alfred-Rouleau B Tardy PED Kim PED WigglesworthPED

Gutierrez PED Yang PED

Alfred-Rouleau C Byrd Clark Colloquium ▪ LCS


Grand Salon A Nikolov Colloquium ▪ LLC ▪ LCA OpeningCeremony

▪Cérémonied’ouverture

OpeningPlenary:

Germain and Netten

Grand Salon B Invited Colloquium: Lyster and Lapkin

Grand Salon C Ramanathan Colloquium ▪ LID

Special Events ▫▪▫ Événements spéciaux18:45 - 19:45 19:45 - 21:30

Alfred-Rouleau A PSS: Is Positive Testing Washback Possible?

Alfred-Rouleau B PSS: Editors Describe Publishing in Applied Linguistics Journals

Terrace Opening Reception ▪ Réception d’ouverture

26




Sunday Morning, June 18 ▫▪▫ Matinée - dimanche, 18 juin8:15 - 8:45 8:50 - 9:20 9:25 - 9: 55 15-min.

break10:10 - 10:40 10:45 - 11:15 15-min.

break11:30 - 12:30 12:30 - 14:00

Lunch Break

Salon des Arts Distinguished Service & Scholarship Award: Cohen

Poster Sessions & Book Launch(begin at 12:45)

Été des Indiens Fei ASE ▪ MEV

KnochASE ▪ MEV

ErdősyASE ▪ MEV

LundeASE ▪ MEV

BarkaouiASE ▪ MEV

Jeanne-Mance Exhibits (Open at 8:00 am) (A continental breakfast will be offered in Jeanne-Mance in the morning.)

Mont-Royal Computer Room (opens at 8:30 am)

Hospitalité Markhee DIS Vickers DIS Koike DIS Kumagai DIS Ducar DIS

Exécutif Priego TEC Pino TEC Little TEC Gardner TEC Bloch TEC

Argenteuil EslamiRWL ▪ LEL

WattsRWL ▪ LEL

HamadaRWL ▪ LEL

SturmRWL ▪ LEL

van EnkRWL ▪ LEL

Auteuil A Kephart Colloquium ▪ LID

Auteuil B Kephart Colloquium ▪ LID

Picardie A Overstreet COG AthanasopoulosCOG

Kim COG Vandergriff TEC Shin TEC

Picardie B SheenLAA ▪ AAL

Kim LAA ▪ AAL SanchezLAA ▪ AAL

WagnerASE ▪ MEV

Liu ASE ▪ MEV

Anjou A Mihai LPP ▪ APL McGroarty LPP ▪ APL

LewLPP ▪ APL

ConnorRWL ▪ LEL

DelliCarpiniRWL ▪ LEL

Anjou B Helt SOC Hansen SOC AlarcónLAA ▪ AAL

WoolseyLAA ▪ AAL


Vaudreuil García FrazierBIH ▪ BIP

RivardBIH ▪ BIP

TominagaBIH ▪ BIP

HelmerBIH ▪ BIP

ShinBIH ▪ BIP

Alfred-Rouleau A Langman Colloquium ▪ RES ▪ REC

Alfred-Rouleau B McCormick PED Harris PED Bradley PED Han PED Borer LAA ▪ AAL

Alfred-Rouleau C Weaver PED Takahashi PED Adams PED Laufer PED


Grand Salon A

Kanno Colloquium ▪ PED Plenary: Sinclair

AAAL Open Meeting of

the Rules and Resolutions Committee

Grand Salon B Invited Colloquium: Huot

Grand Salon C Hood Colloquium ▪ DIS

Special Events ▫▪▫ Événements spéciaux7:00 - 8:00

Salon des Arts Graduate Student Breakfast

27




Sunday Afternoon, June 18 ▫▪▫ Après-midi - dimanche, 18 juin14:00 - 14:30 14:35 - 15:05 15:10 - 15:40 15-min.

break15:55 - 16:25 16:30 - 17:00 15-min.

break17:15 - 18:15


Été des Indiens MartinezASE ▪ MEV

ChengASE ▪ MEV

YoshizawaASE ▪ MEV

GrayASE ▪ MEV

DavisonASE ▪ MEV



Hospitalité Imai DIS Yanagisawa DIS LightbownLAA ▪ AAL

IzquierdoLAA ▪ AAL

Exécutif Nelson TEC Liaw TEC Rau TEC Unger TEC Goddard TEC

Argenteuil Shieh RWL ▪ LEL Li RWL ▪ LEL Chao RWL ▪ LEL Jiang RWL ▪ LEL Shin RWL ▪ LEL

Auteuil A Haque Colloquium ▪ LPP ▪ APL

Auteuil B Haque Colloquium ▪ LPP ▪ APL

Picardie A Hardison COG Hubbard COG French COG Call COG Chen COG

Picardie B Iberri-SheaASE ▪ MEV

BrooksASE ▪ MEV

RossiterASE ▪ MEV

DurandLAA ▪ AAL

KimLAA ▪ AAL

Anjou A HuLPP ▪ APL

JohnsonLPP ▪ APL

SallabankLPP ▪ APL

HanedaRWL ▪ LEL

HanauerRWL ▪ LEL

Anjou B Goodman SOC Yook SOC Tanaka SOC Lee SOC Kim Yoon SOC


Vaudreuil Lindemann LID Train LID Shibamoto Smith LID

Yeh LID Gibson LID

Alfred-Rouleau A Simon-Maeda DIS King DIS Bailey DIS Chaudron RES ▪ REC Thomson RES ▪ REC

Alfred-Rouleau B Martinez PED McPherron PED Anderson PED Jamieson TEC Jang RES ▪ REC

Alfred-Rouleau C Guardado Colloquium ▪ LCS


Grand Salon A Lafontaine Colloquium ▪ RWL ▪ LEL Plenary: Heller

Grand Salon B Invited Colloquium: Byrnes

Grand Salon C Kormos Colloquium ▪ LAA ▪ AAL

Special Events ▫▪▫ Événements spéciaux18:30 - 19:30 19:30 - 20:00 20:00-21:30

Salon des Arts CAAL Wine and Cheese Reception ▪ Réception vin et fromage de l’ACLA(also located on the Terrace and in Bar area ▪ sur la terrasse et autour du bar)

Été des Indiens

Picardie PSS: Meet our Related Organizations

Alfred-Rouleau A Multilingual Matters Reception

Alfred-Rouleau B PSS: Second AAAL Systemic Functional Linguistics Crackerbarrel

Alfred-Rouleau C Learning and Teaching Scotland Reception

28




Monday Morning, June 19 ▫▪▫ Matinée - lundi, 19 juin8:15 - 8:45 8:50 - 9:20 9:25 - 9: 55 15-min.

break10:10 - 10:40 10:45 - 11:15 15-min.

break11:30 - 12:30 12:30 - 14:00

Lunch Break

Salon des ArtsInvited Colloquium: Papen

Poster Sessions & Book Launch(begin at 12:45)

Été des Indiens LimASE ▪ MEV

PoehnerASE ▪ MEV

SnyderASE ▪ MEV

PhakitiASE ▪ MEV

RossASE ▪ MEV



Hospitalité Mohan Colloquium ▪ DIS

Exécutif FeuerBIH ▪ BIP

FishBIH ▪ BIP

Argenteuil Santos DIS Johnson DIS Drescher DIS Lessard-CloustonLAA ▪ AAL

BachmanRES ▪ REC

Auteuil A KissingerLLC ▪ LCA

WinkeLLC ▪ LCA

GuoLLC ▪ LCA

HuangLLC ▪ LCA

AbramsLLC ▪ LCA

Auteuil B Alvarez TRI Bowker TRI Morkus LCS Ehrich LLC ▪ LCA

Picardie A Poole LCS Wortham LCS Shi LCS Mougeon SOC Vollmer BIH ▪ BIP

Picardie B Barto TXT Tachino TXT NdambukiRES ▪ REC

ForresterRES ▪ REC

Anjou A Freitas TRI Martins TRI Fusari TRI Turner TRI Eyckmans TRI

Anjou B TaylorASE ▪ MEV

ChoASE ▪ MEV

SaifASE ▪ MEV

Weinberg TEC Caws TEC


Vaudreuil SarikovaRWL ▪ LEL

RiaziRWL ▪ LEL

MartohardjonoRWL ▪ LEL

FraserRWL ▪ LEL

HorstRWL ▪ LEL

Alfred-Rouleau A TakimotoPED

ScarinoASE ▪ MEV

SamudaPED

KristmansonPED

Alfred-Rouleau B Coleman PED Meizoso PED Erlam PED Cummings PED Curran PED

Alfred-Rouleau C Duff Colloquium ▪ BIH ▪ BIP


Grand Salon A Barcroft Colloquium ▪ LAA ▪ AAL

Plenary: Hulstijn

AAAL Business Meeting

Grand Salon B Lam Colloquium ▪ TEC

Grand Salon C Schrauf Colloquium ▪ LCS

Special Events ▫▪▫ Événements spéciaux7:00 - 8:00

Salon des Arts Graduate Student Breakfast

29




Monday Afternoon, June 19 ▫▪▫ Après-midi - lundi, 19 juin14:00 - 14:30 14:35 - 15:05 15:10 - 15:40 15-min.

break15:55 - 16:25 16:30 - 17:00 15-min.

break17:15 - 18:15


Été des Indiens AngelelliASE ▪ MEV

DysonASE ▪ MEV

Colby-KellyASE ▪ MEV

SchuetzeASE ▪ MEV

Ke ASE ▪ MEV



Hospitalité Gordon Colloquium ▪ DIS

Exécutif Messersmith DIS Istifci RWL ▪ LEL Isaacs ASE ▪ MEV Ducasse ASE ▪ MEV

Argenteuil Ranta LAA ▪ AAL Rott LAA ▪ AAL Wood LAA ▪ AAL Bitchener DIS

Auteuil A Hocking TXT de Haan TXT Taguchi COG Rebuschat COG

Auteuil B Black TEC Chang TEC Hung TEC Molle RWL ▪ LEL Li LCS

Picardie A de Graaff BIH ▪ BIP Christison BIH ▪ BIP Nakajima SOC Jung TEC Markley TEC

Picardie B Kondo-Brown PED Yates PED Harris PED James PED Kuiken PED

Anjou A Winer TRI Lubin TRI Hudelot-Gabillas DIS Dankova DIS

Anjou B Amireault LCS

Tsedryk LPP ▪ APL

ShaabanLPP ▪ APL

FriginalLPP ▪ APL

BackLPP ▪ APL


Vaudreuil Nuevo LAA ▪ AAL Chin LAA ▪ AAL Helms-ParkLAA ▪ AAL

Chang LAA ▪ AAL Kato LAA ▪ AAL

Alfred-Rouleau A Talmy Colloquium ▪ LCS

Alfred-Rouleau B Bloom PED Lam PED Toth PED Crisfi eld Burr PED Cross PED

Alfred-Rouleau C Curdt-Chrstiansen Colloquium ▪ LID


Grand Salon A Pavlenko Colloquium ▪ COG

Plenary: WellsGrand Salon B Invited Colloquium: Blake

Grand Salon C Levis Colloquium ▪ RES ▪ REC

Special Events ▫▪▫ Événements spéciaux18:30 - 19:30 19:30 - 21:30

Picardie PSS: Meet our Related Organizations

Alfred-Rouleau B PSS: What is “TIRF”?

Terrace Presidents Reception

30




Tuesday Morning, June 20 ▫▪▫ Matinée - mardi, 20 juin8:15 - 8:45 8:50 - 9:20 9:25 - 9: 55 15-min.

break10:10 - 10:40 10:45 - 11:15 15-min.

break11:30 - 12:30 12:30 - 14:00

Lunch Break

Salon des Arts Poster Sessions & Book Launch(begin at 12:45)

Été des Indiens GarciaASE ▪ MEV

EdwardsASE ▪ MEV

WesthoffASE ▪ MEV

MacMillanASE ▪ MEV

JohnsonASE ▪ MEV



Hospitalité Lee DIS Bell DIS Edstrom DIS Seo DIS Frazier DIS

Exécutif Hong-NamBIH ▪ BIP

SanchezBIH ▪ BIP

WrightBIH ▪ BIP

Chen TEC Pellerin TEC

Argenteuil BarbereauLPP ▪ APL

AmerDIS

EisterholdDIS

HellermannDIS

DaSilva IddingsDIS

Auteuil A ChuRWL ▪ LEL

NaumanRWL ▪ LEL

BrantmeierRWL ▪ LEL

LeeserRWL ▪ LEL

Auteuil B Csomay TXT Ouellette TXT Starfi eld TXT Oliveira TXT Chang TXT

Picardie A Hasegawa LCS Shiina LCS Cook LCS Okada LCS Morita LCS

Picardie B WhiteLAA ▪ AAL

SiegristLAA ▪ AAL

OhLAA ▪ AAL

ChengLAA ▪ AAL

IwashitaLAA ▪ AAL

Anjou A ZhengLLC ▪ LCA

ZhangLLC ▪ LCA

ChiangTRI

Wildsmith-Cromarty TRI

LambertTRI

Anjou B HornRWL ▪ LEL

HyonRWL ▪ LEL

PyoRWL ▪ LEL

ManchónRWL ▪ LEL

BriskRWL ▪ LEL


Vaudreuil ZarevaCOG

Matsumoto COG

Schwieter COG

ChungCOG

Abrahamsson COG

Alfred-Rouleau A Language Learning Round Table Conference: de Bot

Alfred-Rouleau B Block Colloquium ▪ ASE ▪ MEV CAAL AGM ▪ AG de l’ACLA

Alfred-Rouleau C Myles Colloquium ▪ RES ▪ REC


Grand Salon A Morris Colloquium ▪ BIH ▪ BIP Plenary: Chun

Grand Salon B Giampapa Colloquium ▪ TEC

Grand Salon C Silberstein Colloquium ▪ LID

31


Tuesday Afternoon, June 20 ▫▪▫ Après-midi - mardi, 20 juin14:00 - 14:30 14:35 - 15:05 15:10 - 15:40 15-min.

break15:55 - 16:25 16:30 - 17:00


Été des Indiens Plakans ASE ▪ MEV Quintieri ASE ▪ MEV Gholami Mehrdad ASE ▪ MEV Horai ASE ▪ MEV



Hospitalité Jung DIS Kerekes DIS Halleck DIS Epting DIS McCormack DIS

Exécutif ChoBIH ▪ BIP

Chan BIH ▪ BIP

KelleherBIH ▪ BIP

Loureiro-RodriguezBIH ▪ BIP

Argenteuil Fennema-Bloom DIS Okamoto DIS Kuo DIS Chang DIS

Auteuil A Schecter Colloquium ▪ BIH ▪ BIP

Auteuil B Song LAA ▪ AAL Li LAA ▪ AAL Morgan-Short COG

Picardie A Ismailova LCS Nelson LCS Kurihara LCS Higgins LCS Kim LCS

Picardie B Jackson LCS Park LCS Holmes LCS Farrell Whitworth LCS Hsieh LCS

Anjou A Williams TRI Freedgood TRI Ramón TRI Woo ASE ▪ MEV

Anjou B Gentil RWL ▪ LEL Kostouli RWL ▪ LEL Baba RWL ▪ LEL Thonus RWL ▪ LEL Whitlow RWL ▪ LEL


Vaudreuil Gutiérrez Estrada LCS Wiltse LCS Avni LCS

Alfred-Rouleau A Language Learning Round Table Conference: de Bot

Alfred-Rouleau B Vignola PED Maraillet PED Le Pichon-Vorstman BIH ▪ BIP Makropoulos BIH ▪ BIP Roberge BIH ▪ BIP

Alfred-Rouleau C Sanchez-MuñozLAA ▪ AAL

TorresLAA ▪ AAL

HuangLAA ▪ AAL

LeungLAA ▪ AAL


Grand Salon A Fischer Colloquium ▪ TEC

Grand Salon B Ahn PED Alanen PED Niu PED Revesz PED

Grand Salon C Miller Colloquium ▪ LCS



32


Session Details - Saturday Morning

Informations sur les sessions - Matinée - samedi

Saturday Highlights ▫▪▫ Samedi - Événements principaux8:00 - 12:0013:00 - 17:00

Conference Registration ▪ Inscription au congrès Grand Salon Foyer

8:15 - 12:30 AAAL/ILTA Joint Session Towards theoretically meaningful L2 assessments for SLA research Organizers: Robert DeKeyser & James Purpura

Grand Salon B

8:15 - 11: 15 Invited Colloquium ▪ Symposium invité ESP, genre, corpus linguistics, and pedagogy: Papers in honor of John M. Swales Organizer: Ann Johns

Salon des Arts

8:15 - 12:30 Refereed colloquia, papers ▪ Symposiums, communications as scheduled ▪ selon l’horaire

12:00 - 17:00 Publishers’ Exhibits ▪ Salon des exposants Jeanne-Mance12:30 - 14:00 Lunch Break ▪ Déjeuner12:30 - 14:00 MLJ Editorial Board Meeting Touraine12:45 - 18:45 Poster Sessions & Book Launch ▪ Communications par affi chages et lancement de livres Salon des Arts14:00 - 17:00 Invited Colloquium ▪ Symposium invité

Multilingualism in Canadian schools Organizers: Roy Lyster & Sharon Lapkin

Grand Salon B


17:15 - 17:45 Opening Ceremony ▪ Cérémonie d’ouverture Grand Salon17:45 - 18:45 Opening Plenary ▪ Session plénière d’ouverture

A pedagogical perspective on second language acquisition Claude Germain & Joan Netten

Grand Salon

18:45 - 19:45 Opening Reception ▪ Réception d’ouverture Terrace19:45 - 21:30 Professional Service Session ▪ Session de services professionnels

Is Positive Testing Washback Possible?Alfred-Rouleau A

19:45 - 21:30 Professional Service Session ▪ Session de services professionnels Editors Describe Publishing in Applied Linguistics Journals

Alfred-Rouleau B

Salon des ArtsTime Invited Colloquium Title Organizer

8:15 - 11:15 ESP, genre, corpus linguistics, and pedagogy: Papers in honor of John M. Swales Ann Johns

Paper Titles Presenter(s)

Beginning the story: Swales’ long and distinguished career Ann Johns, Tony Dudley-Evans

Small bits of textual material: A discourse analysis of Swales Ken Hyland

Text and context in applied genre analysis Vijay Bhatia

Recent Swales-inspired developments in genre analysis:Textography and corpus linguistics

Diane Belcher, Brian Paltridge

The ghost of MICASE past, present, and future: Where would we be without John Swales?

Rita Simpson-Vlach

Further refl ections on collaborative practice in EAP materials production Christine Feak

Discussant: John M. Swales

33




Été des IndiensTime Title Presenter(s) Strand

Session Chair: Shannon Millikin, University of Illinois at Chicago, US

8:15 - 8:45 Student diversity in foreign language classrooms: A European perspective Inez De Florio-Hansen PED

8:50 - 9:20 Language-focused instruction in university content-based literature classes: A profi le of three Spanish classes

Charlene Polio, Eve Zyzik, Sarah Hodge

PED

9:25 - 9:55 A case study of compact core French models: A pedagogic perspective Pamela Marshall Gray PEDSession Chair: Michael Campbell, University of Texas at San Antonio, US

10:10 - 10:40 Interpreter training at the U.S. Department of State: Heritage speakers as course participants

David Sawyer TRI

10:45 - 11:15 Turn-initial repeats in responses to questions: An analysis of a Russian conversational practice

Galina Bolden DIS

12:00 - 12:30 Conceptual blending and personal oral narrative: The role of prosodic evaluation devices

James Mischler, Rebecca Damron

DIS

HospitalitéTime Title Presenter(s) Strand

Session Chair: Iliana Panova, McGill University, Canada

8:15 - 8:45 Exploring the resources that students draw on as they develop conceptual understanding in economics

Moragh Paxton DIS

8:50 - 9:20 The architectural presentation: A case of complementarity of image and text in a spoken academic genre

Janne Morton DIS

9:25 - 9:55 Directing curricular content: ELF (English as a lingua franca) in professional education

Ute Smit DIS

Session Chair: Hsin-min Liu, University of Iowa, US

10:10 - 10:40 Negotiated feedback, modifi ed input, and L2 level of language acquisition Marisol Fernandez-Garcia DIS

10:45 - 11:15 Request-response sequences in cooks’ task-oriented activities at a restaurant: a case study

Viviana Unda DIS

11:25 - 11:55 Learner-generated focus on lexical form during task-based interaction Young Woo Cho DIS

12:00 - 12:30 Modifi ed output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types

Masatoshi Sato, Roy Lyster DIS

34


ExécutifTime Title Presenter(s) Strand

Session Chair: Catherine Caws, University of Victoria, Canada

8:15 - 8:45 Effects of pocket electronic dictionaries on lexical processing strategy use, reading comprehension, and word retention

Chiho Kobayashi TEC

8:50 - 9:20 Literacy practices on the Internet: The construction of personal profi les in “Myspace.com”

Joleen Hanson TEC

9:25 - 9:55 Online literacy as a mediating tool: Extending the functions of literacy to mediate mathematical discussions

Louis Chen TEC

Session Chair: Robin Roots, Michigan State University, US

10:10 - 10:40 Can using ex post facto auditory playback stimulate noticing and improve language production?

Dyana Ellis COG

10:45 - 11:15 Semantic/phonological priming and the representation of past-tense forms Shoba Bandi-Rao COG

11:25 - 11:55 The infl uence of changing L1 on child second language acquisition Eun-Young Kwon LAA ▪ AAL

12:00 - 12:30 Cognitive shift in bilingual autobiographical narratives: A case of Russian-English bilinguals

Ludmila Isurin LCS



ArgenteuilTime Title Presenter(s) Strand

Session Chair: Shannon Sauro, University of Pennsylvania, US

8:15 - 8:45 The development and evaluation of a self-access website for learning Spanish speech acts

Andrew Cohen, Julie Sykes TEC

8:50 - 9:20 The Case for integrated or isolated form-focused instruction: Views from L2 teachers and learners

Nina Spada, Colette Peters, So Margaret, Antonella Valeo

PED

9:25 - 9:55 The role of form-focused instruction on the acquisition of relative clauses in Japanese-as-a-foreign-language classrooms

Noriko Yabuki-Soh PED

Session Chair: Santoi Wagner, Teachers College, Columbia University, US

10:10 - 10:40 Emphasizing “key points:” a comparison of “R” gesture use in native and non-native academic English presentations

Keli Yerian DIS

10:45 - 11:15 Discourse analysis and students’ use of eye gazing during peer group discussion: A case study

Eun Hye Son DIS

11:25 - 11:55 Using accounts in advice giving: The case of graduate peer tutoring Hansun Waring DIS

12:00 - 12:30 Constructing a professional identity in a bilingual graduate classroom Mariana Achugar DIS

35




Auteuil ATime Title Presenter(s) Strand

Session Chair: Daniel Daigle, Université de Montréal, Canada

8:15 - 8:45 Liens entre les attitudes, la motivation et l’utilisation de stratégies d’apprentissage et variations sur une période de 6 mois

Marc Lafontaine LLC ▪ LCA

8:50 - 9:20 Acquisition des formes verbales homophones en /E/ du français: Vers un modèle développemental

Catherine Brissaud, Jean-Pierre Chevrot

LLC ▪ LCA

9:25 - 9:55 Représentations d’apprenants et utilisation de la langue de référence (L1) en contextes institutionnels universitaires

Cécile Sabatier, Rachel Varshney

LLC ▪ LCA

Session Chair: Konrad Gunesch, The Hong Kong Polytechnic University

10:10 - 10:40 The impact of content and context on international teaching assistants’ willingness to communicate in the language classroom

Lily Compton LLC ▪ LCA

10:45 - 11:15 Teacher talk, knowledge construction, and the development of personal pedagogies for teaching English language learners

Jill Swavely Gardner LLC ▪ LCA

11:25 - 11:55 In-class vs distance learning: Comparing anxiety profi les of language learners Francois Pichette LLC ▪ LCA

12:00 - 12:30 Learning to teach: Two student teachers’ stories of their self-directed language learning and teaching

Joanne Yim Ping Chuk LLC ▪ LCA

Auteuil BTime Title Presenter(s) Strand

Session Chair: François Pichette, Université du Québec à Montréal, Canada

8:15 - 8:45 Documenting the language learning process: An analysis of one learner’s affective responses to a communicative-based Portuguese course

Paula Garrett, Richard Young

LLC ▪ LCA

8:50 - 9:20 Emotional intelligence in language learning: Identifying a research agenda Jennifer Bown, Cynthia White

LLC ▪ LCA

9:25 - 9:55 Pragmatic and grammatical awareness in different learning environments Yumi Takamiya LLC ▪ LCASession Chair: Emmanuelle Le Pichon Vorstman, Université François Rabelais, France

10:10 - 10:40 Production et perception de l’accentuation en français par des apprenants anglophones

Christian Guilbault LAA ▪ AAL

10:45 - 11:15 Stratégies, interaction et apprentissage lexical en FLS: Questions méthodologiques dans une recherche-action

Valérie Prat, Jeff Tennant RES ▪ REC

11:25 - 11:55 Le traitement morphologique chez des apprenants sourds bilingues Rachel Berthiaume BIH ▪ BIP

12:00 - 12:30 L’automatisation de la terminométrie: Premiers résultats Jean Quirion, David Nadeau, Caroline Barrière

LPP ▪ APL

36




Picardie ATime Title Presenter(s) Strand

Session Chair: Penny Kinnear, University of Toronto at Mississauga, Canada

8:15 - 8:45 Language teaching in development as a spatial practice Roslyn Appleby LCS

8:50 - 9:20 Applied Linguistics identities: From teacher to researcher Richard Kiely LCS

9:25 - 9:55 “Are teachers respected in America?” Culture in classroom interaction Yo-An Lee LCSSession Chair: Nancy Drescher, Minnesota State University, Mankato, US

10:10 - 10:40 A road to “citizenry” in an engineering community: A case study of a novice’s socialization into a community of practice

Natasha Artemeva LCS

10:45 - 11:15 Immigrant teachers and professors in Canada: Identity, agency, and the acquisition of professional language and culture

Ping Deters LCS

11:25 - 11:55 Argument in academic (con)texts: A socio-cognitive analysis of native and non-native speakers’ discourse in tertiary educational settings

Kara Gilbert LCS

12:00 - 12:30 Using activity theory to cxplore student learning during study abroad Heather Willis Allen, Veronica Dristas

LCS

Picardie BTime Title Presenter(s) Strand

Session Chair: Eniko Csomay, San Diego State University, US

8:15 - 8:45 Analysis of English article usage in online graduate forums Eun-Hee Lee TXT

8:50 - 9:20 The role of textual enhancement and perceptual saliency in the L2 acquisition of the Spanish present subjunctive

Mariche Garcia-Bayonas, Manuel Triano-López

RES ▪ REC

9:25 - 9:55 Narrative inquiry in second/foreign language teacher education: How is it different from other teacher education?

Gary Barkhuizen RES ▪ REC

Session Chair: Awad Ibrahim, Bowling Green State University, US

10:10 - 10:40 Discovering emerging research in a qualitative study of ESL academic writing Jim Hu RES ▪ REC

10:45 - 11:15 Tracing epistemologies in L2 writing research as seen in “fl agship” journals Douglas Flahive, Fabiola Ehlers-Zavala

RES ▪ REC

11:25 - 11:55 Towards a framework for evaluating the validity of verbal reports in SLA Melissa Bowles RES ▪ REC

12:00 - 12:30 The effects of think-aloud protocols on L2 reading performance Mami Yoshida RES ▪ REC

37




Anjou ATime Title Presenter(s) Strand

Session Chair: Han Han, Queen’s University, Canada

8:15 - 8:45 English as a medium of instruction in Turkey: Benefi t or threat? Mehmet Sahin LPP ▪ APL

8:50 - 9:20 Towards a language policy that fosters positive attitudes in Senegal Ibrahima Diallo LPP ▪ APL

9:25 - 9:55 The impact of English on Swedish language acquisition policy Francis M. Hult LPP ▪ APLSession Chair: Stephen May, University of Waikato, New Zealand

10:10 - 10:40 Linguistic wars in the French colonial Empire: The French universal language against the indigenous patois (1899-1931)

Linda Lehmil LPP ▪ APL

10:45 - 11:15 Language policy and linguistic variation in a West African context: Bridging the past and the future

Joao Rosa LPP ▪ APL

11:25 - 11:55 A “pathological” case of language policy and planning: State-building through linguistic means in Taiwan

Pei Ju Tsai LPP ▪ APL

12:00 - 12:30 Discourses on language policy in Quebec A. Alkistis Fleischer LPP ▪ APL

Anjou BTime Title Presenter(s) Strand

Session Chair: Stephanie Lindemann, Georgia State University, US

8:15 - 8:45 The production and perception of word-fi nal consonants in Brazilian Portuguese English: A variationist perspective

Walcir Cardoso SOC

8:50 - 9:20 Variable h-epenthesis in the interlanguage of English-speaking francophones: The infl uence of linguistic and sociolinguistic factors

Paul John SOC

9:25 - 9:55 The acquisition of sociolinguistic variation by toddlers Julie Roberts SOCSession Chair: Lise Winer, McGill University, Canada

10:10 - 10:40 Apologies in academic emails Roberta Vann SOC

10:45 - 11:15 Which strategy? Language learners’ pragmatic choices in a study-abroad and EFL context.

Gila A. Schauer SOC

11:25 - 11:55 Requesting in medical discourse: A Japanese doctor’s use of politeness strategies

Takako Nishino SOC

12:00 - 12:30 Responses to “thank you” in American English---A sample from Ames, Iowa, USA

Fushun Le SOC

38




VaudreuilTime Title Presenter(s) Strand

Session Chair: Sawsan Abbadi, University of Massachusetts, Amherst, US

8:15 - 8:45 Post-war Lebanon: Imagining a different landscape Roseanne Khalaf LID

8:50 - 9:20 The war of appropriate pricing: The discursives of agenda of reforms in Nigeria Oladipo Salami LID

9:25 - 9:55 A place I can call my own: The discourse of resisting the ideology of dependence and homelessness

Maureen Matarese LID

Session Chair: Robert Train, Sonoma State University, US

10:10 - 10:40 Negotiating ESOL teachers’ racial identities Suhanthie Motha LID

10:45 - 11:15 Metaphors and metonymies: Reproduction and resistance from offi cial language policy to language classroom practice

Norma Barletta, Nolvia Cortez, Star Medzerian

LID

11:25 - 11:55 Language attitudes in Egypt following the introduction of EFL from the fi rst grade Magdi Kandil LID

12:00 - 12:30 “How dirty they are, poor things!”: Soviet ideology in English language textbooks Richard Hallett LID

Alfred-Rouleau ATime Title Presenter(s) Strand

Session Chair: Joanne Burnett, University of Southern Mississippi, US

8:15 - 8:45 Relationships between metacognitive awareness and successful L2 listening: Some empirical evidence

Larry Vandergrift, Marzieh H. Tafaghodtari

PED

9:25 - 9:55 Acquisition of listenership role by L2 learners of Japanese Yukiko Hatasa PEDSession Chair: John Levis, Iowa State University, US

10:10 - 10:40 The Infl uence of pretask instructions and planning on learner-generated incidental focus on form

Sujung Park PED

10:45 - 11:15 Interactional focus on form in response to L2 written errors Hossein Nassaji PED

11:25 - 11:55 Investigating how French L2 teachers implement focus on form Frédérique Grim PED

12:00 - 12:30 Effects of frequency on the learning of the English primary verb “be” in an EFL context: Thought process analyses

Tomoko Tode PED

39




Alfred-Rouleau BTime Title Presenter(s) Strand

Session Chair: Marion Chang, OISE/University of Toronto, Canada

8:15 - 8:45 Applying Cognitive Linguistics to instructed L2 learning: An experimental investigation

Andrea Tyler PED

8:50 - 9:20 Teaching dative constructions to EFL learners: A Cognitive Linguistics approach Yiyoung Kim PED

9:25 - 9:55 Changing beliefs about grammar: A study of Chinese EAP learners Sian Etherington PEDSession Chair: MaryAnn Christison, University of Utah, US

10:10 - 10:40 Experiential professional development: Promoting communicative language teaching with expeditionary learning outward bound design

Brigid Burke PED

10:45 - 11:15 The Foreign Language Teacher Talk Survey/Inventory: A tool for discourse analysis and refl ective inquiry in the foreign language classroom

Mark Warford PED

11:25 - 11:55 Dilemmas of identity for the non-native ESL teacher Jenny Miller PED

12:00 - 12:30 Promoting robust learning of vocabulary through computer assisted language learning

Alan Juffs, Maxine Eskenazi, Lois Wilson, Tim Pelletreau, James Sanders, Jaime Cal-lan, Jonathan Brown

PED

Alfred-Rouleau CTime Title Presenter(s) Strand

Session Chair: Fred Genesee, McGill University, Canada

8:15 - 8:45 Dual language teaching practices in monolingual instructional settings: Two collaborative case studies

Sarah Cohen RWL ▪ LEL

8:50 - 9:20 Combining ethnography and Corpus Linguistics in critically analyzing the texts of ELLs in the context of high-stakes school reform

Meg Gebhard, Juan Pablo Jimenez

RWL ▪ LEL

9:25 - 9:55 The language of critical thought: Or shewing the fl y out of the fl y bottle Tim Moore RWL ▪ LELSession Chair: David McCormick, Ontario Institute for Studies in Education of the University of Toronto, Canada

10:10 - 10:40 Negotiation processes and text changes in Japanese learners of self-revisions and peer revisions of their written compositions in English

Manami Suzuki RWL ▪ LEL

10:45 - 11:15 Study of effi cacy and effects of various types of teacher feedback on student writing in Japanese

Kazuaki Nakazawa RWL ▪ LEL

11:25 - 11:55 The nominal group in undergraduate writing Anne McCabe, Christopher Gallagher

RWL ▪ LEL

12:00 - 12:30 Exploring the structural complexity and logical integrity in EFL students’ arguments

Fei-Wen Cheng RWL ▪ LEL

40


Grand Salon ATime Colloquium Title Organizer Strand

8:15 - 11:15 Code-switching in second and foreign language classrooms: Natural? Taboo? Necessary? Benefi cial?

Miles Turnbull BIH ▪ BIP


Target language and fi rst language use in the Hungarian EFL primary classroom: A continuum of activity types

Krisztina Nagy

Teacher code-switching in L2 Classrooms: Exploring “optimal” use Ernesto Macaro, Qingtao Meng

Principled code choice and learner awareness in the intermediate foreign language classroom

Glenn Levine

What do students think about teacher code-switching? Miles Turnbull

Learner talk and teacher talk: Using the L1 in the bilingual foreign language classroom

Jennifer Dailey-O’Cain, Grit Liebscher

Discussant: Miles Turnbull



Time Title Presenter(s) StrandSession Chair: Yumiko Ohara, University of Hawaii at Hilo, US

11:25 - 11:55 The role of texts as mediators of culture in two adult ESL classrooms Roumiana Ilieva LID

12:00 - 12:30 Language, ideology, and confl ict: Letters from the West Bank Sky McLaughlin LID

Grand Salon BTime Invited Colloquium Title Organizers

8:15 - 12:30 AAAL-ILTA Joint Session: Towards theoretically meaningful L2 assessments for SLA research

Robert DeKeyser, James Purpura


Core issues in second language acquisition research awaiting better testing tools Robert DeKeyser

Issues and challenges in measuring SLA James Purpura

Investigating learning diffi culty as implicit and explicit knowledge Rod Ellis

Age of learning and nativelike L2 attainment--a challenge for second language testing Niclas Abrahamsson

Relationships between cognitive demand and test item type Thom Hudson

Expectations of teacher assessment: Is it a tug of war? Pauline Rea-Dickins

Discussants: Diane Larsen-Freeman, John M. Norris, Lourdes Ortega

41




Grand Salon CTime Colloquium Title Organizer Strand

8:15 - 11:15 Learning to use French: Negotiating culture and identity in “la francophonie” Kathleen Riley LCS


How do French Immersion students situate themselves in the Canadian francophonie?

Sylvie Roy

Negotiating student hierarchies in a French-Canadian school Phyllis Dalley

“Oh, you don’t speak French?” Language attitudes and strategies of immigrant francophones in Montreal

Jacqueline Peters

Utopique francophonie? Learning and speaking French among underprivileged schoolchildren in Haiti

Rachelle Doucet

Learning to use “charabia” in the Marquesas, French Polynesia Edgar Tetahiotupa

Time Title Presenter(s) StrandSession Chair: Victoria Rau, Providence University, Taiwan

11:25 - 11:55 CMC discourse: Toward a pedagogical framework Nelleke Van Deusen-Scholl, Edward Dixon

TEC

12:00 - 12:30 The offl ine and online metalanguage talk of learners during planning time in asynchronous computer-mediated communication

Keiko Kitade TEC

42


Session Details - Saturday Afternoon

Informations sur les sessions - Après-midi - samedi

Salon des ArtsTime Poster Title Presenter(s) Strand

12:45 - 19:00 Using multimodal communication to teach writing strategies to dyslexic high school students--A case study

Thomas Coughlin TEC

A choreography of talk: Overlaps, interruptions, and break-ins Andrea DeCapua, Diana Berkowitz

DIS

What an analysis of the discursive infl uences and the footings of participants at academic presentations reveals for intercultural communication research

Terrence Doyle, Hui-fang Song

SOC

Computational linguists and applied linguists: Bridging the gap Mohammad Haji-Abdolhos-seini

TEC

The English gerund-participle and translational options in Spanish Marlén Izquierdo RES ▪ REC

Asynchronous group learning in online EFL courses with minimal instructor presence

Goh Kawai TEC

The effectiveness of adaptive computer use for learning vocabulary Tadayoshi Kaya TEC

International teaching assistants and identity construction: Politeness in classroom interactions

Virginia LoCastro, Gordon Tapper

DIS

Instant Messaging: A written or an oral genre? Mojdeh Majidi TEC

Reactivity of concurrent think-alouds in synchronous computer-mediated L2 interaction

Rebecca Sachs, Bo Ram Suh

RES ▪ REC

How can practitioners promote learning opportunities in the L1 reading class? Answers from research within a socio-cognitive perspective

Tânia Saliés RWL ▪ LEL

Non-native ESL teachers’ zone of thinking: a socio-cultural theoretical perspective

Amir H. Soheili-Mehr SOC

A qualitative study of reading strategies in foreign language Internet reading Ulrike Tallowitz RWL ▪ LEL

“Because being a housewife has a lot of things to learn, too” - A literacy case study

Matilda Hui-jung Tang RWL ▪ LEL

“Robot Kungfu:” Gender in philosophical book reviews Polly Po Ting Tse TXT

A cross-cultural, gender-based comparison of creaky voice usage between Americans and the Japanese

Ikuko Patricia Yuasa SOC


Session Chair: Minako Yamada, University of the Air, Japan

14:00 - 14:30 Process and outcome in paired oral assessment: What is the “interlocutor effect” on discourse and scores?

Anne Lazaraton, Lawrence Davis

ASE ▪ MEV

14:35 - 15:05 The effects of assertiveness on performance in group oral assessments Gary Ockey ASE ▪ MEV

15:10 - 15:40 Pre-listening is a must, but what kind of pre-listening activity for more effective listening comprehension?

Nilufer Ozgur ASE ▪ MEV

15:55 - 16:25 Using off-line listening and transcription to enhance noticing of language form: A pilot study

Margaret So ASE ▪ MEV

16:30 - 17:00 Reading into the possibilities: Extending a state mandated standardized test for reading into a dynamic assessment for children with disabilities

Emily Duvall ASE ▪ MEV

43





Session Chair: Viviana Cortes, Iowa State University, US

14:00 - 14:30 Semantic change of -nke construction in Korean conversational discourse: The emergence of subjectivity and intersubjectivity

Jini Noh DIS

14:35 - 15:05 Thinking-for-speaking in gesture-speech interface: An analysis of L1 and L2 motion event narratives in Korean and English

Soojung Choi DIS

15:10 - 15:40 Embedding multiple characters, events, and time settings within a single utterance in Korean conversational narratives

Mary Kim DIS

15:55 - 16:25 Analysis of the Korean sentence-ender –ta from a conversation-analytic perspective

Stephanie Hye Ri Kim DIS

16:30 - 17:00 Category terms as resources for referring to speakers and recipients Jae-Eun Park DIS


Session Chair: Pierre Cintas, Pennsylvania State University, US

14:00 - 14:30 Projections of presence and perceptions of identity: Dynamics and dilemmas in online MA TESOL

Carolyn Kristjansson, Phil Goertzen

TEC

14:35 - 15:05 Participation in online contexts: The role of social presence, instructor presence, and identity

Tannis Morgan, Stephen Carey

TEC

15:10 - 15:40 Authentic CMC with “OKBUDDY” Sung-Yeon Kim TEC

15:55 - 16:25 What factors affect the noticing of recast in text-based online chat Chun Lai, Robin Roots TEC

16:30 - 17:00 Focus on form during task-based SCMC Angkana Tongpoon, Chomraj Patanasorn

TEC


Session Chair: Jill Ward, Northeastern Illinois University, US

14:00 - 14:30 The effect of culture priming on cross-language activation: Can culture prime language?

Julia Lechuga LCS

14:35 - 15:05 The teaching and culture of Household Spanish: Understanding racist reproduction in “domestic” discourse

Adam Schwartz LCS

15:10 - 15:40 Do we talk chess by the same rules? Chess metaphors in Hungarian and English: A cross-cultural study

Judit Simo LCS

15:55 - 16:25 Communicating in the workplace: ESL engineering students on professional internships

Johanne Myles LCS

16:30 - 17:00 Output for developing pragmatic competence: The effect of video-based instruction on acquiring pragmatic speech acts

Justin Jernigan PED

44





Session Chair: Eun Hye Son, The Ohio State University, US

14:35 - 15:05 Competing / complementary windows on identity construction: Imagined communities and regimes of truth

Sherrie Carroll LCS

15:10 - 15:40 Studying identity ethnographically: Race, performativity, and ESL pedagogy Awad Ibrahim LCS

15:55 - 16:25 Race, class, and gender: Immigrant identity in an English as a second language college writing class

Esther Smidt LCS

16:30 - 17:00 Use of corpus and ethnography for the analysis of language and culture in scientifi c research articles

Akiko Okamura LCS


Session Chair: Tae-Young Kim, OISE/University of Toronto, Canada

14:00 - 14:30 Adolescent strategies for learning English: A Q-methodological study Sonia de Paula Faria Mag-nus, Linda Gentry El-Dash

LLC ▪ LCA

14:35 - 15:05 Language learning strategies of elementary school children in Québec Pamela Gunning, Rebecca Oxford

LLC ▪ LCA

15:10 - 15:40 Language learning strategies in relation to attitude, motivation, and learner beliefs: Investigating learner factors in the Chinese EFL context

Chengbin Yin, Rebecca Oxford

LLC ▪ LCA

15:55 - 16:25 Testing a latent factor model of non-linguistic factors among Japanese EFL learners

Akira Nakayama LLC ▪ LCA

16:30 - 17:00 Chinese EFL learners’ beliefs about language learning and their relationships to profi ciency

Shaofeng Li, Wenxia Liang LLC ▪ LCA


Session Chair: Eun-Young Kwon, Teachers College, Columbia University, US

14:00 - 14:30 An emergentist approach to L2 syntax: The longitudinal development of dependency resolution

Dean Mellow LAA ▪ AAL

14:35 - 15:05 Syntactic priming and ESL question development Kim McDonough, Alison Mackey

LAA ▪ AAL

15:10 - 15:40 Noun phrase accessibility hierarchy in head-internal and head-external relativization in L2 Korean

K. Seon Jeon, Hae-Young Kim

LAA ▪ AAL

15:55 - 16:25 A key factor determining processing profi le of RCs in L2 acquisition Kazue Kanno LAA ▪ AAL

16:30 - 17:00 The more exposure, the better? A study of Korean L2 learners and English conditionals

Gabseon Lee LAA ▪ AAL

45





Session Chair: Margaret van Naerssen, Immaculata University, US

14:00 - 14:30 Use of questions in pilot-air traffi c controller communications Sally Hinrich DIS

14:35 - 15:05 Doctor-patient conversations at the end-of-life: An analysis of the use of questions and their temporal orientations

Sylvia Wen-ying Chou DIS

15:10 - 15:40 Subjective objectivity, grammatical metaphor, and force dynamics in L2 legal memoranda: A cognitive-functional look at modality in legal discourse

Hiroshi Takahashi DIS

Session Chair: Stacey Katz, University of Utah, US

15:55 - 16:25 Task-essentialness in computer-mediated tasks: Its effects on L2 learners’ production and recognition of the Spanish preverbial clitic

Nina Moreno RES ▪ REC

16:30 - 17:00 Promoting pushed output and noticing of linguistically complex structures through task complexity and task condition

Yuka Muraoka RES ▪ REC


Session Chair: Yuanyuan Hu, Purdue University, US

14:00 - 14:30 Tolerability and the contest over minority language rights Stephen May, François Grin LPP ▪ APL

14:35 - 15:05 Spanish-only controversy in world language education: A case of an elementary school program

Ryuko Kubota, Shawna Catlett

LPP ▪ APL

15:10 - 15:40 Match or mismatch? Language policies implementation in the Chinese tertiary context

Hong Wang LPP ▪ APL

15:55 - 16:25 “Mirando al norte:” The “narrative emplotment” of a Mexican English teacher professional development / Spanish language monitor program in Canada

John L. Plews, Yvonne Breckenridge, Carolina Cambre

LPP ▪ APL

16:30 - 17:00 Challenging professional identity: Bilingual teachers’ experience of Language Arts policy change in an Oregon school district

Margaret Perrow LPP ▪ APL


Session Chair: Cheong Min Yook, Georgia State University, US

14:00 - 14:30 Face threatening acts and humor in American sitcom Hyunsoo Hur SOC

14:35 - 15:05 Variations within the “repetition”: Ethnographically-informed conversation analysis of Japanese political speeches during election campaigns

Keiko Ikeda SOC

15:10 - 15:40 Diachronic relevance of imperial identity: Exploring the origin of how to quote the Japanese imperial family

Noriko Sugimori SOC

Session Chair: Ilona Vandergriff, San Francisco State University, US

15:55 - 16:25 Making inquiries: Toiawase by Japanese learners and native speakers to educational institutions in Japan

Lindsay Yotsukura DIS

16:30 - 17:00 Joint construction of multi-clausal turns in Japanese conversations: Use and function of clause/phrase-chaining morphemes

Yuria Hashimoto DIS

46



Session Chair: Christian Guilbault, Simon Fraser University, Canada

14:00 - 14:30 Légalité orthographique et lecture chez des élèves sourds gestuels Daniel Daigle RWL ▪ LEL

14:35 - 15:05 Résultats d’une enquête sur l’écrit menée auprès d’enseignants d’histoire et de sciences du secondaire au Québec

Christiane Blaser RWL ▪ LEL

15:10 - 15:40 Fonction épistémique de l’écrit et genres disciplinaires dans les cours d’histoire et de sciences au secondaire québécois

Suzanne-G Chartrand RWL ▪ LEL

15:55 - 16:25 Le rôle du support oral et de la conscience morphosyntaxique dans la maitrise de l’écrit: étude comparative français-espagnol

Marie Nadeau, Esmeralda Matute, Ana-Luisa Gonzalez-Reyes

RWL ▪ LEL

16:30 - 17:00 Contrasting paradigms of EFL pupils learning to retell and recreate English stories

Sandy So Po Shum, Ger-trude Tinker Sachs

RWL ▪ LEL




Session Chair: Meryl Siegal

14:00 - 14:30 Exploration of second language teachers’ cognitive learning processes Anne Dahlman PED

14:35 - 15:05 The role of attention on Chinese ESL learners’ lexical inferencing strategies and subsequent vocabulary retention

Hsueh-chao Marcella Hu PED

15:10 - 15:40 Acquiring vocabulary through reading comprehension tasks or through vocabulary tasks? The case of Flemish students studying German

Elke Peters PED

15:55 - 16:25 Contextualized vocabulary teaching in physics lectures: An EFL case in China Xiaoping Liang, Sara W. Smith

PED

16:30 - 17:00 Studying the vocabulary of lectures: How applicable is the academic word list? Reiko Komiyama PED


Session Chair: Ineke Vedder, University of Amsterdam, the Netherlands

14:00 - 14:30 Guessing games: The rhetorical construction of voice in blind peer review Christine Tardy, Paul Kei Matsuda

PED

14:35 - 15:05 Understanding writing instructional practices for English language learners Tae-Eun Kim PED

15:10 - 15:40 Are two heads better than one? Collaborative versus individual writing Gillian Wigglesworth, Neomy Storch

PED

15:55 - 16:25 Which aspects of language do L2 learners talk about when writing in collaboration?

Xavier Gutierrez PED

16:30 - 17:00 Interactional feedback and learner uptake in Chinese EFL classrooms Yingli Yang PED

47




Alfred-Rouleau CTime Colloquium Title Organizer Strand

14:00 - 17:00 Multiple approaches to multilingualism and identity across the globe: Case studies in four diverse educational contexts

Julie Byrd Clark LCS


The self-identifi ed and socially negotiated identities of multilingual and multicultural children in Japan

Jie Shi

Thinking of multilinguality –”my self” or “my various selves?”: An exploration of the identity of multilinguals

Muiris O’Laoire, Larissa Aronin

Apprentissage multiple des langues et identité culturelle cosmopolite: relations établies et investigations envisagées

Konrad Gunesch

Voices of youth and discourses of multilingualism, citizenship, and Italianità Julie Byrd Clark


14:00 - 17:00 Contextualizing the age factor Marianne Nikolov LLC ▪ LCA


Understanding the upper limits of late L2 acquisition David Birdsong

The age factor in second language acquisition: The role of immersion Stefka H. Marinova-Todd

Short-term and long-term effects of early language learning Jelena Mihaljevic Djigunovic

Following the effects of age on the acquisition of English: A longitudinal study from the BAF Project

Carmen Muńoz

Age and other factors contributing to achievements in a foreign language context Marianne Nikolov


14:00 - 17:00 Multilingualism in Canadian schools Roy Lyster, Sharon Lapkin


Just who do you think I am? The name-calling and name-claiming of multilingual new-comer youth

Dawn Allen

Représentations sur les langues d’élèves du primaire lors de l’implantation d’un projet d’Éveil aux langues

Françoise Armand, Diane Dagenais

Rewriting traditional stories as multilingual digital narratives at elementary school Heather Lotherington

The suitability of French as an additional language for recently arrived adolescent ESL students

Callie Mady

Rethinking monolingual instructional strategies in multilingual classrooms Jim Cummins

Discussant: Patsy Duff

48



14:00 - 17:00 Textual (ex)tensions: “Writing back” to neo-imperial contexts and ideologies Vaidehi Ramanathan LID


Multimodal Englishes as sites of resistance in Ugandan schools Bonny Norton, Harriet Mutonyi

“Writing back” by shuttling between discourses from the academic periphery Suresh Canagarajah

“Writing/imaging back”: Mixed messages from the Net Brian Morgan

Writing by right: Indigenous writing in Brazil as resistance to assimilation Lynn Mario Menezes de Souza

Talking across time: Postcolonial challenges to language, history and difference Vaidehi Ramanathan, Alastair Pennycook



Grand Salon17:15 - 17:45 Opening Ceremony ▪ Cérémonie d’ouverture17:45 - 18:45 Opening Plenary:

A pedagogical perspective on second language acquisition Claude Germain, Joan Netten

49


Session Details - Sunday Morning

Informations sur les sessions - Matinée - dimanche

Sunday Highlights ▫▪▫ Dimanche - Événements principaux7:00 - 8:00 Invited Breakfast for Graduate Students ▪ Petit-déjeuner-causerie pour étudiants diplômés Salon des Arts8:00 - 12:0013:00 - 17:00


8:00 - 17:00 Publishers’ Exhibits ▪ Salon des exposants Jeanne-Mance8:15 - 11: 15 Invited Colloquium ▪ Symposium invité

Recherches en français langue seconde: acquisition, enseignement et évaluation Research in French as a second language: Acquisition, instruction, and assessment Organizer: Diane Huot

Grand Salon B

8:15 - 11:15 Refereed colloquia, papers ▪ symposiums, communications as scheduled ▪ selon l’horaire

10:10 - 11:15 Distinguished Service & Scholarship Award Presentation: Andrew D. Cohen Salon des Arts11:30 - 12:30 Plenary ▪ Session plénière

Small words make big meanings John Sinclair

Grand Salon

12:30 - 14:00 AAAL Meeting of the Rules and Resolutions Committee Grand Salon A12:30 - 14:00 Lunch Break ▪ Déjeuner12:45 - 18:30 Poster Sessions & Book Launch ▪ Communications par affi chages et lancement de livres Salon des Arts14:00 - 17:00 Invited Colloquium ▪ Symposium invité

Foreign/second language acquisition as meaning-making: A systemic functional approach Organizers: Heidi Byrnes

Grand Salon B

14:00 - 17:00 Refereed colloquia, papers ▪ symposiums, communications as scheduled ▪ selon l’horaire

17:15 - 18:15 Plenary ▪ Session plénière Montréal and the discursive construction of la francité canadienne Monica Heller

Grand Salon

18:30 - 20:00 CAAL Wine and Cheese Reception ▪ Réception vin et fromage de l’ACLA Salon des Arts, Été des Indiens, Terrace, Bar

18:30 - 19:30 Multilingual Matters Reception ▪ Réception organisée gouvernemental Learning and Teaching Scotland

Alfred-Rouleau A

18:30 - 19:30 Learning and Teaching Scotland Reception ▪ Réception de l’organisme gouvernemental Learning and Teaching Scotland

Alfred-Rouleau C

18:30 - 21:30 Professional Service Session ▪ Session de services professionnels Second AAAL Systemic Functional Linguistics Crackerbarrel

Alfred-Rouleau B

19:30 - 21:30 Professional Service Session ▪ Session de services professionnels Meet Our Related Organizations

Picardie

Salon des Arts10:10 - 11:15 Distinguished Service and Scholarship Award Presentation

How to succeed at language learning when really trying: Secrets my applied linguist told me

Andrew D. Cohen

50





Session Chair: Emily Duvall, The Pennsylvania State University, US

8:15 - 8:45 Exploring writing fl uency measures in an EFL context: Writing assessment and developmental trend

Fei Fei ASE ▪ MEV

8:50 - 9:20 Investigating the effectiveness of an online rater-training programme for writing Ute Knoch ASE ▪ MEV

9:25 - 9:55 Identifying indigenous assessment criteria for writing in academic settings Muhammad Usman Erdősy ASE ▪ MEV

10:10 - 10:40 Correlation between English writing skills and translation ability Rachel Lunde, Maria Brau ASE ▪ MEV

10:45 - 11:15 A text-based study of task effects on Arab EFL writers’ and raters’ performance Khaled Barkaoui, Ibtissem Knouzi

ASE ▪ MEV


Session Chair: Mahmoud Amer, Indiana University of Pennsylvania, US

8:15 - 8:45 Doing avoidance Numa Markee DIS

8:50 - 9:20 The function of silence in confl ict talk Caroline Vickers, Wendy Smith

DIS

9:25 - 9:55 Ellipsis and body in talk-in-interaction Chisato Koike DIS

10:10 - 10:40 Moments of tension in a foreign language classroom: An opportunity for critical literacy?

Yuri Kumagai DIS

10:45 - 11:15 The metaphoric and metonymic othering of U.S. Latino populations in Spanish heritage language textbooks: A critical discourse analysis perspective

Cynthia Ducar, Linda Waugh DIS


Session Chair: Wenyuh Shieh, Ming-Hsin University of Science and Technology, Taiwan

8:15 - 8:45 Corrective feedback and repair in e-mail tandem exchanges Sabrina Priego TEC

8:50 - 9:20 Introspection of designers of video-listening tasks Juan Pino, Maria Milagros Antonini

TEC

9:25 - 9:55 Learners’ voices online: Collaborative exchanges between school and higher education

Sabine Little TEC

10:10 - 10:40 Smoke and mirrors? Frequency of word meanings in the British National Corpus Dee Gardner TEC

10:45 - 11:15 Deconstructing/constructing the interfaces of web-based concordancing programs

Joel Bloch TEC

51





Session Chair: Mark Andrew James, Arizona State University, US

8:15 - 8:45 The impact of different glosses on EFL learners’ vocabulary learning Zohreh Eslami RWL ▪ LEL

8:50 - 9:20 The role of saliency, text comprehension, and topic familiarity in second language incidental vocabulary acquisition

Mary Watts RWL ▪ LEL

9:25 - 9:55 The relationship between decoding effi ciency and word form and meaning acquisition from L2 reading

Megumi Hamada RWL ▪ LEL

10:10 - 10:40 Working memory, presentation format, pronunciation ability, and the acquisition of diacritical marks in L2 learners of French

Jessica Sturm, Peter Golato RWL ▪ LEL

10:45 - 11:15 A place in educational narrative: Reported speech in personal accounts about schooling and literacy

Anneke AJ van Enk RWL ▪ LEL

Auteuil A and BTime Colloquium Title Organizer Strand

8:15 - 11:15 Raising (critical) language awareness in higher education settings Kerrie Kephart LID


“Doing it right” versus ”Making it right”: CLA as an pedagogical intervention for underprepared college students

Cassie Cleverly

The emergence of nontraditional students’ language awareness in a telephone-taught access program

Mary Jane Curry

Discourse and the happy intersection of theory and practice for pre-service teachers

Samantha Caughlan

Fostering language awareness in teachers of English language learners Kerrie Kephart

Discussant: Bronwen Low


Session Chair: Brigid Burke, American University, US

8:15 - 8:45 Aspect from an input processing perspective: Evidence for the Aspect Hypothesis

Mark Overstreet COG

8:50 - 9:20 Language and thought in the bilingual mind: The case of number Panos Athanasopoulos COG

9:25 - 9:55 Learner recognition of recasts in EFL classrooms Ji Hyun Kim COGSession Chair: Nina Moreno, Georgetown University, US

10:10 - 10:40 “Just kidding!” - Playing within L2 in CMC Ilona Vandergriff, Carolin Fuchs

TEC

10:45 - 11:15 Supporting ESL students’ linguistic and social lives through computer-mediated communication

Dong-Shin Shin TEC

52





Session Chair: Fushun Le, Iowa State University, US

8:15 - 8:45 Do individual learner factors mediate the effect of corrective feedback on L2 acquisition?

Younghee Sheen LAA ▪ AAL

8:50 - 9:20 The effect of learner-learner interaction on L2 vocabulary acquisition YouJin Kim LAA ▪ AAL

9:25 - 9:55 Framing transfer in narrative discourse: “Footprints” of L1-based perspectives Laura Sanchez, Scott Jarvis LAA ▪ AALSession Chair: Chengbin Yin, University of Maryland, College Park, US

10:10 - 10:40 L2 video listening tests: An investigation of test-taker viewing behavior Elvis Wagner ASE ▪ MEV

10:45 - 11:15 An investigation of methods for assessing authenticity in computer-assisted language learning and assessment

Hsin-min Liu ASE ▪ MEV


Session Chair: Kassim Shaaban, American University of Beirut, Lebanon

8:15 - 8:45 Global trends in EFL/ESL development: En route for a transnnational curriculum? Florin Mihai LPP ▪ APL

8:50 - 9:20 Rationales for proactive language-in-education policies Mary McGroarty LPP ▪ APL

9:25 - 9:55 The multicultural implications of making English the offi cial language of the United States of America

Marna Lew LPP ▪ APL

Session Chair: Daniella Molle, University of Wisconsin-Madison, US

10:10 - 10:40 Intercultural study of health literacy and medicine labels Ulla Connor, Miguel Garrido, William Rozycki

RWL ▪ LEL

10:45 - 11:15 The role of phonological awareness and initial adult L2 literacy development in English: Evidence from low literacy level L2 learners

Margo DelliCarpini RWL ▪ LEL


Session Chair: John Holmes, University of Leeds, UK

8:15 - 8:45 “She shoots! She scores!”: A multi-dimensional analysis of the TV broadcast language of WNBA and NBA games

Marie Helt, Jennifer McCoy SOC

8:50 - 9:20 Effects of gender on language perception in the classroom Rachel Hansen SOCSession Chair: Deborah Dubiner, Carnegie Mellon University, US

10:10 - 10:40 The effects of linguistic variables on accuracy of gender agreement in L2 Spanish

Irma Alarcón LAA ▪ AAL

10:45 - 11:15 The development of learner use of “estar + adjective” in contexts of speaker reaction to immediate experiences with the referent

Daniel Woolsey LAA ▪ AAL

53





Session Chair: Frédérique Grim, Colorado State University, US

8:15 - 8:45 Community vs. academic institution: Promoting Spanish literacy in third generation heritage speakers

Elena García Frazier BIH ▪ BIP

8:50 - 9:20 Summary writing: A comparative study of French-Immersion and francophone students’ grammatical competencies

Léonard Rivard BIH ▪ BIP

9:25 - 9:55 Can a grass-roots bilingual program elicit social change?: An ethnographic study of fi rst grade English immersion classrooms in Japan

Waka Tominaga BIH ▪ BIP

10:10 - 10:40 Year one at “city” high school: Resistance in a heritage Spanish language class Kimberly Helmer BIH ▪ BIP

10:45 - 11:15 Heritage language development in an era of high-stakes testing Sarah Shin BIH ▪ BIP

Alfred-Rouleau ATime Colloquium Title Organizer Strand

8:15 - 11:15 Second language learning and gender: Analyzing gender differences or the difference gender makes

Juliet Langman RES ▪ REC


Gendered narratives of the discursive self Gergana Vitanova

The intimacy of disclosure: Researching gender positioning in narratives of transformation

Michael Campbell

The Sabrina Syndrome: Intertextuality and performance of gendered identities in American women’s narratives of learning French

Celeste Kinginger

Exploring gender in the foreign language classroom Scott Saft, Yumiko O’Hara

Discussants: Aneta Pavlenko, Dariusz Galasinski


Session Chair: Stefan Frazier, San Jose State University, US

8:15 - 8:45 The acquisition of the English present perfect in the L2 classroom David McCormick PED

8:50 - 9:20 Implementing language learning strategy instruction with junior high school beginner learners of French

Vee Harris PED

9:25 - 9:55 The spirit of language pedagogy: A narrative analysis Christopher Bradley PED

10:10 - 10:40 Constructivism in material development in an EFL program in a Chinese university

Han Han PED

10:45 - 11:15 Depth of processing in private and social speech: Its role in the retention of vocabulary by adult EAP learners

Linda Borer LAA ▪ AAL

54



Session Chair: Gertrude Tinker Sachs, Georgia State University, US

8:15 - 8:45 Japanese learners’ willingness to seek assistance to further their interlanguage development in an EFL classroom

Christopher Weaver PED

8:50 - 9:20 Recasts as explicit corrective feedback: Noticing, interpretation, and subsequent modifi ed output

Nobuaki Takahashi PED

9:25 - 9:55 Feedback in second language classrooms: A cross-contextual analysis Rebecca Adams, Jonathan Newton, David Crabbe

PED

10:45 - 11:15 Form-focused instruction in L2 vocabulary and reading: A case for contrastive analysis and translation

Batia Laufer PED




8:15 - 11:15 Researching language teacher identity Yasuko Kanno PED


The role of the school and colleagues in forging a fi rst year language teacher’s professional identity

Thomas S. C. Farrell

From “counselor” to “task master”: The development of novice ESL teachers’ professional identity

Yasuko Kanno, Christian Stuart

Intersections: Linguistic and professional identities of French Immersion teachers Lace Marie Brogden

Revealing” silence: Racializing second language teacher identity Ena Lee

Researching and documenting language teacher identities: From structuralist to poststructuralist perspectives

Manka Varghese

Discussant: Brian Morgan


8:15 - 11:15 Analysing evaluation in academic discourse: Juxtaposing contexts, questions, and methods in search of new directions for research

Susan Hood DIS


Argumentation and evaluation in master’s theses in two disciplines Betty Samraj

Analysing the prosodic patterning of evaluative meanings in academic research papers: Mapping the dynamic construction of stance

Susan Hood

Argument or evidence? Cross-disciplinary variation in evaluation using the noun that pattern

Maggie Charles

Evaluating and persuading: Challenges for English learners and their history teachers

Mary J. Schleppegrell

Discussant: Heidi Byrnes

55





8:15 - 11:15 Recherches en français langue seconde: acquisition, enseignement et évaluation

Research in French as a second language: Acquisition, instruction, and assessment

Diane Huot


L’utilisation des TIC infl uence-t-elle la qualité de l’écriture chez les élèves du secondaire? Do ICTs have an effect on the quality of written texts by high school students?

France H.-Lemonnier, Diane Huot, Josiane Hamers, Odette Gagnon

Pratiques d’enseignement de la forme en classe de FL2 : usage et perception Form-focused instruction in the French L2 classroom: Teachers’ practices and learners’ reactions

Daphnée Simard, Gladys Jean

Élaboration d’un didacticiel de lecture « intelligent » en FLSAn intelligent program for reading development in L2 French

Lise Duquette

Enjeux de la recherche en évaluation des L2 :études empiriques et contrôle de la qualité en lien avec l’évaluation de la compétence de communication interculturelle et le développement de niveaux de performance à l’échelle nationaleEmpirical studies and quality control in two major issues in language assessment: Evaluating intercultural communicative competence and defi ning national language benchmarks

Denise Lussier, Michel Laurier

Enseigner la grammaire à travers le « processing »Teaching Grammar with Processing Instruction

Wynne Wong

Le français intensif : une façon différente d’apprendre à communiquer en classe de L2Intensive French: A different way of learning to communicate for the L2 classroom

Claude Germain, Joan Netten

Grand Salon11:30 - 12:30 Plenary:

Small words make big meanings John Sinclair

56


Session Details - Sunday Afternoon

Informations sur les sessions - Après-midi - dimanche


12:45 - 18:30 Learning Arabic in America post 9/11: Ideologies, agencies, and identities in confl ict

Sawsan Abbadi LID

Going to sleep in the cave: Mytho-ideological contexts in the Soviet EFL textbook Andrew Ball LID

Phonological awareness in English-French bilingual children Pi-Yu Chiang, Susan Rvachew

BIH ▪ BIP

Typical accent features of adult Bosnian English language learners in Vermont Michelle Davis BIH ▪ BIP

Dominican Americans in Washington Heights, NY: Transnationalism and language use

Sue Dicker LCS

Professional identity development of teacher candidates from diverse backgrounds: Perceptions of experiences, role of language, and teaching responsibilities

Farahnaz Faez LCS

Two late partial immersion students’ verbal jousting during a history task in French

Margaret Gearon BIH ▪ BIP

School-based programming for multilingual and multicultural Canadian families: Toward a policy model for intergenerational literacy programs

John Ippolito BIH ▪ BIP

The relative effectiveness of explicit and implicit feedback in correcting “kitchen” Korean

Hyun-Sook Kang BIH ▪ BIP

Learner identity and attitudes toward Anglophone pronunciation varieties Okim Kang LCS

Interactive activity space: How bilingual writers use the “space” created within an activity system

Penny Kinnear LCS

Superordination and lexical depth in L1 and L2: Bilinguals vs. monolinguals Parto Pajoohesh BIH ▪ BIP

Echange linguistique et culturel en ligne et enrichissement de la classe d’immersion

Mathy Ritchie BIH ▪ BIP

Dialect speakers and academic achievement: First Nations children in standard English classrooms

Andrea Sterzuk LCS

Language policy implications and the Sovereignty in Education Act, Navajo Nation 2005

Larisa Warhol LPP ▪ APL

Legitimizing violence: Ethnic stereotyping in news about Israeli-Palestinian violence

Ahmed Zaheed LID

57



Session Chair: Hyun-Sook Chung, International Graduate School of English, Korea

14:00 - 14:30 Language, politics, gender and identity in Quebec: A sociolinguistic investigation of language reform in two communities of practice

Stella Martinez ASE ▪ MEV

14:35 - 15:05 Tracking the impact of the Ontario Secondary School Literacy Test on second language students

Liying Cheng, Janna Fox ASE ▪ MEV

15:10 - 15:40 Characteristics of locally dependent item clusters in English language tests for university entrance selection purposes in Japan

Kiyomi Yoshizawa ASE ▪ MEV

15:55 - 16:25 The NET effect: Measuring the value added of Hong Kong secondary students taught by native English-speaking teachers (NETs)

Jerry Gray ASE ▪ MEV

16:30 - 17:00 Different interpretations, different uses: Assessment criteria and school-based English language assessment reform in Hong Kong

Chris Davison, Liz Hamp-Lyons

ASE ▪ MEV




Session Chair: Triantafi llia Kostouli, Aristotle University of Thessaloniki, Greece

14:00 - 14:30 Agency beyond the skin in collaborative learning: Multiple perspectives Junko Imai, Michele Weber, Marina Engelking

DIS

15:10 - 15:40 Exploring social identity in heteroglossic narrative discourse Miwako Yanagisawa DISSession Chair: Hui Fang Song, City College of San Francisco, US

15:55 - 16:25 Are francophone learners aware of L1 infl uence on English question formation? Patsy M. Lightbown, Ahlem Ammar

LAA ▪ AAL

16:30 - 17:00 Temporal morphology and language proximity: The development of tense-aspect markers by Hispanophone learners of French

Jesús Izquierdo LAA ▪ AAL


Session Chair: Serguei Podoprigora, Defense Language Institute, US

14:00 - 14:30 The pragmatics of “making nice” in multimedia: Cooperation, relevance, and multimodal communication

Mark Evan Nelson TEC

14:35 - 15:05 Innovative web-based environment for EFL and intercultural learning Meei-Ling Liaw TEC

15:10 - 15:40 Digital transmission of language and culture Victoria Rau, Meng-chien Yang

TEC

15:55 - 16:25 Coherence cues in online-learning environments Tobias Unger, Frauke Intemann

TEC

16:30 - 17:00 Chat and mouse: Language play in intercultural online communication Angela Goddard TEC

58



Session Chair: Sandra Banke, Portland State University, US

14:00 - 14:30 The effects of different lexical processing strategies on reading comprehension and vocabulary learning

Wenyuh Shieh RWL ▪ LEL

14:35 - 15:05 Assessing the roles of metacognitive knowledge and vocabulary knowledge in EFL reading comprehension

Jie Li RWL ▪ LEL

15:10 - 15:40 Metacognition and strategy use in second language reading comprehension for academic purposes

Mei Chueh Chao RWL ▪ LEL

15:55 - 16:25 The impact of graphic organizer training on reading comprehension at two read-ing profi ciency levels

Xiangying Jiang, Ai Ping Bu, Yi Qin Xie

RWL ▪ LEL

16:30 - 17:00 Does implementing critical literacy have to confl ict with EAP reading curriculum? Woomi Shin RWL ▪ LEL




Session Chair: Xingren Xu, Pennsylvania State University, US

14:00 - 14:30 Speech as a composite event: Temporal coordination of gesture and prosody in conversational lecture style

Debra Hardison COG

14:35 - 15:05 How the brain sees what we say: A functional MRI study of speech and beat gesture

Amy L. Hubbard, Daniel E. Callan, Mirella Dapretto

COG

15:10 - 15:40 Does the relationship between phonological memory and L2 grammar learning depend on the availability of lexical knowledge?

Leif French, Irene O’Brien COG

15:55 - 16:25 The aspectual interpretation of English sentences by native and non-native speakers

Mary Call, David Townsend, Steve Seegmiller, Simona Mancini, Nikos Ilia

COG

16:30 - 17:00 A cognitive perspective on language learning strategies: Toward an acquisition framework

Yiching Chen COG

Auteuil A and BTime Colloquium Title Organizer Strand

14:00 - 17:00 Legislating languages: Contesting and navigating policy and planning in Canada Eve Haque LPP ▪ APL


Affi rming Franco-Ontarian identity: Linguistic and cultural identity during the transition to university

Sylvie Lamoureux

Aboriginal languages in Canada: Cultural continuity, language preservation, and the “unfi nished business of the nation-state”

Donna Patrick

Instructing newcomers: Language and integration in Canadian immigrant language policy

Ellen Cray, Eve Haque

“LINC helped me very little”: Probing the perspective of skilled Chinese im-migrants in Toronto

Huamei Han

59





Session Chair: Eunice Eunhee Jang, OISE/University of Toronto, Canada

14:00 - 14:30 Adaptation and assessment of a public speaking rating scale Gina Iberri-Shea ASE ▪ MEV

14:35 - 15:05 Oral profi ciency testing: Performing in pairs Lindsay Brooks ASE ▪ MEV

15:10 - 15:40 “Speaks fl uently”: English language profi ciency tests and oral fl uency rating criteria

Marian Rossiter ASE ▪ MEV

Session Chair: Jose Varela, Eastern Kentucky University, US

15:55 - 16:25 Ni, de, and e: The acquisiton of Japanese locative particles by French- and English-speaking learners

Catherine Durand LAA ▪ AAL

16:30 - 17:00 Second language acquisition of motion events: The case of learning Korean verb-framing by native speakers of English

Min Sook Kim, Laura DiGior-gio Scott, Anita Chosé

LAA ▪ AAL


Session Chair: Ericson Friginal, Northern Arizona University, US

14:00 - 14:30 China’s foreign language policy on primary English education: From policy rhetoric to implementation reality

Yuanyuan Hu LPP ▪ APL

14:35 - 15:05 The relationship between applied linguistic research and language policy implementation in a school district

David Johnson LPP ▪ APL

15:10 - 15:40 In with the old, out with the new: Indigenous French versus nativized English in Guernsey

Julia Sallabank LPP ▪ APL

Session Chair: Shaobin Ji, Wenzhou Vocational and Technical College, China

15:55 - 16:25 Literacy experiences of adolescent ESL students across the curriculum Mari Haneda RWL ▪ LEL

16:30 - 17:00 Multiliteracy in the elementary science inquiry classroom: Towards a defi nition of pedagogical scientifi c discourse

David Hanauer RWL ▪ LEL


Session Chair: Haruko M. Cook, University of Hawaii at Manoa, US

14:00 - 14:30 Discovering differences between varieties of English: Lessons learned from a British-American-Moldovan English workshop

Bridget Goodman SOC

14:35 - 15:05 Korean university students’ attitudes toward varieties of English Cheongmin Yook SOC

15:10 - 15:40 Attitudes towards English accents: Four cases of Japanese ESL learners with multicultural experiences

Shoko Tanaka SOC

15:55 - 16:25 Cross-cultural comparison of localized English forms: Japanese and Korean commercial texts

Jamie Shinhee Lee SOC

16:30 - 17:00 Lexical creativity and productivity in prestige/non-prestige language contact: Implications for language planning

Keumsil Kim Yoon SOC

60





Session Chair: Julie Byrd Clark, OISE/University of Toronto, Canada

14:00 - 14:30 Transcribing non-nativeness: Perceived features of non-native speech Stephanie Lindemann LID

14:35 - 15:05 “Real Spanish”: The ideological construction of a (foreign) language Robert Train LID

15:10 - 15:40 Authentic femininity in two dialects of Japanese Janet S Shibamoto Smith, Debra J Occhi

LID

15:55 - 16:25 The infl uence of standard-English-only communication ideology: A case study Ling-Miao Yeh LID

16:30 - 17:00 Language ideology at work: US court cases involving English-only workplace policies

Kari Gibson LID


Session Chair: Virginia LoCastro, University of Florida, US

14:00 - 14:30 Multiple identities, multiple competencies: Bi/multilingual speakers in Japan Andrea Simon-Maeda DIS

14:35 - 15:05 Additive bilingualism through family language planning: Ideologies, strategies, and interactional outcomes

Kendall King, Aubrey Logan-Terry

DIS

15:10 - 15:40 Heteroglossia, identities, and the social construction of bilingualism Benjamin Bailey DISSession Chair: Usman Erdősy, Carleton University, Canada

15:55 - 16:25 The psychological foundations of elicited imitation as a measure of second language profi ciency

Craig Chaudron RES ▪ REC

16:30 - 17:00 A multidimensional approach to crosslinguistic vowel similarity Ron Thomson RES ▪ REC


Session Chair: Folkert Kuiken, Association néerlandaise de linguistique appliquée, the Netherlands

14:00 - 14:30 Standards at the crossroads: Local knowledge and national standards in ESL and FL teaching on the Texas-Mexico border

Glenn Martinez, Yong Lang PED

14:35 - 15:05 Local tensions in ELT policy in the P.R.C. and the U.S.: Issues in globalization Paul McPherron PED

15:10 - 15:40 McTESOL: An example of the commodifi cation of education Christopher Anderson PEDSession Chair: Maria Brisk, Boston College, US

15:55 - 16:25 The value of a mixed-model design in CALL research Joan Jamieson TEC

16:30 - 17:00 Merits of practical reasoning for validating mixed-method research Eunice Eunhee Jang, Paul Quinn

RES ▪ REC

61




Alfred-Rouleau CTime Colloquium Title Organizers Strand

14:00 - 17:00 Language and literacy socialization in diverse communities of practice Martin Guardado, Jeremie Seror

LCS


Socializing Hispanic children into multidimensional identities Martin Guardado

Interactions and positionings of heritage and foreign language students in mixed “foreign-language” classes

Klara Abdi

“Aren’t I interesting?”: Communities of practice, identity, and language learning of generation 1.5 Korean-Canadian university students

Jean Kim

Conversations about writing: Socializing international students into the writing conventions of academic communities

Jeremie Seror

“Myths and truth” about second language academic writing: Examining gaps between preparation and reality

Mi-Young Kim

Issues and signifi cance of the L2 academic literacy development of Mexican exchange students in a Canadian university

Sandra Zappa-Hollman

Discussant: Sandra R. Schecter


14:00 - 17:00 Les facteurs de réussite dans le développement des compétences en littératie Lizanne Lafontaine RWL ▪ LEL


Le développement des compétences en littératie dans les groupes de révision rédactionnelle en milieux linguistiques minoritaire (Nouveau-Brunswick) et majoritaire (Québec)

Lizanne Lafontaine, Sylvie Blain

Développement des compétences en littératie critique en première secondaire : observation des écarts dans les cercles de lecture

Manon Hébert

Étude du changement vécu par les enseignants suite au fonctionnement en communauté d’apprentissage professionnelle visant la réussite en littératie

Martine Leclerc

La littératie et les garçons à l’élémentaire : appropriation des stratégies effi caces par un groupe d’enseignants

France Nicolas

Une combinaison entre affect, cognition et métacognition : est-ce essentiel pour une bonne compréhension en lecture?

Nathalie Clément

62




Grand Salon BTime Invited Colloquium Title Organizer

14:00 - 17:00 Foreign/second language acquisition as meaning-making: A systemic-functional approach

Heidi Byrnes


Genre and language learning: a social-semiotic perspective James R. Martin

Staging instruction at the intermediate level: Genre, dialogicality, voice Heidi Byrnes

Grammar as a gateway into discourse: A systemic functional approach to Subject, Theme and Logic

Kazuhiro Teruya

A systemic-functional approach to the teaching of Spanish for heritage speakers in the U.S.

M. Cecilia Colombi

Discussant: Gordon Wells

Grand Salon CTime Colloquium Title Organizers Strand

14:00 - 17:00 Current issues in second language production research Judit Kormos LAA ▪ AAL


Manipulating task complexity across task types: Effects on L2 oral production Roger Gilabert Guerrero

A multifaceted analysis of L2 speaking performance Nivja de Jong, Margarita Steinel, Arjen Florijn, Rob Schoonen

The role of creativity in L2 speech production Ágnes Albert

Towards an integrated model of L2 speech production Judit Kormos

Discussant: Peter Robinson


Montréal and the discursive construction of la francité canadienne

Monica Heller

63


Session Details - Monday Morning

Informations sur les sessions - Matinée - lundi

Monday Highlights ▫▪▫ Lundi - Événements principaux7:00 - 8:00 Invited Breakfast for Graduate Students ▪ Petit-déjeuner-causerie pour étudiants diplômés Salon des Arts8:00 - 12:0013:00 - 17:00


8:00 - 17:00 Publishers’ Exhibits ▪ Salon des exposants Jeanne-Mance8:15 - 11: 15 Invited Colloquium ▪ Symposium invité

La question de la norme du français oral au Québec Organizer: Robert A. Papen

Salon des Arts


11:30 - 12:30 Plenary ▪ Session plénière Defi ning and measuring the construct of second-language profi ciency Jan Hulstijn

Grand Salon

12:30 - 14:00 AAAL Business Meeting Grand Salon A12:30 - 14:00 Lunch Break ▪ Déjeuner12:45 - 18:30 Poster Sessions & Book Launch ▪ Communications par affi chages et lancement de livres Salon des Arts14:00 - 17:00 Invited Colloquium ▪ Symposium invité

Computer Mediated Communication in L2 contexts Organizer: Robert Blake

Grand Salon B


17:15 - 18:15 Plenary ▪ Session plénière Combining discourse analysis with activity theory for the study of dialogue in the classroom Gordon Wells

Grand Salon

18:30 - 19:30 Presidents Reception ▪ Réception du Président Terrace19:30 - 21:30 Professional Service Session ▪ Session de services professionnels

What is “TIRF”?Alfred-Rouleau B

19:30 - 21:30 Professional Service Session ▪ Session de services professionnels: Meet Our Related Organizations

Picardie

Salon des ArtsTime Invited Colloquium Title Organizer

8:15 - 11:15 La question de la norme du français oral au Québec Robert A. Papen


L’oral : Le laissé-pour-compte dans le débat sur la norme du français au Québec Robert A. Papen

Oralité et concurrence des variétés Philippe Barbaud

Les représentations de la norme du français au Québec à travers les sondages d’opinion

Jacques Maurais

Étude sociolinguistique sur la grammaire de l’élite québécoise Davy Bigot

La qualité de la langue dans les chaînes de télévision du Québec Kristin Reinke

Discussant: Claude Poirier

64





Session Chair: Mary Watts, University of North Carolina Wilmington, US

8:15 - 8:45 Developing self-assessment instruments for language learners: Insights from a study using CEF can-do statements

Gad Lim ASE ▪ MEV

8:50 - 9:20 From measurement to cooperation: Dynamic Assessment and L2 development Matthew Poehner ASE ▪ MEV

9:25 - 9:55 The impact of choice provision and interactiveness on students’ affective engagement in tasks

Bill Snyder, Selin Alperer ASE ▪ MEV

10:10 - 10:40 Reasons for L2 learners’ miscalibration Aek Phakiti ASE ▪ MEV

10:45 - 11:15 Modeling rater disagreement on task based assessments Steven Ross ASE ▪ MEV


Session Chair: Fei-Wen Cheng, National Chiayi University, Taiwan

8:15 - 8:45 Shifting subgroup identities in the Hebrew language class Avital Feuer BIH ▪ BIP

10:10 - 10:40 The relationship between knowledge of rare vocabulary in ASL (L1) and reading comprehension in English (L2) in deaf children

Sarah Fish, Robert Hoffmeister, Rebecca Williams McVey

BIH ▪ BIP

HospitalitéTime Colloquium Title Organizer Strand

8:15 - 11:15 The textual metafunction and genre structure within systemic functional grammar: Theoretical developments and practical implications

Bernard Mohan DIS


The function of new information in problem-solution texts Peter H. Fries

Learning about the textual metafunction in elementary school classrooms Geoff Williams

The textual metafunction in the discourse of speakers with Autism Spectrum Disorder

Jessica De Villiers

The role of lexical cohesion in explanations in science classrooms Bernard Mohan, Tammy Slater

65





Session Chair: Shigeko Okamoto, California State University, Fresno, US

8:15 - 8:45 The rearticulation of textual voices and the joint construction of interactional alignments in literacy events mediated by the textbook

Denise Santos DIS

8:50 - 9:20 Humor in spoken discourse in an academic institution: Gender and power motivations

Rebekah Johnson DIS

9:25 - 9:55 A corpus-based analysis of sex, roles, and register in university settings Nancy Drescher DISSession Chair: Pei Ju Tsai, Teachers College, Columbia University, US

10:10 - 10:40 Defi nitions in theology lectures: Implications for technical vocabulary learning Michael Lessard-Clouston LAA ▪ AAL

10:45 - 11:15 A research use argument: An alternative paradigm for empirical research in Applied Linguistics

Lyle Bachman RES ▪ REC


Session Chair: Jie Li, Chinese University of Hong Kong

8:15 - 8:45 Teaching English can be a drag: The Language School in Oaxaca as a pedagogical safehouse

Donald Kissinger LLC ▪ LCA

8:50 - 9:20 Tuning into tones: The effect of memory on L2 Chinese learners’ tonal production at different levels of development

Paula Winke, Xiaoqing (Andy) Chen

LLC ▪ LCA

9:25 - 9:55 Language learning and agency: Perspectives of skilled immigrants Yan Guo LLC ▪ LCA

10:10 - 10:40 Effects of form-focused vs. meaning-focused goals on oral task motivation Shu-chen Huang LLC ▪ LCA

10:45 - 11:15 Learning disabilities in the L2 classroom: Alternate modes of learning and assessment

Zsuzsanna Abrams LLC ▪ LCA


Session Chair: Catherine Brissaud, University of Grenoble, France

8:15 - 8:45 Typologie textuelle et techniques de traduction: la pratique traductrice comme évaluation de la théorie

Albert Alvarez TRI

9:25 - 9:55 La traduction automatique présente-t-elle un intérêt pour des communautés de langue offi cielle minoritaire? Étude de cas chez les Fransaskois

Lynne Bowker TRI

Session Chair: Anne Pomerantz, University of Pennsylvania, US

10:10 - 10:40 A contrastive cross-cultural study of the speech act of disagreement in English and Arabic

Nader Morkus, Tony Erben LCS

10:45 - 11:15 Acquiring an artifi cial logographic orthography: A comparison of logographic versus alphabetic L1 users

John Ehrich LLC ▪ LCA

66





Session Chair: Okim Kang, University of Georgia, US

8:15 - 8:45 The messiness of language socialization in reading groups: Resistance to and participation in the values of essayist literacy

Deborah Poole LCS

8:50 - 9:20 Units of analysis for language socialization Stanton Wortham LCS

9:25 - 9:55 Cultivating cross-cultural communicative competence through intercultural language socialization

Xingsong Shi LCS

Session Chair: Rachel Hansen, Brigham Young University, US

10:10 - 10:40 “Parce” (que) vs “à cause” (que) in Ontario French Raymond Mougeon, Terry Nadasdi, Katherine Rehner

SOC

10:45 - 11:15 Procedures and criteria for assessing learners’ discourse competence in Content and Language Integrated Learning (CLIL)

Helmut J. Vollmer BIH ▪ BIP


Session Chair: Danielle Barbereau, University of Sheffi eld, UK

8:15 - 8:45 Translation and identity representation: Brazilian immigrant newspapers in the USA

Lúcia Freitas TRI

8:50 - 9:20 Translating Brazilian culture-specifi c items into English Marcia Martins, Carla Bentes TRI

9:25 - 9:55 The discourse of philanthropy in Italy and the United States: A case study of interparadigmatic translation

Sabrina Fusari TRI

10:10 - 10:40 Fail again, fail better: Ethics and participation in interpreting research Graham H. Turner TRI

10:45 - 11:15 Investigating the effects of a phraseological language methodology on the interpreting performance

June Eyckmans, Daniel Bauwens, Hélène Stengers, Frank Boers

TRI


Session Chair: Sarah Benesch, City University of New York, Staten Island, US

8:15 - 8:45 Pulp fi ction or literature? A linguistic and literary analysis of two works by Georges Simenon

Karen Barto TXT

8:50 - 9:20 “Rhetorical life of scientifi c fact,” continued Tosh Tachino TXTSession Chair: David Schwarzer, The University of Texas at Austin, US

10:10 - 10:40 Representation of women’s issues in Kenya: A critical discourse analysis Jacinta Ndambuki RES ▪ REC

10:45 - 11:15 Court transcript as a source of Forensic Linguistics analysis: Testing the accuracy of Jamaican courtroom reporters

Clive Forrester RES ▪ REC

67





Session Chair: Florin Mihai, Florida State University, US

8:15 - 8:45 The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis

Alan Taylor ASE ▪ MEV

8:50 - 9:20 Looking into non-native English speaking children’s narratives Yeonsuk Cho, Sari Luoma ASE ▪ MEV

9:25 - 9:55 Communication strategies in instructional contexts: The washback of a task-based test of spoken language on learners’ use of communication strategies

Shahrzad Saif ASE ▪ MEV

Session Chair: Callie Mady, Ontario Institute for Studies in Education of the University of Toronto, Canada

10:10 - 10:40 Pour ou contre? Prépositions, TIC et préférences technologiques Alysse Weinberg, Martine Peters, Nandini Sarma

TEC

10:45 - 11:15 Développement de l’autonomie en français langue seconde par l’exploration d’une banque d’objets d’apprentissage

Catherine Caws TEC


Session Chair: Elvis Wagner, Teachers College, Columbia University, US

8:15 - 8:45 The effects of task-based instruction on the development of Japanese learners’ pragmatic profi ciency

Masahiro Takimoto PED

8:50 - 9:20 Beyond criteria and standards: Teacher judgment of student performance in second language learning

Angela Scarino ASE ▪ MEV

10:10 - 10:40 Teaching to the task: Exploring the boundaries between task-as-workplan and task-in-process

Virginia Samuda PED

10:45 - 11:15 Task negotiation and the beginning language learner Paula Kristmanson PED


Session Chair: Terese Thonus, California State University, Fresno, US

8:15 - 8:45 Textual borrowing and source attribution in L2 writers’ summaries Zuzana Sarikova RWL ▪ LEL

8:50 - 9:20 A causal model of factors affecting EFL reading performance among Iranian EFL college students

Abdolmehdi Riazi, Saeed Mehrpour

RWL ▪ LEL

9:25 - 9:55 Syntactic processing as a predictor of L2 reading skills: Does L1 matter more than L2?

Gita Martohardjono, Ricardo Otheguy, Xuân-Nga Cao Kam, Amit Shaked

RWL ▪ LEL

10:10 - 10:40 Reading rate in a fi rst (Mandarin Chinese) and a second (English) language across fi ve reading tasks

Carol Fraser RWL ▪ LEL

10:45 - 11:15 Developing fl uency through extensive reading Marlise Horst RWL ▪ LEL

68





Session Chair: Jesús Izquierdo, McGill University, Canada and Universidad Juárez Autónoma de Tabaco, Mexico

8:15 - 8:45 Study-abroad research: A new global overview Jim Coleman PED

8:50 - 9:20 Concept-based instruction and gesture: Can we change the way we gesture depending on the language we use?

Francisco Meizoso PED

9:25 - 9:55 The relative effectiveness of processing instruction and meaning-focused output-based instruction on implicit and explicit learning of the generic (indefi nite) article

Rosemary Erlam PED

10:10 - 10:40 Mind as action: An activity theory analysis of EAP teacher knowledge Jill Cummings PED

10:45 - 11:15 How sociocultural theory necessitates collaboration Mary Curran, Donna Stelluto PED


8:15 - 11:15 Heritage languages, identity, and education Patricia Duff BIH ▪ BIP


When is a language a heritage language? Prospective learner vs. researcher perspectives

Terrence Wiley

An identity-based model for heritage language development Agnes He

Heritage language learning and identity Duanduan Li

Ways of speaking identity among transnational Mexican rancheros Marcia Farr


8:15 - 11:15 Second language vocabulary: The interface between learning and representation Joe Barcroft LAA ▪ AAL


Recent evidence for a hybrid-entry model of lexical representation in L2 Nan Jiang

Lexical representation and access in beginning L2 word learners: Impacts of instructional intervention

Andrew Farley

Infl uence of native language semantic representations on bilingual’s second language sentence comprehension

Ana Schwartz, Moira Shaw

Vocabulary learning with objects and nonobjects: Theoretical and methodological issues

Joe Barcroft, Gretchen Sunderman

Discussants: Nick Ellis, Bill VanPatten

69




Grand Salon BTime Colloquium Title Organizer Strand

8:15 - 11:15 Literacy, identity, and learning in transcultural digital communication Wan Shun Eva Lam TEC


Anime, fanfi ction, and identity: New literacies in pop cultural contexts Rebecca Black

The role of transnational digital communication in adolescent immigrants’ language, literacy, and identity development

Wan Shun Eva Lam

Projected future identities, geographic aspirations, and ESL students’ use of the internet

Diane Potts

Interculturality and mediated social practices in Internet environments Steven Thorne


8:15 - 11:15 The theoretical and empirical advantages and limitations of multiple perspectives on health, illness, and aging

Robert Schrauf LCS


Socially constructed health il/literacy: A study on international wives in Taiwan Amber Navarre

Language mixing in demented Afrikaans/English bilinguals Tracy Beckett

Is it just between you and me? Schemata and agency in three-party medical communication

Chas Brua, Nina Vyatkina

Language disability: Critical perspectives on “bodies,” “aging,” and “chronic ailments”

Sinfree Makoni

A systemic, functional, linguistic analysis of cohesion and coherence in elderly Chinese

Xingren Xu

Health literacy and limited English profi ciency older adults Robert Schrauf

Language, cognition, and affect in the elderly Merril Swain, Sharon Lapkin

A cross-cultural study of the use of metaphors in women’s narratives of meno-pause

Carol Williams


Defi ning and measuring the construct of second-language profi ciency

Jan Hulstijn

70


Session Details - Monday Afternoon

Informations sur les sessions - Après-midi - lundi


Session Chair: Fei Fei, Michigan State University, US

14:00 - 14:30 Longitudinal studies and the development of assessment for advanced competencies

Claudia V. Angelelli ASE ▪ MEV

14:35 - 15:05 Theoretically-meaningful grammatical assessment: Can it afford to ignore research into developmental stages?

Bronwen Dyson ASE ▪ MEV

15:10 - 15:40 At your service! Assessment at the service of learners and teachers: Assessment for Learning (AFL) investigated in a classroom setting

Christian Colby-Kelly ASE ▪ MEV

15:55 - 16:25 Matrix assessment: Online second language dialogue Ulf Schuetze ASE ▪ MEV

16:30 - 17:00 An exploration of the application of network analyses for comparing spoken and written language

Jinyun Ke ASE ▪ MEV


12:45 - 18:30 Contact-induced instability at the interfaces: Vulnerable structures in incomplete bilingual L1 acquisition

Agnes Bolonyai LAA ▪ AAL

Foreign language classroom anxiety: A classroom perspective Katalin Brózik-Piniel LLC ▪ LCA

Effect of bilingual input on the stability of grammatical schemas Caroline Erdos, Fred Gen-esee, Martha Crago, Karen Debas

LAA ▪ AAL

Expressive language skills in cross-language adopted children Karine Gauthier, Kristina Kasparian

LAA ▪ AAL

The role of universal and language-specifi c factors in children’s referential choices

A M Sonia Guerriero, Yuriko Oshima-Takane, Yoko Kuriyama

LAA ▪ AAL

The roles of output and task interactions on L2 vocabulary acquisition Sunhee Kwon LAA ▪ AAL

Foreign language use outside the classroom: The sense of progress learners perceive

Annina Löffl er LLC ▪ LCA

The effects of pre-task and on-line planning on L2 oral performance in Japanese Takako Nakakubo LAA ▪ AAL

Are Japanese college students motivated to learn English? Natsuko Sato LLC ▪ LCA

Specifi c language impairment in Icelandic and English-speaking school-age children

Elin Thordardottir COG

A picture of vocabulary knowledge and use in ESL learners JoDee Walters LLC ▪ LCA

Do late native-like L2 speakers differ from native speakers at the neural level? Erin White COG

71





Session Chair: Ibtissem Knouzi, OISE/University of Toronto, Canada

14:00 - 14:30 News bias: Using critical discourse analysis to teach media literacy Lara Messersmith DIS

15:10 - 15:40 A study on the knowledge sources of Turkish EFL learners in lexical inferencing Ilknur Istifci RWL ▪ LELSession Chair: James Mischler, Oklahoma State University, US

15:55 - 16:25 Towards defi ning a valid assessment criterion of pronunciation profi ciency in non-native English speaking graduate students

Talia Isaacs ASE ▪ MEV

16:30 - 17:00 Paired speaking tasks: A teacher-developed empirical rating scale Ana Maria Ducasse ASE ▪ MEV

HospitalitéTime Colloquium Title Organizer Strand

14:00 - 17:00 Intertextuality: Weaving prior text into present discourse Cynthia Gordon DIS


“Kelly, I think that hole must mean Tigger”: Reshaping literary prior text to create frames in mother-child discourse

Cynthia Gordon

Internal polemic as an intertextual resource in everyday interaction Alla V. Tovares

Intertextuality and the construction of Muslim identities in chatroom discourse Najma Al Zidjaly

Constructing identities in zine life-writing: A granola mother in the East Village Inky

Inge Stockburger

Intertextuality and the production of cultural meaning in improv performances Anna Marie Trester

Discussant: Stanton Wortham


Session Chair: Hsueh-chao (Marcella) Hu, University of Victoria, Canada and Chinese Overseas Institute of Technology

14:00 - 14:30 “With a little help from my friends?” Social networks and L2 fl uency development Leila Ranta LAA ▪ AAL

14:35 - 15:05 Formulaic language development: The effect of profi ciency and type of input Susanne Rott LAA ▪ AAL

15:10 - 15:40 Functions of formulaic sequences in second language speech David Wood LAA ▪ AALSession Chair: Sally Hinrich, Oklahoma State University, US

15:55 - 16:25 Diffi culties encountered by ESL postgraduate thesis students writing the discussion section: Perceptions of supervisor-student pairs

John Bitchener, Helen Basturkmen

DIS

72





Session Chair: Jim Hu, Thompson Rivers University, Canada

14:00 - 14:30 Negotiating an emergent disciplinary genre: An ethnographic examination Darryl Hocking TXT

14:35 - 15:05 Development of foreign language writing competence: The infl uence of the topic Pieter de Haan, Kees van Esch

TXT

Session Chair: Craig Chaudron, University of Hawai’i, US

15:55 - 16:25 Cognition, listening profi ciency, and comprehension of implied intentions Naoko Taguchi COG

16:30 - 17:00 Differences in the implicit learning of simple and complex syntactic rules Patrick Rebuschat COG


Session Chair: Zsuzsanna Abrams, University of Texas - Austin, US

14:00 - 14:30 Communication strategies in synchronous, computer-mediated communication: A two-way information gap activity

Amanda Black TEC

14:35 - 15:05 EFL students’ writing variation between essays and electronic forum postings Ching-Fen Chang TEC

15:10 - 15:40 Overcoming language barriers in video games Chia Yuan Hung TECSession Chair: Margo DelliCarpini, Lehman College, The City University of New York, US

15:55 - 16:25 From genres to genre systems: Teaching academic writing to graduate students across disciplines

Daniella Molle RWL ▪ LEL

16:30 - 17:00 Identity quandaries of international graduate students Xuemei Li LCS


Session Chair: Sandra R. Schecter, York University, Canada

14:00 - 14:30 Effective L2 pedagogy for Content and Language Integrated Learning (CLIL) – a European perspective

Rick de Graaff, Gerrit Jan Koopman

BIH ▪ BIP

14:35 - 15:05 The role of Applied Linguistics in language revitalization programs MaryAnn Christison, Rachel Hayes-Harb

BIH ▪ BIP

15:10 - 15:40 Different use of kinship terms in Japanese according to gender, formality of settings, and familiarity of interlocutors

Miyoko Nakajima SOC

Session Chair: Donna A. Williams, Université du Québec en Outaouais, Canada

15:55 - 16:25 New millennium, new landscape: The use of ICT among Chinese and Korean learners of English as an international language

Sei-Hwa Jung, Yaru Meng TEC

16:30 - 17:00 A hybrid Spanish course, online and in the classroom Phillip Markley, Joan Fox, Estefania Yanci, Natalia Morales

TEC

73





Session Chair: Walcir Cardoso, Concordia University, Canada

14:00 - 14:30 Investigating the relationship between affective variables and Japanese L2 reading ability

Kimi Kondo-Brown PED

14:35 - 15:05 Mitigation and mateship: Negotiating diffi cult requests at work Lynda Yates PED

15:10 - 15:40 Negotiation in beginning ESL classes with adults: A study of pair activities throughout two ten-week classes

Kathryn Harris, Sandra Banke

PED

15:55 - 16:25 ESL writing instruction and transfer of learning: An investigation of the impact of content variation

Mark Andrew James PED

16:30 - 17:00 Task complexity and L2 writing: A closer look at lexical accuracy and lexical variation

Folkert Kuiken, Ineke Vedder PED


Session Chair: Daniele Guénette, McGill University and Université du Québec à Montréal, Canada

14:35 - 15:05 Annotating English Creole literature Lise Winer, Mary Rimmer TRI

15:10 - 15:40 Annotation sémantique des réseaux lexicaux exprimant les modes de conceptualisation métaphorique et application à la traduction spécialisée

Leslie Lubin, Sylvie Vandaele, Sylvie Boudreau, Elizabeth Marshman

TRI

Session Chair: Martine Pellerin, University of Calgary, Canada

15:55 - 16:25 Etayer, épauler ou juste aider le jeune enfant dans l’accomplissement d’une activité langagière

Christian Hudelot-Gabillas DIS

16:30 - 17:00 La temporalité et le récit en français québécois Natalia Dankova DIS


Session Chair: Maurais Jacques, Offi ce québécois de la langue française, Canada

14:00 - 14:30 Les représentations culturelles des immigrants apprenant le français à Montréal Valérie Amireault LCS

14:35 - 15:05 Le paradoxe linguistique au Bélarus: Le Bélarus sans le bélarussien Kanstantsin Tsedryk, Mikalai Kliashchuk

LPP ▪ APL

Session Chair: Glenn Martinez, University of Texas Pan American, US

15:10 - 15:40 The continued problems with Arabization campaigns: From colonization to globalization

Kassim Shaaban, Ghazi Ghaith

LPP ▪ APL

15:55 - 16:25 How may I help you?: Outsourced customer service and bilingualism in the Philippines

Eric Friginal LPP ▪ APL

16:30 - 17:00 “Chay shinami ramishun”: Beliefs about language use in an Ecuadorian immigrant community

Michele Back LPP ▪ APL

74





Session Chair: Margaret So, OISE/University of Toronto, Canada

14:00 - 14:30 Task complexity and linguistic output: Second language development and learning opportunities in communicative interaction

Ana-Maria Nuevo LAA ▪ AAL

14:35 - 15:05 L1 transfer in the acquisition of L2 aspect: The semantic perspective Diana Hsien-jen Chin LAA ▪ AAL

15:10 - 15:40 Cognate facilitation effects in the lexical acquisition of Romanian-speaking learners of English

Rena Helms-Park, Maria Petrescu

LAA ▪ AAL

15:55 - 16:25 Attention, application, and performance in a prosodically focused ESL pronunciation class

Marion Chang LAA ▪ AAL

16:30 - 17:00 The effect of second language learning on voice onset time of L2 English and L1 Japanese

Kazue Kato LAA ▪ AAL


Session Chair: Zhaohui Chen, University of South Florida, US

14:00 - 14:30 Three blind mice: A cross-case analysis of negotiated curricula in the foreign language classroom

Melanie Bloom, David Schwarzer, Christopher Luke

PED

14:35 - 15:05 Assessing the effects of ESL oral communication strategy training: A multi-method approach

Wendy Y.K. Lam PED

15:10 - 15:40 Articulating L2 metalinguistic rules under inductive versus deductive instructed conditions

Paul Toth PED

15:55 - 16:25 Content usefulness, interest, and motivation: A survey study Eowyn Crisfi eld Burr PED

16:30 - 17:00 Language teaching as sociocultural activity: The teaching of Japanese as a foreign language in Australian middle schools

Russell Cross PED

Alfred-Rouleau ATime Colloquium Title Organizer Strand

14:00 - 17:00 Multidirectionality, contingency, and identity in second language classroom socialization

Steven Talmy, Adrienne Lo LCS


How a language socialization approach to classroom research can augment teacher and student agency

Betsy Rymes

Becoming “Korean people”: Socializing and challenging ethnonational identities at a Korean heritage language school

Adrienne Lo

Examining the interface between agency and determinism in language socialization: Examples from a sheltered high school class

Jane Zuengler

Generation 1.5 ESL students and fi rst-year teachers in high school Steven Talmy

Problematizing language socialization across postsecondary contexts Patricia A. Duff

Discussant: Claire Kramsch

75





14:00 - 17:00 Language ideologies and education: An ethnography of textual resources in heritage language contexts

Xiao Lan Curdt-Christiansen LID


Language ideologies, representations, and practices Mary Magurie

Text and lives in diasporic Armenian school experiences Hourig Attarian

Tensions and contradictions in Chinese historical consciousness Xiao Lan Curdt-Christiansen

Growing up Czech Theresa Dejmek

Holding on to Greek in the Diaspora: Myth or reality Ephie Konidaris

Grand Salon ATime Colloquium Title Organizers Strand

14:00 - 17:00 Emotion words in the mental lexicon: Representation, processing, and implications for teaching and translation

Aneta Pavlenko, Jeanette Altarriba

COG


Processing emotion words and controlling their effect: A developmental study Renata Meuter, Leigh Buckley

Emotion Stroop effects across languages: The role of valence and language dominance

Jeanette Altarriba

Emotion words in the lexicon of American learners of Russian Aneta Pavlenko

Gauging sadness: Constructions of the Self in interaction with the Beck Depression Inventory

Dariusz Galasinski

Bilinguals’ perceptions of and responses to embarrassing situations Jyotsna Vaid, Hyun Choi, Hsin Chin Chen, Michael Friedman

Discussant: Jeanette Altarriba

Grand Salon BTime Invited Colloquium Title Organizer

14:00 - 17:00 Computer Mediated Communication in L2 contexts Robert Blake


Learner errors and collocations in Instant Messenger negotiated exchanges Susana Sotillo

Corpus-driven approaches to the development of L2 pragmatic competence Julie Belz

The psycholinguistics of chat: working memory Scott Payne

Tandem learning in MOOs: Towards autonomy in learning and teaching Klaus Schwienhorst

New approaches in analyzing synchronous CMC interactional data Bryan Smith

76





14:00 - 17:00 Researching L2 spoken language: Key approaches, unresolved issues, and future research needs

John Levis RES ▪ REC


The development of spoken language skills for advanced nonnative speakers of English

John Levis

A longitudinal study of fl uency and comprehensibility development in L2 learners Tracey Derwing

Developmental aspects of English L2 vowel production Murray Munro

Psycholinguistic infl uences on L2 phonological learning: How cross-language similarity and lexical frequency determine the learning path

Pavel Trofi movich, Elizabeth Gatbonton, Norman Segalowitz

Speech perception research in applied linguistics Wendy Baker


Combining discourse analysis with activity theory for the study of dialogue in the classroom

Gordon Wells

77


Session Details - Tuesday Morning

Informations sur les sessions - Matinée - mardi


Session Chair: Gene Halleck, Oklahoma State University, US

8:15 - 8:45 Dynamic assessment and language placement tests: Interfaces between language testing and second language research

Prospero Garcia ASE ▪ MEV

8:50 - 9:20 Can lexical frequency profi les estimate vocabulary size? Some insights from applied mathematics

Roderick Edwards, Laura Collins

ASE ▪ MEV

9:25 - 9:55 The European language portfolio as an instrument for formative assessment of linguistic and pedagogic competence of L2 teachers

Gerard Westhoff, Dick Meijer ASE ▪ MEV

10:10 - 10:40 Lexical patterns in the reading section of the new TOEFL internet-based test Fabiana MacMillan ASE ▪ MEV

10:45 - 11:15 The test score generation gap: Exploring age bias in reading comprehension test topics

Jeff Johnson ASE ▪ MEV

Tuesday Highlights ▫▪▫ Mardi - Événements principaux8:00 - 12:0013:00 - 17:00


8:00 - 17:00 Publishers’ Exhibits ▪ Salon des exposants Jeanne-Mance8:15 - 11: 15 &14:00 - 17:00

Invited Colloquium ▪ Symposium invité A Language Learning Round Table Conference: Dynamic aspects of language development Organizer: Kees de Bot

Alfred-Rouleau A


11:30 - 12:30 Plenary ▪ Session plénière What makes students click: Language and culture learning with computers and the Internet Dorothy Chun

Grand Salon

12:30 - 14:00 ACLA/CAAL Annual General Meeting ▪ Assemblée générale de l’ACLA/CAAL Alfred-Rouleau A12:30 - 14:00 Lunch Break ▪ Déjeuner12:45 - 17:00 Poster Sessions & Book Launch ▪ Communications par affi chages et lancement de livres Salon des Arts14:00 - 17:00 Refereed colloquia, papers ▪ Symposiums, communications as scheduled ▪ selon

l’horaire


Session Chair: Juliet Langman, University of Texas - San Antonio, US

8:15 - 8:45 Discourse strategies in writing conferences Wendy Lee DIS

8:50 - 9:20 Microteaching as performance: Negotiating student, teacher, and peer identities Nancy Bell DIS

9:25 - 9:55 Student-teacher e-mail communication: An analysis of discourse patterns Anne Edstrom, Jennifer Ewald

DIS

10:10 - 10:40 A multimodal perspective on interactional practices in ESL teaching and learning: A conversation analytic study on ESL tutoring

Mi-Suk Seo DIS

10:45 - 11:15 Clearing up misunderstandings in a group work reading task: A single-case conversation analysis

Stefan Frazier DIS

78





Session Chair: Russell Cross, Monash University, Australia

8:15 - 8:45 Language learning strategy use in an EFL context: Bilingual Korean-Chinese versus Monolingual Korean university students

Kyungsim Hong-Nam, Alexandra Leavell

BIH ▪ BIP

8:50 - 9:20 Language and Latino academic achievement Raquel Sanchez BIH ▪ BIP

9:25 - 9:55 Sheltered English immersion or sink-or-swim? An analysis of educational lan-guage policy in post-Proposition 203 Arizona

Wayne Wright BIH ▪ BIP

Session Chair: Yaru Meng, University of Maryland, US and Xi’an Jiaotong University, China

10:10 - 10:40 The effects of multimedia annotations on L2 vocabulary learning and reading comprehension

Zhaohui Chen TEC

10:45 - 11:15 The role of oral dialogic speech (talk) with the use of computers in language classrooms: A digital video ethnography study

Martine Pellerin TEC


Session Chair: Tosh Tachino, Iowa State University, US

8:15 - 8:45 Exploring the evolving role of HEI Language Centres in the context of national and international languages strategies

Danielle Barbereau LPP ▪ APL

8:50 - 9:20 The use of interactional cues in second language acquisition: A case study of repetition as a turn-taking technique

Mahmoud Amer DIS

9:25 - 9:55 Targets of humor: A comparison between American English and French conver-sations

Jodi Eisterhold, Béatrice Priego-Valverde

DIS

10:10 - 10:40 Second language speakers’ development of repair strategies for noun phrases: A conversation analytic perspective on language learning

John Hellermann, Christiane Bongartz

DIS

10:45 - 11:15 From experience to language: Re-assessing the silent period Ana Christina DaSilva Id-dings, Eun-Young Jang

DIS


Session Chair: Carol Fraser, Glendon College/York University, Canada

8:15 - 8:45 EFL early reading education: An examination of fi ve EFL curricula in East Asian countries

Huimei Chu RWL ▪ LEL

8:50 - 9:20 A lifetime of reading: What Chinese teachers bring to the classroom when they teach English reading

Gretchen Nauman RWL ▪ LEL

10:10 - 10:40 Toward a multicomponent model of interest and second language reading: Sources of interest, perceived situational interest, and comprehension

Cindy Brantmeier RWL ▪ LEL

10:45 - 11:15 The interplay of working memory and background knowledge during L2 reading Michael Leeser RWL ▪ LEL

79





Session Chair: Sarah Freedman, University of California, Berkeley, US

8:15 - 8:45 A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk

Eniko Csomay TXT

8:50 - 9:20 Telling stories about “Us:” Narrative construction and national identity in U.S. history textbooks

Mark A. Ouellette TXT

9:25 - 9:55 Generic moves in doctoral dissertation introductions: History and sociology Sue Starfi eld, Louise Ravelli TXT

10:10 - 10:40 Grammatical metaphor in research articles: Linguistic and disciplinary contrasts Lucia Oliveira TXT

10:45 - 11:15 “Public objects and private acts:” Broadening the scope of citation analysis Yu-Ying Chang TXT


Session Chair: Xiao Lan Curdt-Christiansen, National Institute of Education, Singapore

8:15 - 8:45 Learner agency and socialization in “language use practice:” A case of two learners of Japanese

Atsushi Hasegawa LCS

8:50 - 9:20 Why the Japanese cannot put forward their point of view: Two cultures of literacy Kikuko Shiina, Toru Tadaki LCS

9:25 - 9:55 Socializing the language ideology of linguistic politeness in Japanese: JFL learners and their host families

Haruko Cook LCS

10:10 - 10:40 On a sight-seeing bus: Language and identity of Japanese students in international schools in Japan

Hanako Okada LCS

10:45 - 11:15 Language, culture, gender, and disciplinary socialization: A case study of a male Japanese doctoral student in education

Naoko Morita LCS


Session Chair: Xiaoqing Chen, Michigan State University, US

8:15 - 8:45 Sorting out personal pronouns in English: I say to him mom, “excuse my” Joanna White LAA ▪ AAL

8:50 - 9:20 Hands down: The effect of hand gestures on learner comprehension Deborah Siegrist LAA ▪ AAL

9:25 - 9:55 Interactional uses of acknowledgment tokens in Korean conversation Sun-Young Oh, Yong-Yae Park

LAA ▪ AAL

10:10 - 10:40 An exploratory cross-sectional study of L1 pragmatic change Stephanie Weijung Cheng LAA ▪ AAL

10:45 - 11:15 Syntactic complexity measures in L2 oral data in Japanese as a second language

Noriko Iwashita LAA ▪ AAL

80





Session Chair: Jennifer Fennema-Bloom, Teachers College, Columbia University, US

8:15 - 8:45 ESL students’ computer use, family SES status, and literacy performance Ying Zheng LLC ▪ LCA

8:50 - 9:20 Others’ history, others’ language Ying Zhang LLC ▪ LCASession Chair: Tomoko Takahashi, Soka University, US

9:25 - 9:55 An investigation of the scope and the severity of foreign language anxiety in undergraduate interpretation students in Taiwan

Yung-nan Chiang TRI

10:10 - 10:40 The translation of academic discourse between languages Rosemary Wildsmith-Cromarty

TRI

10:45 - 11:15 Templating tips for translators Sylvie Lambert TRI


Session Chair: Kyoko Baba, OISE/University of Toronto, Canada

8:15 - 8:45 Using refl ective essays to capture student perspectives on learning to write for scholarly audiences

Bradley Horn RWL ▪ LEL

8:50 - 9:20 In their own words: L2 composition students’ perceptions of their identities and preferences for mainstream or multilingual basic writing classes

Sunny Hyon, Kimberly Costino

RWL ▪ LEL

9:25 - 9:55 Korean graduate students’ perspectives on their writing in English Jeongsoo Pyo RWL ▪ LEL

10:10 - 10:40 Investigating the dynamics of L2 learners’ use of composing strategies and their beliefs about FL writing

Rosa M. Manchón, Liz Murphy, Julio Roca de Larios

RWL ▪ LEL

10:45 - 11:15 Perceptions of the untrained eye: English language learners’ writing Maria Brisk, Margarita Zisselsberger

RWL ▪ LEL


Session Chair: Elaine Tarone, University of Minnesota, US

8:15 - 8:45 Multicompetence and the structure of the mental lexicon of L2 learners of English Alla Zareva COG

8:50 - 9:20 Recognition research of Chinese characters by L2 learners of Japanese: Beginner vs. intermediate and logographic L1 vs. alphabetic L1

Kazumi Matsumoto COG

9:25 - 9:55 The role of the nature of the bilingual in lexical selection John Schwieter COG

10:10 - 10:40 Local acoustic vs. sentence contextual information: Which do children rely on more for auditory L2 word recognition?

Hyun-Sook Chung, Hyunkee Ahn

COG

10:45 - 11:15 The role of language learning aptitude for near-native L2 attainment Niclas Abrahamsson, Kenneth Hyltenstam

COG

81




Alfred-Rouleau ATime Invited Colloquium Title Organizer

8:15 - 11:1514:00 - 17:00

A Language Learning round table conference: Dynamic aspects of language development

Kees de Bot


Modeling L1 and L2 development as an iterative process Paul van Geert

The role of simulations in developing models of language development Paul Meara

Variation in L2 development from a DST perspective Marjolijn Verspoor, Wander Lowie

The role of metalinguistic knowledge in L2 and L3 development Ulrike Jessner

Research methodology on language development from a DST and C/CT perspective Diane Larsen-Freeman, Lynne Cameron

Cognitive processes in the emergence of second language as a dynamic system Nick Ellis

Universal Grammar and DST Carolina Plaza Pust

DST and language teaching Kees de Bot

Alfred-Rouleau BTime Colloquium Title Organizer Strand

8:15 - 11:15 Multilingual identities, attitudes, and practices in a global city: Five London case studies

David Block ASE ▪ MEV


“Doing” being a “middling transmigrant” in London: Japanese graduate students David Block

“When I wake up I dream of electricity”: The lives and aspirations of adult migrants learning English in London

Melanie Cooke

Conversations around the Literacy Hour in a multilingual London school Catherine Wallace

Attitudes and values attached to bilingualism: What do headteachers make of it? Dina Mehmedbegovic

Diversity and multilingualism in London: The role of community language schools Peter Martin

82




Alfred-Rouleau CTime Colloquium Title Organizers Strand

8:15 - 11:15 Using CHILDES to support the French SLA research agenda Florence Myles RES ▪ REC


Using CHILDES to analyse French L2 morphosyntax Sarah Rule

Extending the vocd program of CHILDES to measuring the deployment of rare or infrequently used words in language assessment

David Malvern, Brian Richards

The development of verb morphosyntax in French L2 Florence Myles, Annabelle David

Basic vocabularies and measures of lexical richness: Distinguishing basic and advanced words in French learner language of UK students

Françoise Tidball, Jeanine Treffers-Daller

Speaking and writing across genres in L2 French: Exploring effects on morphosyntax, lexicon, and fl uency

Jonas Granfeldt

Using second language corpora to validate curriculum and assessment models for spoken L2 French

Rosamond Mitchell

Discussant: Jacquelyn Schachter

Grand Salon ATime Colloquium Title Organizers Strand

8:15 - 11:15 Les allophones de Montréal et l’acquisition du français: Du primaire à l’université Lori Morris BIH ▪ BIP


Connaissances lexicales et stratégies d’identifi cation des mots écrits chez des élèves allophones et francophones de la 1ère année du primaire

Line Laplante

Comparaison des compétences en morphologie dérivationnelle chez les francophones et non-francophones apprentis lecteurs

Chantal Roy

Le développement pragmatique des élèves allophones et francophones de la maternelle à la 6e année

Lucie Godard, Coralie Beau-regard, Andrée Dagenais

L’interaction des connaissances lexicales, morphologiques et syntaxiques chez les enfants allophones et francophones de 5e année du primaire

Lori Morris, Marie Labelle, Maria Petreus

Le processus de décodage et de production de mots dérivés chez des apprenants adultes du français langue seconde

Isabelle Lépine

Les connaissances lexicales et morphologiques des étudiants francophones et allophones faibles en français écrit : une problématique ou deux?

Doris Allard

83




Grand Salon BTime Colloquium Title Organizers Strand

8:15 - 11:15 From literacy to multiliteracies: Rethinking literacy in 21st Century schools Frances Giampapa TEC


Teacher and student voices from inside the grade 4 classroom: Negotiating identities through multiliteracies

Frances Giampapa

Collaborative learning through the global network: New directions in literacy education

Jacqueline Ng

Claiming cosmopolitan authority through triple-language multiliterate texts Lisa Taylor

Discussant: Margaret Early


8:15 - 11:15 Occupation and terror: Discourses of propaganda and legitimation Sandra Silberstein LID


Tales of redemption: Media representations of natural and political terror Sandra Silberstein

Occupation, Inc.: Selling new world orders in 1940 and 2005 Claire Kramsch

Propaganda and public relations. Is there a difference? Guy Cook

Linguistic crusades in an age of “terror” Sohail Karmani


What makes students click: Language and culture learning with computers and the Internet

Dorothy Chun

84


Session Details - Tuesday Afternoon

Informations sur les sessions - Après-midi - mardi


12:45 - 17:00 Informed assessment in foreign languages – working towards consensus Clara I. Arias, Liliana Maturana

ASE ▪ MEV

Task-prompted variability: What do time and length constraints have to offer? Shahabaddin Behtary, Massoud Yaghoubi-Notash

PED

Effects of studying abroad on oral profi ciency Jeff Connor-Linton, Meg Malone

ASE ▪ MEV

Test takers’ strategy use for the CAEL assessment Christine Doe ASE ▪ MEV

Possibilités et limites de l’analyse de la narration dans le dépistage du trouble primaire du langage chez les enfants francophones

Andréanne Gagné, Julia Levy

ASE ▪ MEV

Applying a conceptual framework in teaching English defi nite articles Kimiko Hinenoya PED

International students’ teaching and learning practice in U.S. academic institutions

Youngkyong Jong, Eunhee Seo

PED

Task effects on ratings of non-native speech Sarita Kennedy ASE ▪ MEV

Connaissances lexicales chez les apprenants du français langue seconde de niveau intermédiaire-avancé

Jasmina Milicevic, Marie-Josee Hamel

PED

EFL students as learning advisors in a peer online writing centre Christine Rosalia ASE ▪ MEV

Reading and decision-making in pre-translation Irina Smirnova-Godoy TRI

How do type of exercise and level of L2 profi ciency alter written metalinguistic refl ection? An empirical study

Wataru Suzuki, Nobuya Itagaki

PED

Form-focused instruction in Japanese high school: A case study of two EFL classrooms

Yasuyo Tomita PED

Corpus linguistics and materials development: Pragmatically appropriate service encounters

Heidi Vellenga PED

Automated spoken English test results compare favourably with human ratings of L2 speakers in France for pronunciation and fl uency

Martin Walton, Karen De Talencé

ASE ▪ MEV

A comparative study of International English Language Testing System (IELTS) preparation classes in the U.K. and Taiwan

I-Hsin Wu PED

Exploring vocabulary learning strategies among adult foreign language learners Bo Zhang, Chanyu Li PED


Session Chair: Fabiana MacMillan, Universidade Federal Fluminense, Brazil

14:00 - 14:30 Test use in context: A study of placement decisions in a language program Lia Plakans, Maureen Burke ASE ▪ MEV

14:35 - 15:05 Measuring rater consistency: An investigation into the effects of two testing instruments on raters’ scores

Marcello Quintieri ASE ▪ MEV

15:10 - 15:40 Is self-assessment a valid measure for EFL students’ reading comprehension skill?

Ali Gholami Mehrdad, Seyed Mehrdad Kassaee, Akbar Rahnama

ASE ▪ MEV

16:30 - 17:00 Task diffi culty and learners’ reactions to a monologic speaking test Tomoko Horai ASE ▪ MEV

85





Session Chair: Jacinta Ndambuki, University of the Witwatersrand, South Africa

14:00 - 14:30 Pragmatic transfer in intercultural communication Ji-Young Jung, Eunjung Ji DIS

14:35 - 15:05 Pragmatics and interlanguage pragmatics in an electronic medium: Unequal status interactions

Julie Kerekes DIS

15:10 - 15:40 Knowing when to elaborate: Pragmatic competence in language profi ciency interviews

Gene Halleck DIS

15:55 - 16:25 Features of unsolicited student participation in adult ESL classrooms Christine Epting DIS

16:30 - 17:00 Open-ended activities in the second language classroom Bede McCormack, Barbara Hawkins, Gabrielle Kahn

DIS


Session Chair: Paula Kristmanson, University of New Brunswick, Canada

14:00 - 14:30 Becoming Korean: Socialization of participant roles in a Korean heritage language classroom

So-Eun Cho BIH ▪ BIP

14:35 - 15:05 English-Cantonese bilingual development of narration and description of preschool Chinese children in Hong Kong

Yuet Hung Cecilia Chan BIH ▪ BIP

15:10 - 15:40 Ideology and language learner identity: Tensions in the university-level Chinese classroom

Ann Kelleher BIH ▪ BIP

16:30 - 17:00 “Non é a miña lingua:” Challenges to bilingual education in Galicia Veronica Loureiro-Rodriguez BIH ▪ BIP


Session Chair: Yu-Ying Chang, Yuan Ze University, Taiwan

14:00 - 14:30 Evaluative reactions to Chinese/English code-switching Jennifer Fennema-Bloom DIS

14:35 - 15:05 The “how” and “why” questions in the study of conversational code-switching revisited: A Taiwanese case study

Shigeko Okamoto, Wen-Ping Chen

DIS

15:10 - 15:40 Social change and discourse change: Analyzing conversationalization of media discourse in Taiwan

Sai-hua Kuo DIS

16:30 - 17:00 Reconceptualized functions of known-answer questions in an adult L2 classroom Sunmee Chang DIS

86





Session Chair: Julie Whitlow, Salem State College, US

14:00 - 14:30 Language attitudes: Issues of culture and power Baktygul Ismailova LCS

14:35 - 15:05 Learning against the grain: The evolutionary adaptation of language to early learning and its consequences

Robert Nelson LCS

15:10 - 15:40 Appropriating pedagogical tools: A case study of secondary school EFL teachers returning from an overseas in-service teacher education program

Yuka Kurihara LCS

15:55 - 16:25 Learners’ access to participation through negotiation of the discourses of monoculturalism and heterogeneity

Christina Higgins LCS

16:30 - 17:00 Nonlinearity in ESL learning motivation: A longitudinal comparative study of adult Korean ESL learners

Tae-Young Kim LCS


Session Chair: Kristin Reinke, Technische Universität Berlin, Germany

14:00 - 14:30 Creative potential of children’s active participation in language socialization: Korean-English bilinguals’ code-switching in addressing practices

Juyoung Song LAA ▪ AAL

14:35 - 15:05 Scaffolding in learning target forms in a Hong Kong EFL classroom Danli Li LAA ▪ AAL

15:10 - 15:40 Neural correlates of second language at low and high profi ciency: An artifi cial language study

Kara Morgan-Short, Karsten Steinhauer, Cristina Sanz, Michael Ullman

COG

Auteuil ATime Colloquium Title Organizer Strand

14:00 - 17:00 Situated and participatory approaches to learning and teaching language in social context

Sandra R. Schecter BIH ▪ BIP


“It’s our kuleana”: A critical participatory approach to language minority education Kathryn Davis

“I would sing everyday”: Skepticism and imagination Cynthia Ballenger

Teacher research, professional growth, and school reform Sarah Freedman

Critical dialogue: Interrupting the discourses of home-school connections Jerri Willett

Lengua Latina: Latina-Canadians construct a community of practice through writing

Karleen Jimenez

87





Session Chair: Richard F. Young, University of Wisconsin-Madison, US

14:00 - 14:30 Crossing cultures: L2 socialization and identity reconstruction Jane Jackson LCS

14:35 - 15:05 How to present knowledge politely: Korean-American families’ use of the evidential verb-suffi x –ji

Eunjin Park LCS

15:10 - 15:40 Children´s literacies and identities in a newly literate community in rural Eritrea John Holmes LCS

15:55 - 16:25 Where do I fi t in? Participant identity, subject positioning, and their impact on social networking in the host community

Kathleen Farrell Whitworth LCS

16:30 - 17:00 Interlanguage transfer of pragmatic strategies in Chinese learners’ English refusals

Chia-Ling Hsieh, Ching-Yi Chen

LCS


Session Chair: Moses Nyongwa, CUSB, University of Manitoba, Canada

14:00 - 14:30 A diachronic view of translation teaching methods: Message in an archive Donna A. Williams TRI

14:35 - 15:05 Causes of interpreter alterations to pragmatic markers in courtroom testimony Laura Freedgood TRI

15:10 - 15:40 Degree adverbs ending in -ly in an English-Spanish parallel corpus: Implications in foreign language teaching and translation

Noelia Ramón, Belen Labrador

TRI

15:55 - 16:25 Validity issues on English language learners’ performance in high-stakes testing Hui-Jeong Woo ASE ▪ MEV


Session Chair: Jill Cummings, OISE/University of Toronto, Canada

14:00 - 14:30 Goals and activities for multilingual writing: Case studies of students and instructors in a bilingual college

Guillaume Gentil RWL ▪ LEL

14:35 - 15:05 The role of intercontextuality in the co-construction of genre meanings: Evidence from Greek classrooms

Triantafi llia Kostouli RWL ▪ LEL

15:10 - 15:40 Writing and dimensions of lexical profi ciency in a second language: Focusing on a summary-writing task

Kyoko Baba RWL ▪ LEL

15:55 - 16:25 Metacognitive and metalinguistic development of generation 1.5 writers Terese Thonus RWL ▪ LEL

16:30 - 17:00 Examining the effects of socialization on second language writing Julie Whitlow, Sarah Dietrich RWL ▪ LEL

88





Session Chair: Martin Walton, Université Montesquieu Bordeaux 4, France

14:00 - 14:30 Quels sont les besoins langagiers d’anglophones qui veulent enseigner le français langue seconde?

Marie-Josée Vignola, Doreen Bayliss

PED

14:35 - 15:05 Que penses-tu de l’anglais et du français? Où les parles-tu? Représentations de jeunes élèves à Vancouver et à Montréal

Erica Maraillet, Françoise Armand, Diane Dagenais

PED

Session Chair: Alain Kerdelhué, University of Kassel, Germany

15:10 - 15:40 L’infl uence de l’apprentissage sur la conscience méta communicative des enfants plurilingues

Emmanuelle Le Pichon-Vorstman

BIH ▪ BIP

15:55 - 16:25 Réalités de jeunes linguistiquement mixtes ayant laissé la voie de l’immersion précoce en Ontario

Josée Makropoulos BIH ▪ BIP

16:30 - 17:00 Bilinguisme et apprentissage de la traduction font-ils toujours bon ménage? Carmen Roberge, Moses Nyongwa

BIH ▪ BIP


Session Chair: Ana Christina Da Silva Iddings, Vanderbilt University, US

15:10 - 15:40 Surviving as an international graduate student in the North American academic community: Issues of identity and power

María Rebeca Gutiérrez Estrada

LCS

15:55 - 16:25 “The in-between crowd:” Representing inner city students’ literacy possibilities Lynne Wiltse LCS

16:30 - 17:00 Literacy practices in religious day school education Sharon Avni LCS


Session Chair: Francisco Meizoso, University of Massachusetts, US

14:00 - 14:30 Heritage language and second language speakers: A study of transfer across linguistic situations

Ana Sanchez-Muñoz LAA ▪ AAL

14:35 - 15:05 The effects of a study-abroad program context on language learning: Evidence from a study of clitics in L2 Spanish

Jenna Torres LAA ▪ AAL

15:55 - 16:25 English L2 learners’ perceptions of sense relatedness of polysemous verbs Li-szu Huang, Fu-hsing Su LAA ▪ AAL

16:30 - 17:00 L2 grammaticality judgement and L2 working memory: Comparing Chinese-English and Spanish-English bilinguals

Y.-K. Ingrid Leung LAA ▪ AAL

89




Grand Salon BTime Title Presenter(s) Strand

Session Chair: Eowyn Crisfi eld Burr, Concordia University, Canada

14:00 - 14:30 Do innovative technologies bring about innovative instructional practices? The role of teachers’ beliefs in an EFL classroom in Korea

Kyungja Ahn PED

14:35 - 15:05 Secret codes and computers: Awareness, identity, and learning opportunity among EFL learners

Riikka Alanen PED

15:55 - 16:25 Effects of collaborative output on second language vocabulary acquisition: A study from both information-processing and sociocultural perspectives

Ruiying Niu PED

16:30 - 17:00 The impact of task complexity and recasts on L2 acquisition Andrea Revesz PED


14:00 - 17:00 SLA underpinnings in computer-assisted language learning Robert Fischer TEC


Taking CALL to task Mathias Schulze

Feedback in spelling: Can learners tell the difference? Trude Heift, Anne Rimrott

CALL models for SLA feedback research Doe-Hyung Kim, Ron Cowan, Jinhee Choo

LangNet design considerations for online materials for very advanced listening Catherine W. Ingold, Gerald Lampe

Psycholinguistics in computerized language testing Masa Suzuki, Jennifer Balogh, Jared Bernstein

Assessing oral profi ciency for online Spanish L2 learners Robert Blake, María Cetto

90





14:00 - 17:00 Language learning as subject positioning: Toward a poststructuralist understanding of identity, learning, and participation

Elizabeth Miller LCS


“I looking for better job”: An analysis of gender, positioning, and power in conversations with refugee women

Doris Warriner

Positioning for good language learning: Metalinguistic knowledge as linguistic capital

Elizabeth Miller

Telling and retelling the story: Positioning of Mexican immigrant students as English learners in community and school

Elaine Allard, Katherine Mortimer

Choosing English for lab today: Identities at play for a “hard-working,” “Christian,” “English-speaking,” “Spanish-speaking” “physics student”

KimMarie Cole

Negotiating complex classroom identities: Gender and the good language learner

Anne Pomerantz

“I’m an ESL student so please understand me”: ESL learners and identity construction in academia

Ethan Krase

Discussant: Betsy Rymes

91


Plenary Sessions

Sessions plénières

Claude GermainUniversity of Québec at Montréal, Canada ▪ [email protected]

Joan NettenMemorial University of Newfoundland, Canada ▪ [email protected]

A pedagogical perspective on secondlanguage acquisition

Saturday, June 17, 2006 ▪ 17:45 - 18:45 ▪ Grand Salon

AbstractDuring the last eight years we have conceptualized a new approach to FSL, Intensive French, which is implemented in the elementary school. Evalu-ation results show that this program is highly effective in enabling students to reach a basic level of spontaneous communication after fi ve months. Since 1998, over 7400 students have participated in this program; by September 2007, virtually all provinces and territories in Canada will be piloting the program. Experiments on this model are underway in Wales.

Our theoretical foundations challenge some widely accepted assumptions about SLA. Based primarily on research on the neurolinguistic foundations of bilingualism, we question the need for the explicit teaching of grammar for spontaneous oral communication (Paradis, 2004). We also make a distinction between oral and written language and hypothesize that the acquisition of oral language precedes the acquisition of accurate language. We suggest that oral language (implicit competence) and fl uency are acquired through focus on use and oral accuracy through error correction.

In this presentation, we will reexamine some currently accepted hypotheses of SLA in the light of our empirical results and classroom observations, and propose a reorientation of SLA research in order to bring about more effective development of communicative skills of students in the school system.

BiographiesClaude Germain received a Ph.D. in Philosophy from the University of Ottawa (1989) and a Ph.D. in Linguistics from the University of Aix-Marseille (1970). He is currently Full professor in the Department of Linguistics and Second Language Teaching, UQAM (University of Quebec at Montreal), and is an internationally acknowledged authority on teaching and learning of second languages. He is well-known for his research and numerous publications in second language teaching, such as Évolution de l’enseignement des langues: 5000 ans d’histoire (1993, Paris: CLE International), Le point sur l’approche communicative (1993, Montréal: Centre Éducatif et Culturel) and Le point sur la grammaire (in cooperation with H. Séguin, 1995, Paris: CLE International). He has presented research fi ndings in many countries, and is currently involved a project in Africa about French as a second language. With Dr. Netten, he received two major grants from Canadian Heritage for Intensive French, co-edited a Special Issue of the Canadian Modern Language Review on “Intensive French in Canada” (2004) and was invited to address a Parliamentary Committee on language education in Wales.

Joan Netten received a Ph.D. from the Université du Québec à Montréal (2001). She is an Honorary Research Professor, Faculty of Education, at the Memorial University of Newfoundland. She was Coordinator of the French Education program at Memorial University, and, during this time received a major grant from the Department of Canadian Heritage to improve French teacher education and, with W. H. Spain, a grant from SSHRC to investigate classroom interactions in French immersion. She was seconded to the provincial Department of Education where she implemented French First Language education. She is currently Director of the Intensive French Project, and, with Dr. Germain, a recipient of two major grants, co-editor of a special issue of the Canadian Modern Language Review, and was invited to address a Parliamentary Committee on language education in Wales. She has been Vice-President of the Canadian Association of Applied Linguistics, National President of Canadian Parents for French, and Vice-President of the Editorial Board of the Canadian Modern Language Review. She received the Order of Canada for her contribution to research and development of French education.

92


Plenary Sessions


John SinclairThe Tuscan Word Centre, Italy ▪ [email protected]

Small words make big meanings

Sunday, June 18, 2006 ▪ 11:30 - 12:30 ▪ Grand Salon

AbstractThe hundred or so short and frequent words of English have two roles in the making of meaning. They sometimes give grammatical information, and so they are allotted to word classes. This tells us little about them as individuals, but it locks them up in the grammar, and we think of nouns, verbs, adjectives and adverbs as the individual members of the vocabulary.

The study of the way words occur, pattern and combine in a large text corpus presents a different picture. Here, small words make big meanings. We must move on from a view of the vocabulary as consisting mainly of single-word items to one where phrase patterns are prominent and insistent. In the phrase patterns, all the constituent words are of equal status, and often it is the small, hardly-noticed words that provide the crucial identifi ca-tion of a meaningful unit.

For someone seeking mastery of a language there is a lot to be gained from working with the actual meaningful units from an early stage, avoiding needless analysis; corpus research, properly focused, can sharpen perceptions of meaning, offer accurate models of usage and speed up learning by concentrating on those patterns which are the most widespread and pervasive – those which involve the small words.

BiographyJohn M. Sinclair is Professor Emeritus of Modern English Language at the University of Birmingham, where he spent most of his career. His educa-tion and early work was at the University of Edinburgh (MA 1955), where he began his interest in corpus linguistics, stylistics, grammar and discourse analysis. He now lives in Italy, where he is President of The Tuscan Word Centre. He holds an Honorary Doctorate in Philosophy from the University of Gothenburg (1998), and an Honorary Professorship in the University of Jiao Tong, Shanghai. He is an Honorary Life Member of the Linguistics Association of Great Britain and a member of the Academia Europæa. He is the Founding Editor-in-Chief of the Cobuild series of language refer-ence materials. His recent books refl ect current interests: Reading Concordances (Longman 2003), a text book; Trust the Text (Routledge 2004), a collection of his papers; English Collocational Studies (Continuum 2004), a record of the fi rst research on electronic corpora of the 1960s; How to use corpora in language teaching, a collection derived from a TWC course, edited by Sinclair (Benjamins 2004). http://www.twc.it

93


Plenary Sessions


Monica HellerOntario Institute for Studies in Education of the University of Toronto, Canada

[email protected]

Montréal and the discursive construction of la francité canadienne

Sunday, June 18, 2006 ▪ 17:15 - 18:15 ▪ Grand Salon

Abstract

This talk will focus on debates over the construction of Canadian francophone space in general, and Montréal in particular, as a monolingual fran-cophone, French-English bilingual or multilingual, as connected to political economic changes over the past fi fty years which underpin ideologies of language, nation and State. I will discuss how this nexus of ideology, discourse and social space constrains people’s access to linguistic resources, especially to French and to English, and how this political economy of language helps explain a variety of popular movements for and against differ-ent kinds of language education through schooling, as well as other strategies for gaining access to valued linguistic resources which are otherwise not easily available. Finally, I will use this example to argue for a critical, political economic approach to multilingualism and language education which takes into account the value and distribution of linguistic resources, on the one hand, and the positioning and interests of social actors, on the other.

Biography

Monica Heller is Professor at the Ontario Institute for Studies in Education of the University of Toronto. Her research focuses on critical ethnographic approaches to the study of multilingualism, and in particular on linguistic minorities, nationalism, globalization and the new economy, with a focus on francophone Canada. Recent books include Éléments d’une sociolinguistique critique (2002, Paris, Didier); Bilingualism: A Social Approach (ed., in press, Palgrave Macmillan); Discourses of Endangerment: Ideology and Interest in the Defense of Languages (ed. with A. Duchêne, in press, Continuum). She is co-editor (with R.J. Watts) of the book series Language, Power and Social Process (Berlin/New York, Mouton de Gruyter).

http://www.oise.utoronto.ca/CREFO/monica.html

94


Plenary Sessions


Jan HulstijnUniversity of Amsterdam, Netherlands ▪ [email protected]

Defi ning and measuring the construct of second-language profi ciency

Monday, June 19, 2006 ▪ 11:30 - 12:30 ▪ Grand Salon

Abstract

In this presentation, I will fi rst refl ect on what the phenomena are for which SLA theories must seek an explanation and place SLA research of the last forty years in this context. I will then examine what current research and current theories have to say on SLA as a process developing over time (developmental sequences). I will contrast these approaches to notions and practices in the domain of language testing, focusing on the construct of ‘language profi ciency’ and the ‘profi ciency scales’ of the Common European Framework of Reference for Languages (2001). I will then launch some theoretical speculations with suggestions for future research, linking fundamental questions of SLA with fundamental as well as practical questions of L2 testing. I will illustrate this approach with data from a recently completed three-year longitudinal study on L2 and L1 reading and writing (see http://www.sco-kohnstamminstituut.uva.nl/nelson/), and with the outline of a new project on L2 speaking profi ciency at intermediate and advanced levels. Both projects, conducted at the University of Amsterdam, are funded by the Netherlands Organisation for Scientifi c Research (NWO).

BiographyJan Hulstijn is Professor of second language acquisition at the Faculty of Humanities of the University of Amsterdam (since 1998). After obtaining his doctorate in 1982, he received a grant from the Netherlands Organisation for Scientifi c Research (NWO), to work one year as a research associate at the Modern Language Centre of the Ontario Institute for Studies in Education in Toronto. Between 1983 and 1998 he worked at the University of Leiden and the Vrije Universiteit Amsterdam. He was guest professor at the University of Leuven, Belgium (spring 2002), and Stockholm University (spring 2005). In 2002-2003, he chaired a NWO committee producing a research program on Language Acquisition and Multilingualism as well as a report on European collaboration in this area. He received NWO grants for research projects conducted with, among others, Rob Schoonen, Kees de Glopper, Annette de Groot, and Ton Dijkstra. Most of his publications are concerned with incidental and intentional L2 vocabulary learning, implicit and explicit L2 grammar learning, and automatization of L2 lower-order processing skills. His current research aims to develop a theory of second language profi ciency. http://home.medewerker.uva.nl/j.h.hulstijn/

95


Plenary Sessions


Gordon WellsUniversity of California at Santa Cruz, US ▪ [email protected]

Combining discourse analysis with activity theory for the study of dialogue

in the classroom

Monday, June 19, 2006 ▪ 17:15 - 18:15 ▪ Grand Salon

Abstract

With the increasing acceptance of constructivist and sociocultural theories of learning and teaching, more attention is being given to the discourse through which learning-and-teaching is enacted. In particular, efforts are being made to shift the balance of classroom interaction from teacher-con-trolled monologue to collaborative dialogue. However, this latter format raises questions about the goals to be aimed for: who determines them and how should it be decided whether they have been achieved? Most approaches to discourse analysis do not address these questions, yet answers to them are of crucial importance to teachers, as they try to ensure that classroom discussion is educationally productive.

I shall propose that activity theory offers a helpful lead, based on Vygotsky’s emphasis on semiotically mediated joint activity as the principal means whereby learning is assisted. In analytic terms, this means treating episodes of classroom discourse as the operational means whereby participants negotiate and try to achieve the goals of the actions that, cumulatively, enact curricular activities.

I shall illustrate my argument by drawing on the analyses that we have carried out of some 50 episodes of classroom interaction recorded in the course of a collaborative action research project aimed at creating ‘Communities of Inquiry.’

Biography

Dr. Gordon Wells is currently Professor of Education at the University of California, Santa Cruz, where he researches and teaches in the fi elds of: language, literacy, and learning; the analysis of classroom interaction; and sociocultural theory. He directed the ‘Bristol Study of Language Develop-ment,’ a naturalistic longitudinal study of language and literacy development. From 1984 to 2000, he was a professor at the Ontario Institute for Studies in Education of the University of Toronto where he taught, researched, and participated in collaborative action research projects.

As an educator, his particular interest is in fostering dialogic inquiry as an approach to learning and teaching at all levels, based on the work of Vygotsky and other sociocultural theorists. Publications include Learning for Life in the Twenty-fi rst Century: Sociocultural Perspectives on the Future of Education (co-editor, Blackwell, 2002), Dialogic inquiry: Towards a Sociocultural Practice and Theory of Education, (Cambridge University Press, 1999), many selections in edited books, and articles for journals such as Curriculum Inquiry, Research in the Teaching of English, Language Arts, and Linguistics and Education.

http://education.ucsc.edu/faculty/gwells

96


Plenary Sessions


Dorothy ChunUniversity of California at Santa Barbara, US ▪ [email protected]

What makes students click: Language and culture learning with computers

and the Internet

Tuesday, June 20, 2006 ▪ 11:30 - 12:30 ▪ Grand Salon

Abstract

In the fi eld of computer-assisted language learning (CALL), research has been conducted in many of the same sub-areas being studied in applied linguistics. This talk will not cover all of CALL but will be restricted to three sub-fi elds of my own work: using technology for describing and teaching prosody, developing and evaluating multimedia aids for improving L2 reading comprehension and vocabulary acquisition, and intercultural learning in computer-mediated electronic networks.

What ties all three areas together is a focus on discourse-level aspects of SLA. In the fi rst part of the talk, I will discuss Brazil’s theory of discourse intonation and its application to the teaching of L2 prosody using technology. In the second part, I will demonstrate that many CALL programs, in-cluding my own, have focused on improving vocabulary learning through various types of glossing and through tracking user behavior (what students “click” on). However, since understanding words is only one of the many sub-processes in reading, I will suggest directions for future work with computer-based tools that go beyond word-level glossing and incorporate aids at the sentence- and discourse-levels. Finally, I will present studies of tele-collaborative exchanges between L2 learners and native speakers of another culture. In these on-line exchanges, instructors must help learners pay attention to both sentence- and discourse-level pragmatics in order for learners to develop intercultural competence.

BiographyDorothy M. Chun received a Ph.D. in Germanic Linguistics from UC Berkeley. She is currently Professor of German and Applied Linguistics at the University of California, Santa Barbara and since 2000 the editor of the online journal Language Learning and Technology. Her areas of research include several aspects of second language acquisition: L2 phonology and intonation, L2 reading and vocabulary acquisition, cognitive process in L2 learning with multimedia, and technologies for the acquisition of language and culture. Her publications include Discourse Intonation in L2: From Theory and Research to Practice, 2002, John Benjamins, and articles in The Modern Language Journal, Foreign Language Annals, System, CALL, Journal of Educational Psychology, Computers in Human Behavior, and Language Learning and Technology. She has authored two CD-ROMs for the teaching of reading in German (CyberBuch) and Spanish (Ciberteca) and two web-based projects, netLearn German and the current ICE project (InterCultural Exchange) between UCSB and the Universities of Kassel and Bayreuth in Germany. She is a Co-PI on a recent Andrew Mellon Foun-dation grant to study the effects of instructional technology in the college classroom.http://www.gss.ucsb.edu/faculty/dmchun/

97


Invited Colloquia

Symposiums invités

▫▪▫This colloquium brings together specialists in SLA research and in language testing research to discuss how assessments can be better informed by language acquisition theory, and how theoretical progress requires better assessment. Half of the presentations will approach the questions from the SLA angle, and half from the assessment angle.

▫▪▫Core issues in second language acquisition research awaiting better testing tools Robert DeKeyser (University of Maryland, US ▪ [email protected]) In this introduction I will review some of the most enduring topics in second language acquisition research, and describe what kinds of tests have been used as evidence in these areas. I will then suggest a number of improvements and speculate on how such changes in testing might advance theory-building.

Issues and Challenges in Measuring SLA James Purpura (Teachers College, Columbia University, US ▪ [email protected]) Measuring instruments used to make claims about SLA have been criticized for paying too little attention to the technical qualities of these measures, while those used to make claims about L2 profi ciency have been criticized for ignoring issues of development. I will discuss these issues and address the challenges of creating learning-based assessments.

Investigating Learning Diffi culty as Implicit and Explicit Knowledge Rod Ellis (University of Auckland, Australia ▪ [email protected]) SLA researchers have identifi ed universal developmental routes for the acquisition of some grammatical features, implying that some structures are easier to learn than others. However, learning diffi culty can only be understood and investigated with reference to a clearly- defi ned and measurable distinction between implicit and explicit L2 knowledge. This paper examines the assessment of implicit and explicit L2 knowledge in relation to learning diffi culty.

Age of learning and nativelike L2 attainment--a challenge for second language testing Niclas Abrahamsson (Stockholm University, Sweden ▪ [email protected]) In this talk I will illustrate how different tests seem to refl ect different aspects of learning as revealed by the differential impact of age of acquisition on performance on these tests and how research on age effects could be improved by paying more attention to (testing) method effects.

Relationships between cognitive demand and test item type Thom Hudson (University of Hawai’i, US ▪ [email protected]) The paper reports how multiple-choice (MC) and constructed response (CR) items yield distinct or convergent information in web-based testing of Korean. Multi-trait/multi-method and correlated trait-correlated CFA indicate that MC and CR may sample different cognitive abilities, with CR items being more suitable than MC for more cognitively demanding language skills.

Expectations of teacher assessment: is it a tug of war? Pauline Rea-Dickins (University of Bristol, UK ▪ [email protected]) Classroom-based formative assessment provides one of the interfaces between SLA and language assessment research. Tensions arise, however, when curriculum policy exhorts teachers both to measure their learners’ language levels and to provide them with formative assessment (i.e. language learning) opportunities. This paper focuses on the nature of teacher expertise required to fulfi l both these functions and the extent to which they are aware of and value both perspectives.

Discussants Diane Larsen-Freeman (English Language Institute, University of Michigan ▪ [email protected]) John M. Norris (University of Hawaii at Manoa ▪ [email protected]) Lourdes Ortega (University of Hawaii at Manoa ▪ [email protected])

AAAL-ILTA Joint Session:Towards theoretically meaningful L2 assessments for SLA research

Saturday, June 17 ▪ 8:15 - 12:30 ▪ Grand Salon B

Robert DeKeyserUniversity of Maryland, US ▪ [email protected]

James PurpuraTeachers College, Columbia University, US ▪ [email protected]

98


ESP, genre, corpus linguistics, and pedagogy: Papers in honor of John M. Swales

Saturday, June 17 ▪ 8:15 - 11:15 ▪ Salon des Arts

Ann JohnsSan Diego State University, US ▪ [email protected]

▫▪▫This colloquium honors John M. Swales, the most infl uential fi gure in the emergence of modern English for Specifi c Purposes, and an important contributor to genre and discourse analysis, corpus linguistics, and English language teaching for the past 30 years.

▫▪▫Beginning the story: Swales’ long and distinguished career Ann Johns (San Diego State University, US ▪ ajohns.cox.net) Tony Dudley-Evans (University of Birmingham, UK ▪ [email protected]) This presentation will be devoted to Swales’ contributions to ESP from Writing Scientifi c English, published in the 1960s, to Genre Analysis, published in 1990. Remarks about how Swales’ intellect, approaches to research, and distinctive voice have been critical to the advancement of ESP will be woven into the talk.

Small bits of textual material: A discourse analysis of Swales Ken Hyland (University of London, UK ▪ [email protected]) This presentation will be devoted to an analysis of the writing style and language employed by Swales as he constructs his ideas and reputation. Using a 300,000 word corpus of Swales’ published writing, the presenter will explore how Swales has used language to position himself and interact with his readers.

Text and context in applied genre analysis Vijay Bhatia (City University of Hong Kong ▪ [email protected]) Exploring the history of genre theory in ESP through the work of Swales and Bhatia, this presenter will discuss the changing balance between text and context and between text-internal and text-external features. He will argue that a major challenge to research remains: an exploration of the intervening space between text and context.

Recent Swales-inspired developments in genre analysis: Textography and corpus linguistics Diane Belcher (Georgia State University, US ▪ [email protected]) Brian Paltridge (University of Sydney, Australia ▪ [email protected]) This presentation will be devoted to two of the lesser-known developments infl uenced by Swales: research and pedagogy related to textographies in EFL contexts and the link between genre analysis and corpus linguistics.

The ghost of MICASE past, present, and future: Where would we be without John Swales? Rita Simpson-Vlach (University of Michigan, US ▪ [email protected]) This presenter explores the infl uence of John Swales in the development of the Michigan Corpus of Academic Spoken English (MICASE), arguing that his unique approach to the study of discourse and his abiding commitment to teachers and students have been major factors in its success internationally.

Further refl ections on collaborative practice in EAP materials production Christine Feak (University of Michigan, US ▪ [email protected]) Using Lave and Wenger’s craftsman-apprentice model (1991), the presenter will discuss how she moved from novice to expert as she worked with John Swales to produce Academic Writing for Graduate Students. Also discussed will be their recent co-designed materials for campus faculty on writing for publication.

Discussant John M. Swales (University of Michigan English Language Institute, US ▪ [email protected])

Invited Colloquia

Symposiums invités

99


Invited Colloquia

Symposiums invités

▫▪▫Multilingualism in Canadian schools is fast becoming the norm in major urban centres. This colloquium will explore challenges and innovative initiatives associated with these ongoing changes, including issues of agency and identity construction, student awareness of language diversity, maintenance of home languages and their use as resources for learning additional languages, and the feasibility of newcomer youth learning not only one, but both offi cial languages.

▫▪▫Just who do you think I am? The name-calling and name-claiming of multilingual newcomer youth Dawn Allen (McGill University, Canada ▪ [email protected]) Drawing on Stuart Hall’s conception of identity construction, this presentation looks at the “subject positions” to which a group of multilingual newcomers were “hailed” in one Montreal secondary school. These students’ responses to that name-calling provide insight into the relationship between agency and identity construction in a multilingual/multicultural school setting.

Représentations sur les langues d’élèves du primaire lors de l’implantation d’un projet d’Éveil aux langues Françoise Armand (Université de Montréal ▪ [email protected]) Diane Dagenais (Simon Fraser University ▪ [email protected]) Lors de cette communication, nous présenterons les résultats d’une recherche, réalisée à Vancouver et à Montréal, qui analysait les représentations d’élèves sur les langues lors de l’implantation d’un projet d’Éveil aux langues. Plus particulièrement, nous observerons l’infl uence du contexte sur l’émergence de représentations et de connaissances sur la diversité linguistique.

Rewriting traditional stories as multilingual digital narratives at elementary school Heather Lotherington (York University, Canada ▪ [email protected]) For two years, children at an inner city elementary school in Toronto have engaged in an experimental multiliteracies project by digitally rewriting traditional stories from their cultural perspectives. This presentation describes our research project as it moves into multilingual story rewriting as a means of inexpensively supporting home language maintenance, fostering language awareness and aiding English as a second language learning in a community of high linguistic diversity.

The suitability of French as an additional language for recently arrived adolescent ESL students Callie Mady (Ontario Institute for Studies in Education of the University of Toronto, Canada ▪ [email protected]) Is French as an additional language an appropriate program for immigrant secondary school students who are still in the process of acquiring English in an English-speaking school? This presentation will present a comparative study of the French language learning of three groups of grade 9 students in a southern Ontario city: ESL (immigrant) students, Canadian-born English-speaking students, and Canadian-born multilingual students.

Rethinking monolingual instructional strategies in multilingual classrooms Jim Cummins (Ontario Institute for Studies in Education of the University of Toronto, Canada ▪ [email protected]) Despite strong empirical support for transfer of conceptual and linguistic knowledge across languages, monolingual instructional strategies predominate in Canadian second language teaching contexts. The paper will challenge the empirical basis of this approach and propose a variety of bilingual instructional strategies that highlight students’ L1 as a resource for learning.

Discussant Patsy Duff (University of British Columbia, Canada ▪ [email protected])

Multilingualism in Canadian schoolsSaturday, June 17 ▪ 14:00 - 17:00 ▪ Grand Salon B

Roy LysterMcGill University, Canada ▪ [email protected]

Sharon LapkinOntario Institute for Studies in Education of the University of Toronto, Canada ▪ [email protected]

100


Invited Colloquia

Symposiums invités

Recherches en français langue seconde: acquisition, enseignement et évaluation

Research in French as a second language: Acquisition, instruction, and assessment

Sunday, June 18 ▪ 8:15 - 11:15 ▪ Grand Salon B

Diane HuotUniversité Laval, Canada ▪ [email protected]

▫▪▫Aperçu de la recherche en FL2 menée en contexte non immersif, relativement à des questions d’acquisition, d’enseignement et d’évaluation. L’intégration des TIC et l’illustration d’une recherche-développement y sont aussi abordées. Les présentations auront lieu en français accompagnées de documents rédigés en anglais.

This colloquium presents an overview of research in the area of L2 French in a non-immersion context focusing on questions related to acquisition, instruction and assessment. The integration of information and communication technologies and ICT research projects in development are also discussed. Presentations are given in French accompanied by documents in English.

▫▪▫L’utilisation des TIC infl uence-t-elle la qualité de l’écriture chez les élèves du secondaire? Do ICTs have an effect on the quality of written texts by high school students? France H.-Lemonnier (Université Laval, Canada ▪ [email protected]) Diane Huot (Université Laval, Canada ▪ [email protected]) Josiane Hamers (Université Laval, Canada) Odette Gagnon (Université du Québec à Chicoutimi, Canada ▪ [email protected]) Présentation de résultats d’une recherche d’une durée de 4 ans dont l’objectif était de voir si le recours aux TIC aurait un effet positif sur la qualité des textes rédigés par des élèves du secondaire, et ce à court, moyen et long terme. Quatre groupes d’élèves évoluant dans quatre conditions pédagogiques différentes ont participé au projet. Les productions écrites de ces élèves ont fait l’objet d’une analyse multidimensionnelle, sanctionnée par une entente inter juge, et de comparaisons réalisées à l’aide de tests statistiques.

This paper presents the results of a four-year study that investigated whether the use of information and communication technologies (ICTs) had a positive effect on the quality of written texts produced by high school students over the short-, medium-, and long-term. Four groups of students in four different pedagogical conditions participated in the study. Analysis of the texts focused on a variety of linguistics and textual features and included interrater reliability ratings; results were used for comparisons involving multiple statistical procedures.

Pratiques d’enseignement de la forme en classe de FL2 : usage et perception Form-focused instruction in the French L2 classroom: Teachers’ practices and learners’ reactions Daphnée Simard (Université du Québec à Montréal, Canada ▪ simard.daphné[email protected]) Gladys Jean (Université du Québec à Montréal, Canada ▪ [email protected]) La présente étude, de nature exploratoire, visait, par le biais d’observations en classe et de questionnaires, à dresser un portrait des techniques d’enseignement de la forme utilisées par les enseignants de FL2, ainsi qu’à explorer les perceptions des apprenants (utilité, intérêt et niveau de diffi culté de ces techniques).

The present study investigated techniques used by L2 French teachers to focus students’ attention on form, and learners’ reactions to these techniques from the point of view of their effectiveness, their interest and their level of diffi culty. The data-collecting techniques included classroom observation and surveys.

101


Élaboration d’un didacticiel de lecture « intelligent » en FLSAn intelligent program for reading development in L2 French Lise Duquette (Université d’Ottawa ▪ [email protected]) Présentation d’un projet mené par une équipe de recherche multidisciplinaire travaillant au développement d’un didacticiel destiné à développer, en autonomie, des habiletés de lecture en FL2. Divers outils facilitant la démarche de l’apprenant sont proposés dont un dictionnaire, des cartes sémantiques, des bloc-notes, des questions de compréhension de textes et des interactions.

This paper presents a project conducted by a team of multidisciplinary researchers working on the development of a computer program with the goal of developing autonomous reading ability in L2 French. Various tools facilitating the task of the learner are proposed including a dictionary, semantic cards, « bloc-notes », reading comprehension questions and interactions.

Enjeux de la recherche en évaluation des L2 :études empiriques et contrôle de la qualité en lien avec l’évaluation de la compétence de communication interculturelle et le développement de niveaux de perfor-mance à l’échelle nationaleEmpirical studies and quality control in two major issues in language assessment: Evaluating intercultural communicative competence and defi ning national language benchmarks Denise Lussier (Université McGill, Canada ▪ [email protected]) Michel Laurier (Université de Montréal, Canada ▪ [email protected]) Cette communication comporte deux volets : 1) présentation d’un cadre conceptuel, validé auprès de jeunes immigrants adultes de niveau collégial, en vue de l’évaluation de la compétence de communication interculturelle en enseignement des langues, 2) présentation des méthodologies et protocoles développés pour évaluer les niveaux de performance standards au Canada auprès des immigrants adultes de français langue seconde.

This presentation is twofold: 1) presentation of a conceptual framework that was tested with young adults at the college level for the assessment of intercultural communicative competence in language teaching, 2) presentation of methodologies and protocols developed for evaluating the levels of performance of Canadian national standards with adult immigrants studying French as a second language.

Enseigner la grammaire à travers le « processing »Teaching Grammar with Processing Instruction Wynne Wong (The Ohio State University, US ▪ [email protected]) Cette communication expose une technique d’enseignement de la grammaire connue sous le nom de Processing Instruction pour les apprenants du français L2. L’intervenante fournira des activités pour la salle de classe ainsi qu’une discussion des études empiriques qui soutiennent l’effi cacité de cet outil pédagogique.

This paper presents a type of grammar instruction called Processing Instruction to show how L2 learners can be pushed to make form- meaning connections as they attempt to process target grammatical structures in French. Sample activities and a discussion of empirical support for this pedagogical tool will be presented.

Le français intensif : une façon différente d’apprendre à communiquer en classe de L2Intensive French: A different way of learning to communicate for the L2 classroom Claude Germain (Université du Québec à Montréal, Canada ▪ [email protected]) Joan Netten (Memorial University of Newfoundland, Canada ▪ [email protected]) Défi nition du français intensif et résultats en production orale et écrite (précision/aisance - accuracy/fl uency), chez des élèves anglophones de 10-11 ans. Fondements théoriques et stratégies d’enseignement permettant d’expliquer ces résultats et comparaison avec le français de base et l’immersion. Aperçu de l’implantation de ce nouveau régime pédagogique répandu dans 7 provinces canadiennes.

This paper offers a defi nition of Intensive French and results of oral and written production (accuracy/fl uency) by anglophone students 10 to 11 years old. Theoretical foundations and teaching strategies which explain these results as compared to those of Core French and French Immersion are presented. An overview of the growth of this new program in seven Canadian provinces is discussed.

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Foreign/second language acquisition as meaning-making: A systemic-functional approachSunday, June 18 ▪ 14:00 - 17:00 ▪ Grand Salon B

Heidi ByrnesGeorgetown University, US ▪ [email protected]

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▫▪▫This colloquium considers the potential of systemic-functional linguistics (SFL), as a meaning-focused theory of language, for offering insights into foreign/second language learning and teaching. It explores genre as a construct for organizing L2 instruction, a meaning-based approach to grammar, and foci and forms of pedagogy for diverse learner groups and levels.

▫▪▫Genre and language learning: a social-semiotic perspective James R. Martin (University of Sydney, Australia ▪ [email protected]) The literacy initiatives of the so-called ‘Sydney School’ take genre as point of departure, within the meaning-focused theory of language known as systemic functional linguistics. This paper will review the theory/practice dialectic which has emerged from these interventions in fi rst and foreign/second language development programs.

Staging instruction at the intermediate level: Genre, dialogicality, voice Heidi Byrnes (Georgetown University, US ▪ [email protected]) The paper will explore the potential of SFL for addressing key affective and knowledge-oriented concerns for intermediate level adult L2 learning: engaging with texts as situated cultural artefacts; engaging with others through spoken interaction, story-telling, and narrative; developing a competent non-native voice within the L2 cultural and language system.

Grammar as a gateway into discourse: a systemic functional approach to Subject, Theme and Logic Kazuhiro Teruya (University of New South Wales, Australia ▪ [email protected]) The paper will illustrate the grammar as a meaning making resource for early intermediate to advanced adult learners, in particular, in the environment of clause combining where different functions such as Subject and Theme are unifi ed to construct a rhetorically-oriented language logic, which in turn offers a gateway into discourse. Examples from Japanese.

A systemic-functional approach to the teaching of Spanish for heritage speakers in the U.S. M. Cecilia Colombi (University of California, Davis, US ▪ [email protected]) This paper examines the use of genre/register theory to develop academic literacy in Spanish for heritage speakers. SFL regards language as a resource for making meaning considering the context in the construal of discourse. Explicit instruction of genre/register theory promotes students’ awareness of lexicogrammatical features of academic language.

Discussant Gordon Wells (University of California at Santa Cruz, US ▪ [email protected])

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La question de la norme du français oral au Québec

Monday, June 19 ▪ 8:15 - 11:15 ▪ Salon des Arts

Robert A. PapenUniversité du Québec à Montréal, Canada ▪ [email protected]

▫▪▫L’objectif du symposium est de faire le point sur la question de ce que pourrait être ou devrait être la « norme » du français oral au Québec. Les résultats des plus récentes recherches sur la question seront présentés et discutés, suivis d’une synthèse des débats.

▫▪▫L’oral : Le laissé-pour-compte dans le débat sur la norme du français au Québec Robert A. Papen (Université du Québec à Montréal, Canada ▪ [email protected]) Le débat sur la norme du français au Québec a toujours été dominé par les questions de lexique et s’est surtout limité à l’écrit. Nous tracerons la petite histoire du débat sur la norme au Québec afi n de montrer à quel point la question de l’oral a toujours été escamotée.

Oralité et concurrence des variétés Philippe Barbaud (Université du Québec à Montréal, Canada ▪ [email protected]) L’oralité du français québécois étant soumise à la diglossie et à la variation linguistique, on se propose de montrer que le débat relatif à une norme éventuelle de ce parler francophone ne fait que nourrir la chimère d’une identité langagière totalement affranchie dans un contexte de mondialisation de la culture.

Les représentations de la norme du français au Québec à travers les sondages d’opinion Jacques Maurais (Offi ce Québécois de la Langue Française, Canada ▪ [email protected]) Il s’agira d’une analyse de sondages effectués sur une période d’une trentaine d’années. Lors des derniers sondages (1998, 2004 et 2005), on a ajouté de nouvelles questions à celles qui portaient déjà spécifi quement sur la langue parlée et d’autres questions qui cherchaient à déterminer si, dans les représentations,le Québec connaissait une situation de diglossie.

Étude sociolinguistique sur la grammaire de l’élite québécoise Davy Bigot (Université du Québec à Montréal, Canada ▪ [email protected]) Nous proposons de traiter de la grammaire du français oral de l’élite québécoise. Nous présenterons un certain nombre de variantes grammaticales du FQ typiques du parler « populaire » et nous observerons à partir d’un corpus leurs taux d’usage au sein de membres représentatifs de l’élite sociale et culturelle du Québec.

La qualité de la langue dans les chaînes de télévision du Québec Kristin Reinke (Technische Universität Berlin, Germany ▪ [email protected]) Nous analyserons le lien entre le type d’émission et l’utilisation de variantes familières (phonologiques/morphologiques). Le niveau de formalité selon les émissions démontre trois groupes de variantes: variantes stigmatisées, évitées par tous, formes neutres entendues dans la plupart des émissions, variantes standard servant à donner un effet de langue soignée.

Discussant: Claude Poirier (Université Laval, Canada ▪ [email protected])

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Computer Mediated Communication in L2 contexts Monday, June 19 ▪ 14:00 - 17:00 ▪ Grand Salon B

Robert BlakeUniversity of California at Davis, US ▪ [email protected]

▫▪▫This colloquium explores the nature of synchronous CMC in specific L2 learning environments from a variety of SLA perspectives that include interactionist, psycholinguistic, sociocultural, and international concerns. The data come from native speaker/learner and learner/learner exchanges both at home and abroad using textual, audio and, in some cases, video channels.

▫▪▫Learner errors and collocations in Instant Messenger negotiated exchanges Susana Sotillo (Montclair State University, US ▪ [email protected]) This exploratory study examines corrective feedback in six NS-NNS and NNS-NNS dyads while participants were engaged in learning activities via Yahoo IM. The study is motivated by recent focus-on-form research in communicative classrooms, which seems to indicate that incidental negative feedback encourages learner awareness that often leads to successful uptake.

Corpus-driven approaches to the development of L2 pragmatic competence Julie Belz (Pennsylvania State University, US ▪ [email protected]) This paper explores sociocultural approaches to the development of L2 pragmatics in telecollaborative language learning partnerships. Data are drawn from Telekorp, the Telecollaborative Learner Corpus of English and German, a bilingual, longitudinal database comprising fi ve cycles (2000-2004) of computer-mediated interaction between learners and expert speakers of German.

The psycholinguistics of chat: working memory Scott Payne (Pennsylvania State University, US ▪ [email protected]) Previous SLA research suggests that cognitive capacities modulate L2 performance and development. This paper reports fi ndings from investigations into the relationships between individual differences in working memory, patterns of chatroom language use, and L2 development, and argues that SCMC provides a unique environment for examining SLA from a psycholinguistic perspective.

Tandem learning in MOOs: Towards autonomy in learning and teaching Klaus Schwienhorst (Trinity College, Dublin, Ireland ▪ [email protected]) Tandem learning, a language-learning framework based on principles of learner autonomy, is particularly effective in text-based CALL environments. I will outline (1) how this combination of pedagogy and technology supports refl ection, interaction, and experimentation; (2) helps L2 learners become more autonomous; and (3) affects the role of the teacher.

New approaches in analyzing synchronous CMC interactional data Bryan Smith (Arizona State University, US ▪ [email protected]) This paper reports on a study of synchronous CMC in a second and foreign language context where a methodological approach synchronizing learner chat data with a video and audio record was employed. Implications for how this approach affects the coding and interpretation of SCMC data will be discussed.

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Dynamic aspects of language developmentA Language Learning Round Table Conference

Tuesday, June 20 ▪ 8:15 - 11:15 and 14:00 - 17:00 ▪ Alfred-Rouleau A

Kees de BotUniversity of Groningen, The Netherlands ▪ [email protected]

▫▪▫The aim of this colloquium is to explore the possible contribution of a new set of theories dealing with complex systems (Chaos/Com-plexity/Dynamic Systems theories) that have been fruitfully applied in other branches of the study of development to our understand-ing of the process of SLA and multilingual processing.

▫▪▫Modeling L1 and L2 development as an iterative process Paul van Geert (University of Groningen, the Netherlands ▪ [email protected]) L1 and L2 are complex systems that can be described by means of distinct variables. These variables, e.g. a person’s level of grammatical skill in L1 and L2, can be conceived of as mutually infl uencing phenomena. For instance, knowledge of L1 can help a speaker discover or learn principles of L2, but L1 can also negatively interfere with L2 if the languages at issue differ in underlying principles (e.g. SVO- versus SOV-order). These infl uences can be modeled in the form of iterative processes, which involve principles of support, competition and conditionality. The general principles behind such modeling will be explained and illustrated by means of examples from L1 and L2.

The role of simulations in developing models of language development Paul Meara (University of Swansea, UK ▪ [email protected]) This paper discusses the way that fundamental assumptions about language often become accepted in an uncritical way. Implementing some of these assumptions as formal models can sometimes produce surprising results, and which do not always fall out the way we would have expected them to do.

The paper illustrates this idea with some simple models of word association behaviour in L1 and L2. These simulations suggest that the idea of a “lexical network” is not as straightforward or intuitive as it seems at fi rst glance.

Variation in L2 development from a DST perspective Marjolijn Verspoor (University of Groningen, the Netherlands ▪ [email protected]) Wander Lowie (University of Groningen, the Netherlands ▪ [email protected]) DST views variation as a normal characteristic of any complex systems, but a high degree of variation signals a transitional phase of development. Using methodology developed by Van Dijk (2004), we will trace the development of Norwegian over three years by a Dutch L1 writer. The results clearly show the hypothesized jumps in development.

The role of metalinguistic knowledge in L2 and L3 development Ulrike Jessner (University of Innsbruck, Austria ▪ [email protected]) From a DST-perspective metalinguistic knowledge and awareness of this knowledge plays a crucial role in the development of a multilingual system. A number of studies on multilingualism have shown that there are qualitative differences between second and third language learning and that these can be related to an increased level of metalinguistic awareness. But how exactly can the development metalinguistic knowledge in dynamic bi- and multilingual systems be modeled and how does it relate to metalinguistic awareness?

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Research methodology on language development from a DST and C/CT perspective Diane Larsen-Freeman (University of Michigan, US ▪ [email protected]) Lynne Cameron (University of Leeds, UK ▪ [email protected]) DST and C/CT invite new research methodologies. The move from static systems to dynamic systems and from reductionism to interconnectedness makes this a particularly challenging area. In this paper, we offer some general methodological principles for investigating development that emerges from use, and we suggest how the principles can be adapted for specifi c contexts.

Cognitive processes in the emergence of second language as a dynamic system Nick Ellis (University of Michigan, US ▪ [email protected]) An emergentist perspective views the limited end-state typical of adult second language learners as the result of dynamic cycles of language use, language change, language perception, and language learning in the interactions of members of language communities. High frequency use of grammatical functors causes their lenition and erosion. Lower salience cues are harder to perceive and show reduced associative learning because of blocking and overshadowing. Hence the ‘Basic Variety’ of interlanguage, an attractor state that can only be escaped by the social recruitment of the dynamics of learner consciousness, attention and explicit learning.

Universal Grammar and DST Carolina Plaza Pust (University of Frankfurt, Germany ▪ [email protected]) The development of grammars qua complex dynamic systems is characterised by asuccession of stable and unstable states. The study of the latter provides important insights into the organisation of grammars, the loci of their bifurcation sensitivity, and the processes that underlie the self-similarity of different types of language development. The apparent dynamics of language is compatible with a modular conception of grammar, as put forward within the UG paradigm, but contradicts the common deterministic view of UG. The question thus arises as to the role of UG in the apparent dichotomy of chance and necessity in the evolution of grammars.

DST and language teaching Kees de Bot (University of Groningen, the Netherlands ▪ [email protected]) To what extent can a DST/CT/C approach contribute to our understanding of learning and teaching? While some critics have described this approach as a return to black boxes and behaviorism, it can also be argued that DTS/CT/C presents a more complete theory to cover both the internal and external factors in language learning.

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Colloquium Abstracts

Résumés - symposiums

Second language vocabulary: The interface between learning and representation

Monday, June 19, 2006 ▪ 8:15 – 11:15 ▪ Grand Salon A ▪ LAA ▪ AAL

Organizer: Joe Barcroft (Washington University in St. Louis, US, [email protected]) ▪ This colloquium focuses on the relationship between L2 vocabulary learning and lexicosemantic representation in bilinguals. Topics include modeling the developing bilingual lexicon; constructivist accounts of L2 vocabulary learning and bilingual lexicosemantic representation; the role of context in lexical acquisition; and different experimental approaches to learning and representation of L2 vocabulary.

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Recent evidence for a hybrid-entry model of lexical representation in L2Nan Jiang (Georgia State University, US, [email protected]) ▪ Recent studies in morphological, syntactic, and semantic development by adult L2 learners are reviewed. They provided further evidence in support of a hybrid-entry model of lexical development in L2, which postulates that L2 lexical entries may contain L2 form specifi cations and syntactic and semantic information of their L1 translations.

Lexical representation and access in beginning L2 word learners: Impacts of instructional intervention

Andrew Farley (Texas Tech University, US, [email protected]) ▪ In two studies, reaction times were recorded for categorization of words during intra- and inter-lingual conditions. Statistical analyses indicate whether very low-level learners were able to conceptually mediate while reading and categorizing L2 words. A revised view of learner progression from word association to concept mediation is proposed.

Infl uence of native language semantic representations on bilingual’s second language sentence comprehension

Ana Schwartz (University of Texas at El Paso, US, [email protected]), Moira Shaw (University of Texas at El Paso, US, [email protected]) ▪ Spanish-English bilinguals read L2 sentences that biased the subordinate meaning of an ambiguous word. The effi ciency of suppression of the dominant meaning was infl uenced by the cognate status of the ambiguous word, suggesting that cross-language lexical activation infl uences the comprehension of L1 ambiguous words.

Vocabulary learning with objects and nonobjects: Theoretical and methodological issues

Joe Barcroft (Washington University, US, [email protected]), Gretchen Sunderman (Florida State University, US, [email protected]) ▪ Native English speakers learned pseudowords using real objects (for which learners had concepts) and nonobjects (for which they did not have concepts) as referents. Results are discussed with regard to the role of preexisting conceptual knowledge in lexicosemantic development and the potential of future research using this experimental paradigm.

DiscussantsNick Ellis (University of Michigan, US, [email protected]), Bill VanPatten (University of Illinois at Chicago, US, [email protected])

Multilingual identities, attitudes, and practices in a global city: Five London case studies

Tuesday, June 20, 2006 ▪ 8:15 – 11:15 ▪ Alfred-Rouleau B ▪ ASE ▪ MEV

Organizer: David Block (Institute of Education, University of London, UK, [email protected]) ▪ This colloquium presents fi ve case studies of the multilingual identities, attitudes, and practices of post-millennial Londoners of different ages, occupations, and ethnolinguistic backgrounds. The fi ve studies share a focus on London’s rich and varied multilingual life and an interest in problematising diversity in different educational contexts.

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“Doing” being a “middling transmigrant” in London: Japanese graduate studentsDavid Block (Institute of Education, University of London, UK, [email protected]) ▪ This paper explores the backgrounds and present lives of Japanese female graduate students in London. It focuses on these women as “middling transmigrants” and the cosmopolitan baggage they have brought with them to London, as well as how they “do being” a Japanese national in the global city.

“When I wake up I dream of electricity”: The lives and aspirations of adult migrants learning English in London

Melanie Cooke (Kings College London, UK, [email protected]) ▪ This paper discusses interviews with migrants studying English as a second or other language. I suggest that an analysis of learners’ multiple identities provides insights into the sociocultural factors which affect language learning, while problematising current representations of migrants as unwilling to learn English and somehow reluctant to integrate.

Conversations around the Literacy Hour in a multilingual London schoolCatherine Wallace (Institute of Education, University of London, UK, [email protected]) ▪ The paper explores the literacy practices of four bilingual children in a London school, focusing specifi cally on the so-called “Literacy Hour.” The latter is found to play a relatively small part among the rich home and school literacy resources which the children make use of in everyday life.

Attitudes and values attached to bilingualism: What do headteachers make of it?Dina Mehmedbegovic (City of Westminster Local Education Authority, UK, [email protected]) ▪ Current research suggests that attitudes and values attached to community languages and the maintenance of fi rst languages are major factors in determining the place of community languages in schools and society. This paper provides insight into the attitudes and values that four inner London school headteachers attach to bilingualism.

Diversity and multilingualism in London: The role of community language schoolsPeter Martin (University of East London, UK, [email protected]) ▪ This paper contributes to the debate on how members of multilingual communities make sense of their lives in London. In particular, it focuses on how offi cial educational discourses in England construct language diversity in ways that do not necessarily refl ect many multiligual schoolchildren’s daily experiences.

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Multiple approaches to multilingualism and identity across the globe: Case studies in four diverse educational contexts

Saturday, June 17, 2006 ▪ 14:00 - 17:00 ▪ Alfred-Rouleau C ▪ LCS

Organizer: Julie Byrd Clark (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ This compilation of case studies presents multidimensional approaches to the notion of multilingualism and identity ranging from a psychological and phenomenological perspective to consideration of multilingualism as a social construction; being an identity marker for today’s world citizen intersecting with race, ethnicity, gender, and social class in diverse multilingual settings.

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The self-identifi ed and socially negotiated identities of multilingual and multicultural children in Japan

Jie Shi (University of Electro-Communications, Japan, [email protected]) ▪ This paper reports a preliminary part of a longitudinal study on multilingual and multicultural students’ identity awareness and development at an English-medium international school in Tokyo, Japan. The ideology and the curriculum of the school are a duplication of the American educational system from elementary school to pre-college.

Thinking of multilinguality –”my self” or “my various selves?”: An exploration of the identity of multilinguals

Muiris O’Laoire (Institute of Technology Tralee, Ireland, [email protected]), Larissa Aronin (University of Haifa, Israel, [email protected]) ▪ The present study explores the identities of multilinguals from various cultural contexts (N=100), as they are manifested through their thoughts, feelings, and actions. Quantitative and qualitative research methods reveal the psychological and phenomenological dimensions of multilinguality.

Apprentissage multiple des langues et identité culturelle cosmopolite: relations établies et investigations envisagées

Konrad Gunesch (University of Hong Kong, China, [email protected]) ▪ This presentation discusses research on the relationship between multilingualism and cosmopolitanism conceptually as well as empirically. After carefully defi ning both multilingualism and cosmopolitanism, it shows how a group of European multilingual students revealed themselves in terms of cosmopolitan cultural identity. In conclusion, it suggests possible further investigative avenues.

Voices of youth and discourses of multilingualism, citizenship, and ItalianitàJulie Byrd Clark (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ This ethnographic study investigates what it means to be and become a multilingual and multicultural Canadian citizen by examining the social identity construction and language learning investment of self-identifi ed Italian Canadian youth, comprised of different social classes, participating in a French teacher education program in Toronto.

Language ideologies and education: An ethnography of textual resources in heritage language contexts

Monday, June 19, 2006 ▪ 14:00 - 17:00 ▪ Alfred-Rouleau C ▪ LID

Organizer: Xiao Lan Curdt-Christiansen (National Institute for Education, Singapore, [email protected]) ▪ The socio-cultural power of textual resources can result in stasis or change in pedagogy and learning. Using digital data from textbooks, observations, and interviews, we examine multilingual literacies and practices in four heritage contexts and how socio-cultural knowledge, historical perspectives, and political ideologies are embedded in the teaching of heritage languages.

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Language ideologies, representations, and practicesMary Magurie (McGill University, Canada, [email protected]) ▪ This introductory paper explores the background and theoretical issues relevant to the research of textbooks in multilingual settings.

Text and lives in diasporic Armenian school experiencesHourig Attarian (McGill University, Canada, [email protected]) ▪ This paper explores textbook-bound education within Armenian heritage language contexts. The author examines how ideological and historical issues are refl ected in the textual resources.

Tensions and contradictions in Chinese historical consciousnessXiao Lan Curdt-Christiansen (National Institute for Education, Singapore, [email protected]) ▪ This paper explores the social and cultural knowledge embedded in the textbooks for language and literacy education in a Chinese heritage language school. Specifi cally, the author examines the various cultural themes and social and moral values found in the textbooks from grade K to 5.

Growing up CzechTheresa Dejmek (McGill University, Canada, [email protected]) ▪ In this paper, the author highlights and examines the evolutionary changes in textbook presentation of Czech language and culture since the fall of communism in 1989.

Holding on to Greek in the Diaspora: Myth or reality?Ephie Konidaris (McGill University, Canada, [email protected]) ▪ Using interviews, archival documents, and digital photos, the author shows how Greek textbooks are constructed in ways that promote Greek culture and celebrate the Greek language.



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Heritage languages, identity, and educationMonday, June 19, 2006 ▪ 8:15 - 11:15 ▪ Alfred-Rouleau C ▪ BIH ▪ BIP

Organizer: Patricia Duff (University of British Columbia, Canada, [email protected]) ▪ This colloquium focuses on the dynamic intersection of HL maintenance, learning and use, on the one hand, and learners’ multifaceted identities, on the other. Four presenters and one discussant describe their respective theoretical models, studies, fi ndings, and issues, leaving ample time for general discussion.

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When is a language a heritage language? Prospective learner vs. researcher perspectives

Terrence Wiley (Arizona State University, US, [email protected]) ▪ This paper explores “HL” as a research/education construct versus how “HL” is understood by HL learners. Drawing on case histories of immigrant language minorities and multilingual international students, this paper investigates issues of HL defi nition and identity and considers their implications for educational language policy and practice.

An identity-based model for heritage language developmentAgnes He (Stony Brook University, US, [email protected]) ▪ Based on existing research on heritage language (HL) learning and drawing insights from linguistic anthropology, SLA, and discourse analysis, this paper explores the challenges and opportunities HL development presents to the construction of HL learner identities and conversely how identity (trans-)formation serves as the cornerstone for HL development.

Heritage language learning and identityDuanduan Li (University of British Columbia, Canada, [email protected]) ▪ Drawing upon current applied linguistic and educational research at the intersection of socio-cultural identity, situated practice, and language/literacy learning and socialization, this study aims to describe Chinese HL students in one university context and to theorize their HL learning experiences related to their identity (re)construction.

Ways of speaking identity among transnational Mexican rancherosMarcia Farr (Ohio State University, US, [email protected]) ▪ Identity is constructed not only via choice of language, but also with verbal style (HOW people speak). Here discourse analysis illustrates how the direct verbal style of transnational Mexicans constructs an identity at odds with stereotypes of Mexican immigrants; such knowledge is crucial in developing positive teacher attitudes.

SLA underpinnings in computer-assisted language learning

Tuesday, June 20, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon A ▪ TEC

Organizer: Robert Fischer (CALICO and Texas State University, US, [email protected]) ▪ This CALICO-sponsored colloquium explores SLA underpinnings in computer-assisted language learning (CALL) and how those underpinnings guide research in the fi eld. The six presenters in the colloquium will discuss research fi ndings on a range of issues prevalent in SLA/CALL, extending from natural language processing to language testing and online learning.

▫▪▫Taking CALL to task

Mathias Schulze (University of Waterloo, Canada, [email protected]) ▪ The presenter will discuss task-based approaches in foreign-language learning for CALL. Focusing on the acquisition of grammatical structures, the presenter will use the task-based paradigm (e.g., task planning, task performance, and learning outcomes) to critique existing programs and to develop design guidelines for more successful implementations of language-learning software.

Feedback in spelling: Can learners tell the difference?Trude Heift (Simon Fraser University, Canada, [email protected]), Anne Rimrott (Simon Fraser University, Canada, [email protected]) ▪ We will present a study on learner responses to feedback of increasing granularity. Focusing on spelling errors, the study investigated not only whether students perform better with the more detailed feedback but also how more specifi c feedback infl uences their interaction with a CALL system.

CALL models for SLA feedback researchDoe-Hyung Kim (University of Illinois, US, [email protected]), Ron Cowan (University of Illinois, US, [email protected]), Jinhee Choo (University of Illinois, US, [email protected]) ▪ We will demonstrate how certain kinds of feedback can encourage students to notice grammatical errors. Comparing the type of feedback found in some NLP programs with differential feedback focusing on grammatical form, we argue that empirical data support the latter as more effective in changing interlanguage grammars.

LangNet design considerations for online materials for very advanced listeningCatherine W. Ingold (National Foreign Language Center, University of Maryland, US, cwingold@nfl c.org), Gerald Lampe (National Foreign Language Center, University of Maryland, US, glampe@nfl c.org) ▪ We will discuss the development of materials supporting advanced listening profi ciency, showing how LangNet draws upon research on listening skill development to support interactions with authentic materials. We will show examples implementing SLA principles related to self-monitoring, processing strategies, domain and lexical knowledge development, sociopragmatic interpretation, and register sensitivity.

Psycholinguistics in computerized language testingMasa Suzuki (Ordinate Corporation, US, [email protected]), Jennifer Balogh (Ordinate Corporation, US, [email protected]), Jared Bernstein (Ordinate Corporation, US, [email protected]) ▪ We will discuss psycholinguistic-SLA theory and language testing. Many speaking tests consider various facets of speaking ability, but few solely measure L2 speakers’ real-time language processing. We will show how psycholinguistic theories can be applied to spoken language tests using speech-processing technology and a computerized scoring system.

Assessing oral profi ciency for online Spanish L2 learnersRobert Blake (University of California, Davis, US, [email protected]), María Cetto (University of California, Davis, US, [email protected]) ▪ We will discuss oral language profi ciency acquisition by distance-learning students. Research has shown that distance-learning students with access to a bimodal chat tool fare as well as classroom learners on grammar tests. This study compares oral profi ciency of classroom versus online students

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From literacy to multiliteracies: Rethinking literacy in 21st Century schools

Tuesday, June 20, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon B ▪ TEC

Organizer: Frances Giampapa (University of Bristol, UK, [email protected]) ▪ Based on the emerging fi ndings of a Canada-wide project entitled “From Literacy to Multiliteracies: Designing Learning Environments for Knowledge Generation within the New Economy,” the panel papers articulate how teachers and schools are responding to growing linguistic and cultural diversity, and technological change through utilizing students’ multiliteracies and identities.

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Teacher and student voices from inside the grade 4 classroom: Negotiating identities through multiliteracies

Frances Giampapa (University of Bristol, [email protected]) ▪ This paper reports on how a teacher and her students in a multilingual/multiracial classroom negotiate identities through the creation of dual language identity texts (Cummins 2004). The creation of these multimodal texts opens a dialogue where students’ identities and home literacies are legitimized and valued within the English-medium classroom.

Collaborative learning through the global network: New directions in literacy education

Jacqueline Ng (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ This paper reports on the collaboration of two teachers and their two grade 7 classrooms in the creation of an online cultural newsletter for their Sister Class Project. Through the use of ICT, students shared their linguistic and cultural resources, co-constructed new knowledge, and took ownership of the learning process.

Claiming cosmopolitan authority through triple-language multiliterate textsLisa Taylor (Bishop’s University, Canada, [email protected]) ▪ This paper reports on transformed, multiliterate practice among minority students in an English language elementary school in Quebec. Students created multilingual, multimodal, and multimedia texts that capitalized on their identities, family, and community histories. This became an empowering process for students to claim, validate, and re-envision their identities.

DiscussantMargaret Early (University of British Columbia, Canada, [email protected])

Intertextuality: Weaving prior text into present discourse

Monday, June 19, 2006 ▪ 14:00 - 17:00 ▪ Hospitalité ▪ DIS

Organizer: Cynthia Gordon (Emory University, US, [email protected]) ▪ This session investigates intertextuality in discourse. It explores the varieties of “prior texts” that are “reshaped” (Becker 1995) in diverse types of discourse, demonstrates how prior texts are linguistically interwoven and transformed, and identifi es prior text as a resource for creating and expressing meanings and identities.

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“Kelly, I think that hole must mean Tigger”: Reshaping literary prior text to create frames in mother-child discourse

Cynthia Gordon (Emory University, US, [email protected]) ▪ This paper brings together Becker’s (1995) notion of “prior text” and the linguistic theory of framing to consider how one mother and her three-year-old child transform and integrate linguistic material from two children’s storybooks to create an evolving series of frames in conversation.

Internal polemic as an intertextual resource in everyday interactionAlla V. Tovares (Georgetown University, US, [email protected]) ▪ Applying Bakhtin’s (1984) concept of “internally polemical discourse” and Tannen’s (1989) notion of “constructed dialogue” to the analysis of naturally occurring interaction between female student-athletes, this paper demonstrates that verbalized “hidden internal polemic” is an intertextual resource in discourse, a type of constructed dialogue where speakers (re)construct their inner speech.

Intertextuality and the construction of Muslim identities in chatroom discourseNajma Al Zidjaly (Sultan Qaboos University, Oman, [email protected]) ▪ This paper uses mediated discourse theory to explore how both texts and actions can be drawn on intertextually to create diverse Islamic religious identities online: The “traditional Muslim,” the “liberal Muslim,” and the newer “enlightener” identity. Thus, it illustrates how different religious identities are constructed and negotiated in chatroom discourse.

Constructing identities in zine life-writing: A granola mother in the East Village Inky

Inge Stockburger (Georgetown University, US, [email protected]) ▪ This presentation explores how a zine writer uses culturally available identity categories to position herself and other characters, and to story episodes from her lived life in socially recognizable ways. The writer draws from broader models of motherhood to position herself as a granola mother, while also critiquing that identity.

Intertextuality and the production of cultural meaning in improv performancesAnna Marie Trester (Georgetown University, US, [email protected]) ▪ In this paper, I explore intertextuality in improv theater performances, showing how performers utilize the dynamic incorporation of recognizable pre-existing linguistic and social structures in unfolding interactions to index and (re)produce cultural meaning. This study contributes to an understanding of intertextuality by exploring the importance of recoverability of source texts.

DiscussantStanton Wortham (University of Pennsylvania, US, [email protected])

111




Language and literacy socialization in diverse communities of practice

Sunday, June 18, 2006 ▪ 14:00 - 17:00 ▪ Alfred-Rouleau C ▪ LCS

Organizers: Martin Guardado (University of British Columbia, Canada, [email protected]), Jeremie Seror (University of British Columbia, Canada, [email protected]) ▪ This colloquium brings together six ongoing qualitative investigations which explore the socialization of language learners within formal and informal educational settings ranging from family to post-secondary school, including focal participants that represent different contexts: Heritage language learners, generation 1.5 learners, and international exchange students.

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Socializing Hispanic children into multidimensional identitiesMartin Guardado (University of British Columbia, Canada, [email protected]) ▪ This paper draws on data from a year-long ethnographic study about the bilingual language socialization of Hispanic families residing in the Vancouver area. In this presentation, I analyze how cultural and family values infl uence the development of bilingual, biliterate, and multicultural identities within the families.

Interactions and positionings of heritage and foreign language students in mixed “foreign-language” classes

Klara Abdi (University of British Columbia, Canada, [email protected]) ▪ Drawing on a language socialization framework, this paper examines the classroom interactions, positionings, and identity constructions of heritage and foreign language students in mixed Spanish as a foreign language classes. The data is drawn from qualitative case studies of three high school Spanish classes in Western Canada.

“Aren’t I interesting?”: Communities of practice, identity, and language learning of generation 1.5 Korean-Canadian university students

Jean Kim (University of British Columbia, Canada, [email protected]) ▪ This presentation is based on a qualitative case study of 12 generation 1.5 Korean-Canadian university students. It examines the various and sometimes competing communities of practice that the students are involved in and how they relate to the students’ identities and investments in language learning in the contexts of their past, present, and future.

Conversations about writing: Socializing international students into the writing conventions of academic communities

Jeremie Seror (University of British Columbia, Canada, [email protected]) ▪ This presentation reports on a longitudinal study of the L2 socialization of fi ve international students at a Canadian university within the academic writing conventions of their disciplines. Findings highlight the complexity of students’ reactions to academic communities’ socializing forces and the unpredictable dynamics of student-teacher negotiations of writing conventions.

“Myths and truth” about second language academic writing: Examining gaps between preparation and reality

Mi-Young Kim (University of British Columbia, Canada, [email protected]) ▪ Taking a case study approach, this research investigates academic writing socialization practices of two groups of international students in a one-year academic exchange program at a Canadian university. Gaps between preparation in the home country and actual experiences in a new academic community are highlighted; supportive educational interventions are suggested.

Issues and signifi cance of the L2 academic literacy development of Mexican exchange students in a Canadian university

Sandra Zappa-Hollman (University of British Columbia, Canada, [email protected]) ▪ This presentation reports on a qualitative multiple case study that focused on twenty Mexican students during and after a study-abroad experience at a Canadian university. Findings contribute to a better understanding of the challenges, strategies, and benefi ts surrounding L2 literacy socialization and development through short term exchange programs.

DiscussantSandra R. Schecter (York University, Canada, [email protected])

Legislating languages: Contesting and navigating policy and planning in Canada

Sunday, June 18, 2006 ▪ 14:00 - 17:00 ▪ Auteuil ▪ LPP ▪ APL

Organizer: Eve Haque (Carleton University, Canada, [email protected]) ▪ In this panel, the papers will address how various language policies organize and locate different groups in Canada, and how members of these communities navigate, negotiate, and contest language policies in their everyday lives.

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Affi rming Franco-Ontarian identity: Linguistic and cultural identity during the transition to university

Sylvie Lamoureux (University of Toronto, Canada, [email protected]) ▪ This study explores how transition to university impacts cultural and linguistic identity for graduates of French fi rst-language secondary schools in minority settings. The study examines (1) the impact of systemic language policy on identity formation and (2) identity negotiation during the different phases of transition from secondary school to university.

Aboriginal languages in Canada: Cultural continuity, language preservation, and the “unfi nished business of the nation-state”

Donna Patrick (Carleton University, Canada, [email protected]) ▪ This paper examines the negotiation of political space for Aboriginal languages in Canada. Discourses of language endangerment in a 2005 federal report are traced to reveal that within the broader context of indigenous language issues, there is more at stake in saving endangered languages than simply “saving the culture.”

Instructing newcomers: Language and integration in Canadian immigrant language policy

Ellen Cray (Carleton University, Canada, [email protected]), Eve Haque (Carleton University, Canada, [email protected]) ▪ A critical reading of LINC policy and curricular implementation documents shows that LINC language programs offer only basic survival language in a manner that disadvantages newcomers who are seeking levels of language profi ciency and content that will not hinder their access to full rights of Canadian citizenship.

“LINC helped me very little”: Probing the perspective of skilled Chinese immigrants in Toronto

Huamei Han (University of Toronto, Canada, [email protected]) ▪ This ethnographic study examines how LINC curriculum and its delivery mismatched skilled Chinese immigrants’ needs, desires, and desired ways to improve speaking in Toronto, analyzes the underlying ideologies, and concerns the consequences of silence of both the immigrants and the government. Re-imagining LINC is urgently needed.

112




Analysing evaluation in academic discourse: Juxtaposing contexts, questions, and methods in search of new directions for research

Sunday, June 18, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon C ▪ DIS

Organizer: Susan Hood (University of Technology, Sydney, Australia, [email protected]) ▪ The papers share a focus on evaluation and persuasion in academic discourse, but vary in theory, methodology, and context. Through juxtaposition and semi-structured discussion, we aim to encourage a perspective of complementarity rather than opposition, and to generate possibilities for new research questions and directions.

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Argumentation and evaluation in master’s theses in two disciplinesBetty Samraj (San Diego State University, US, [email protected]) ▪ This paper explores variation in argument structure and evaluation in master’s theses from different disciplines, using contextualized discourse analysis. The study has implications for academic writing pedagogy.

Analysing the prosodic patterning of evaluative meanings in academic research papers: Mapping the dynamic construction of stance

Susan Hood (University of Technology, Sydney, Australia, [email protected]) ▪ This study investigates the dynamic, logogenetic construction of stance in introductory sections of research papers in education. The study focuses on the prosodic patterning of attitude in individual texts, representing a complementary perspective to corpus-based research. It raises implications for identifying interpersonal meaning in discourse and suggests directions for pedagogy.

Argument or evidence? Cross-disciplinary variation in evaluation using the noun that pattern

Maggie Charles (Oxford University Language Centre, UK, [email protected]) ▪ This study uses a corpus approach to show cross-disciplinary variation in theses from politics and materials science. Using quantitative and qualitative analyses, it examines the evaluative pattern noun + that complement (the contention “that there is…”). The paper concludes by discussing the value of corpus methods in the study of evaluation.

Evaluating and persuading: Challenges for English learners and their history teachers

Mary J. Schleppegrell (University of Michigan, US, [email protected]) ▪ Drawing on data from a year-long study of 8th and 11th grade student writing in history, I highlight challenges English learners face in developing the linguistic resources needed to argue and I illustrate how students whose teachers incorporated a focus on language evidenced greater improvement in their writing.

DiscussantHeidi Byrnes (Georgetown University, US, [email protected])

Researching language teacher identitySunday, June 18, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon A ▪ PED

Organizer: Yasuko Kanno (University of Washington, US, [email protected]) ▪ Emerging work on language teacher identity suggests that in the classroom, the teacher’s whole identity is on the line. This colloquium explores how language teacher identity may be conceptualized and researched, and what insights this line of research can offer to the fi eld of second and foreign language pedagogy.

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The role of the school and colleagues in forging a fi rst year language teacher’s professional identity

Thomas S. C. Farrell (Brock University, Canada, [email protected]) ▪ The fi rst year of teaching has a very important impact on how teachers attempt to forge their professional identity. This paper describes how one beginning language teacher dealt with various challenges as he attempted to forge his own professional identity as an English language teacher in Singapore.

From “counselor” to “task master”: The development of novice ESL teachers’ professional identity

Yasuko Kanno (University of Washington, US, [email protected]), Christian Stuart (University of Washington, US, [email protected]) ▪ This one-year longitudinal study examines the process of how novices become ESL teachers. Using a situated learning perspective and metaphors, we analyze how two student teachers’ defi nitions of themselves changed over time and how these changes were refl ected in the metaphors they chose to describe their teacher selves.

Intersections: Linguistic and professional identities of French Immersion teachersLace Marie Brogden (University of Regina, Canada, [email protected]) ▪ This paper examines discursive infl uences on the linguistic identities of two French Immersion teachers during the induction year. Using auto/biographical narratives, notions of lived/produced L2 teacher identities are complexifi ed, always in view of the multiple texts of French Immersion education in Canada.

“Revealing” silence: Racializing second language teacher identityEna Lee (University of British Columbia, Canada, [email protected]) ▪ Racialized constructions of ESL teacher identity are entrenched in correlations of English with whiteness, but such identity constructions are detrimental for both teachers and students. A shift to a model of critical language teacher education can play a role in the transformation of relations of power in our classrooms.

Researching and documenting language teacher identities: From structuralist to poststructuralist perspectives

Manka Varghese (University of Washington, US, [email protected]) ▪ In this presentation, the author looks at the dilemmas of undertaking either more of a structuralist or more of a poststructuralist perspective in researching and documenting language teacher identities. The author looks at different studies on language teacher identities to demonstrate these dilemmas.

DiscussantBrian Morgan (York University, Canada, [email protected]

113




Raising (critical) language awareness in higher education settings

Sunday, June 18, 2006 ▪ 8:15 - 11:15 ▪ Auteuil ▪ LID

Organizer: Kerrie Kephart (University of Texas at El Paso, US, [email protected]) ▪ This colloquium argues for the principles of Critical Language Awareness to be incorporated into pedagogies for undergraduates and pre-service teachers. We examine the role of language awareness in four educational contexts, two in teacher education and two in access programs for under-prepared students, considering ways to make them more “critical.”

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“Doing it right” versus ”Making it right”: CLA as an pedagogical intervention for underprepared college students

Cassie Cleverly (University of Cincinnati, US, [email protected]) ▪ This study, part of an ongoing project examining the curricular design of a series of academic literacy courses in a “bridge” program at an open-admission urban university in the US Midwest, focuses on the effectiveness of instruction and practice in CLA as a pedagogical intervention for underprepared college students.

The emergence of nontraditional students’ language awareness in a telephone-taught access program

Mary Jane Curry (University of Rochester, US, [email protected]) ▪ This paper explores growing awareness of academic language by nontraditional students in access courses that combined either social sciences and humanities content with academic literacy and study skills. While students developed language awareness, the courses included few refl ective or critical components to help students grapple with new academic discourses.

Discourse and the happy intersection of theory and practice for pre-service teachers

Samantha Caughlan (California State University, Fresno, US, [email protected]) ▪ Students in a pre-service English methods class studied theory and research related to classroom discourse in order to raise awareness of traditional patterns such as recitation and assist them in recognizing and implementing more dialogic classroom genres in their student teaching placements. Students evaluated this work as highly useful.

Fostering language awareness in teachers of English language learnersKerrie Kephart (University of Texas at El Paso, US, [email protected]) ▪ This paper explores the effectiveness of techniques to support the development of critical language awareness in teachers and teachers-in-training enrolled in a graduate-level course on sheltered instruction for mainstreamed English language learners (ELLs). Findings show that training in CLA helped to overcome initial reluctance to support ELLs’ language development.

DiscussantBronwen Low (McGill University, US, [email protected])

Current issues in second language production research

Sunday, June 18, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon C ▪ LAA ▪ AAL

Organizer: Judit Kormos (Eötvös Loránd University, Hungary, [email protected]) ▪ In this symposium we present recent fi ndings from L2 speech production research and discuss their relevance for the fi eld of second language acquisition. Three major themes are focused upon: The acquisition of knowledge and skills called on when processing L2 speech, the role of individual variables, and task complexity.

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Manipulating task complexity across task types: Effects on L2 oral productionRoger Gilabert Guerrero (University of Barcelona, Spain, [email protected]) ▪ This paper explores the effects of increasing the cognitive complexity of tasks on L2 oral production. It presents data from two studies in which the complexity of a variety of task types is manipulated and the impact on learners’ fl uency, complexity, and accuracy is measured and discussed.

A multifaceted analysis of L2 speaking performanceNivja de Jong (University of Amsterdam, Netherlands, [email protected]), Margarita Steinel (University of Amsterdam, Netherlands, [email protected]), Arjen Florijn (University of Amsterdam, Netherlands, arjen.fl [email protected]), Rob Schoonen (University of Amsterdam, Netherlands, [email protected]) ▪ L2 learners of Dutch with different profi ciency levels performed speaking tasks as well as tasks measuring productive language knowledge (untimed tasks) and language skills (on-line tasks). We analyse the contribution of the language knowledge and language skill variables to performance on the speaking tasks at the different profi ciency levels.

The role of creativity in L2 speech productionÁgnes Albert (Eötvös Loránd University, Hungary, [email protected]) ▪ This presentation explores the effect of creativity on students’ performance in oral narrative tasks. The relationship between creativity and several output variables such as accuracy, fl uency and complexity, quantity of talk, and lexical variety is examined and discussed in the light of theories of speech production.

Towards an integrated model of L2 speech productionJudit Kormos (Eötvös Loránd University, Hungary, [email protected]) ▪ In this talk a new integrated model of L2 speech production is presented, which is in line with current theories of speech processing and accommodates the fi ndings of recent research in the fi eld.

DiscussantPeter Robinson (Aoyama Gakuin University, Japan, [email protected])

114


Les facteurs de réussite dans le développement des compétences en littératie

Sunday, June 18, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon A ▪ RWL ▪ LEL

Organizer: Lizanne Lafontaine (Université du Québec Outaouais, Canada, [email protected]) ▪ Les récentes enquêtes internationales sur l’acquisition des compétences en littératie amènent les chercheurs à vouloir identifi er les facteurs de réussite dans ce domaine. Nous examinerons, dans la perspective spécifi que du nouveau contexte d’éducation inclusive, quelques-uns de ces facteurs en combinant trois axes de recherche: psychopédagogique, didactique et organisationnel.

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Le développement des compétences en littératie dans les groupes de révision rédactionnelle en milieux linguistiques minoritaire (Nouveau-Brunswick) et majoritaire (Québec)

Lizanne Lafontaine (Université du Québec en Outaouais, Canada, [email protected]), Sylvie Blain (Université de Moncton, Canada, [email protected]) ▪ Nous présentons les résultats d’une recherche qualitative ayant mis à l’épreuve un dispositif didactique d’enseignement par les pairs, les groupes de révision rédactionnelles, afi n de développer les compétences en littératie (oral-écrit) chez des élèves de quatrième année de milieux linguistiques minoritaire (Nouveau-Brunswick) et majoritaire (Québec).

Développement des compétences en littératie critique en première secondaire : observation des écarts dans les cercles de lecture

Manon Hébert (Université de Montréal, Canada, [email protected]) ▪ Le développement de compétences en littératie critique bénéfi cierait de dispositifs didactiques de type collaboratif. Considérant l’importance des écarts dans les classes hétérogènes, nous avons tenté de mieux comprendre où se situent les différences dans les habiletés critiques de différents groupes d’élèves participant à des cercles de lecture en première secondaire.

Étude du changement vécu par les enseignants suite au fonctionnement en communauté d’apprentissage professionnelle visant la réussite en littératie

Martine Leclerc (Université du Québec en Outaouais, Canada, [email protected]) ▪ La recherche présentée fait état des changements vécus par les enseignants à la suite de l’émergence d’une communauté d’apprentissage professionnelle visant l’amélioration de la littératie. Elle met en évidence les facteurs qui ont incité les enseignants à utiliser ce mode de fonctionnement et présente également les barrières rencontrées.

La littératie et les garçons à l’élémentaire : appropriation des stratégies effi caces par un groupe d’enseignants

France Nicolas (Université du Québec en Outaouais, Canada, [email protected]) ▪ Cette communication fait état des conclusions de recherche liées à l’enseignement de la littératie chez les garçons, le contexte et le dispositif de formation ainsi que les pistes à approfondir pour un meilleur arrimage des recherches dans ce domaine en salle de classe.

Une combinaison entre affect, cognition et métacognition : est-ce essentiel pour une bonne compréhension en lecture?

Nathalie Clément (Université d’Ottawa, Canada, [email protected]) ▪ Cette communication met en exergue le rôle de l’affectivité dans l’enseignement et l’apprentissage de la lecture. Nos résultats permettent de prendre connaissance d’un modèle novateur en enseignement de la lecture validé par des enseignants en exercice dans le cadre d’une recherche-action collaborative.

Literacy, identity, and learning in transcultural digital communication

Monday, June 19, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon B ▪ TEC

Organizer: Wan Shun Eva Lam (Northwestern University, US, [email protected]) ▪ This colloquium explores young people’s socio-technical networks and multilingual literacy practices across national boundaries. The papers seek to illuminate how global exchanges in Internet-based communication are affecting the ways young people use and acquire forms of literacy, construct social and academic identities, and negotiate multiple affi liations.

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Anime, fanfi ction, and identity: New literacies in pop cultural contextsRebecca Black (University of Wisconsin--Madison, US, [email protected]) ▪ This paper explores an online, popular culture-based writing site where multiple forms of literacy and knowledge are valued. Analysis highlights how such a context provides a range of opportunities for ELLs to develop transcultural identities that showcase the diverse linguistic, personal, and cultural perspectives youth bring to such spaces.

The role of transnational digital communication in adolescent immigrants’ language, literacy, and identity development

Wan Shun Eva Lam (Northwestern University, US, [email protected]) ▪ Based on a comparative longitudinal study of adolescent immigrants’ multilingual digital communication with young people around the world, this paper discusses how participation in transnational digital contexts affects the developmental pathway of young immigrants in their use of language and literacy, their ethnic identifi cation, and their global and cross-cultural awareness.

Projected future identities, geographic aspirations, and ESL students’ use of the internet

Diane Potts (University of British Columbia, Canada, [email protected]) ▪ An exploration of the infl uence of high school ESL students’ projected future identities, particularly their intentions regarding their country of permanent residence, on their academic and non-academic internet use, and the implications for facilitating students’ access to linguistic and cultural resources relevant to their current academic context.

Interculturality and mediated social practices in Internet environments Steven Thorne (Pennsylvania State University, US, [email protected]) ▪ In the ecology of multilingual and transcultural environments, communication is shown to draw upon resources distributed across activity systems. Three empirical projects are discussed: 1) Internet-mediated intercultural communication, 2) use of instant messaging and blogging for out-of-class FL interaction, and 3) international, multilingual, and multiuser online games.



115


Second language learning and gender: Analyzing gender differences or the difference gender makes

Sunday, June 18, 2006 ▪ 8:15 - 11:15 ▪ Alfred-Rouleau A ▪ RES ▪ REC

Organizer: Juliet Langman (University of Texas at Antonio, US, [email protected]) ▪ The goal of this colloquium is to explore the implications of poststructuralist and social constructionist understandings of gender for research methodology and to begin developing a research program for examining the role of gender in second language learning and teaching in which particularities of the methodological process are made clear.

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Gendered narratives of the discursive selfGergana Vitanova (University of Central Florida, US, [email protected]) ▪ This presentation will discuss the interplay between theoretical and methodological choices made in implementing one qualitative study focusing on gender in SLA. Voice, refl exivity, and text are core constructs informing the project. Narratives will be specifi cally addressed and a dialogic framework for their analysis will be offered.

The intimacy of disclosure: Researching gender positioning in narratives of transformation

Michael Campbell (University of Texas at San Antonio, US, [email protected]) ▪ In this paper I investigate from a poststructuralist perspective the intimacy of disclosure in narratives of transformation expressed by women immigrants in three contexts: classroom, interviews, and focus groups. I argue that intimate and emotional narratives are constructed through the performance of multiple positionings of researcher and researched.

The Sabrina Syndrome: Intertextuality and performance of gendered identities in American women’s narratives of learning French

Celeste Kinginger (Pennsylvania State University, US, [email protected]) ▪ Examining how gendered identity mediates the shaping of motives for language learning, this study analyzes intertextual links between American women’s stories of study in France and similar rhetoric refl ecting the sociocultural history and popular ideology of Franco-American relations, focusing on American representations of French language competence as social class transcendence.

Exploring gender in the foreign language classroomScott Saft (University of Hawai’i at Hilo, US, [email protected]), Yumiko O’Hara (University of Hawai’i at Hilo, US, [email protected]) ▪ Using data from Japan and the United States, this presentation describes our attempts to develop teaching and research methods that would prompt learners in foreign language classrooms to consider the complex and dynamic character of gender.

DiscussantsAneta Pavlenko (Temple University, US, [email protected]), Dariusz Galasinski (University of Wolverhampton, UK, [email protected])

Researching L2 spoken language: Key approaches, unresolved issues, and future research needs

Monday, June 19, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon C ▪ RES ▪ REC

Organizer: John Levis (Iowa State University, US, [email protected]) ▪ This colloquium will discuss research approaches to L2 speech and pronunciation, addressing both “big picture” approaches and those that examine individual spoken language features. The colloquium will also discuss unresolved issues that limit the generalizability of research as well as key questions that could profi tably be addressed in future research.

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The development of spoken language skills for advanced nonnative speakers of English

John Levis (Iowa State University, US, [email protected]) ▪ This study looked at the untutored acquisition of spoken English skills for nonnative English speaking graduate students who had not previously used English regularly. The results show that language improvement takes time to become evident and that development is not guaranteed, especially if contact with other same L1 speakers is common.

A longitudinal study of fl uency and comprehensibility development in L2 learnersTracey Derwing (University of Alberta, Canada, [email protected]) ▪ This longitudinal study investigates the development of temporal fl uency and comprehensibility in Mandarin and Russian learners of English. Listeners rated speech samples collected three times over a period of two years. The L2 speakers’ reports of their opportunities to speak English are related to their progress.

Developmental aspects of English L2 vowel productionMurray Munro (Simon Fraser Universtiy, Canada, [email protected]) ▪ This longitudinal investigation explores developmental processes in adult phonological acquisition. Intelligibility and goodness assessments indicate that while L2 vowel acquisition can take place in the absence of specifi c instruction, such learning is best understood as a complex systemic processes rather than uniform, linear development across the vowel inventory.

Psycholinguistic infl uences on L2 phonological learning: How cross-language similarity and lexical frequency determine the learning path

Pavel Trofi movich (Concordia University, Canada, [email protected]), Elizabeth Gatbonton (Concordia University, Canada, [email protected]), Norman Segalowitz (Concordia University, Canada, [email protected]) ▪ This study demonstrates that L2 phonological learning can be characterized as a gradual variable, yet systematically patterned replacement of non-native segments by native segments in learners’ speech. Results suggest that two psycholinguistic factors—perceived cross-language similarity and lexical frequency—determine the course of acquisition.

Speech perception research in applied linguisticsWendy Baker (Brigham Young University, US, [email protected]) ▪ This presentation will examine approaches to investigating L2 speech perception including testing L2 and cross-language discrimination and identifi cation. The presentation will examine how individual and linguistic factors infl uence processing, whether accurate perception leads to accurate production, and whether training and other methods can actually improve L2 perception.



116


Language learning as subject positioning: Toward a poststructuralist understanding of identity, learning, and participation

Tuesday, June 20, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon C ▪ LCS

Organizer: Elizabeth Miller (University of Wisconsin-Madison, US, [email protected]) ▪ The papers in this panel adopt a poststructuralist approach to additional language learning, exploring how language learners position themselves and are positioned within different discursive contexts. Taken together, they deepen our current understandings of learner identities as both embedded in particular discursive arrangements and shaped by inequitable relations of power.

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“I looking for better job”: An analysis of gender, positioning, and power in conversations with refugee women

Doris Warriner (University of Utah, US, [email protected]) ▪ Foregrounding the dynamic and mutually constitutive nature of interactional positioning (Davies and Harré 1990, Schiffrin 1996, Wortham 2001), I analyze the multiple and complicated ways that individual identities are constructed and enacted by refugee women within the context of the qualitative interview.

Positioning for good language learning: Metalinguistic knowledge as linguistic capital

Elizabeth Miller (University of Wisconsin-Madison, US, [email protected]) ▪ This paper examines displays of language learning by one adult immigrant in her ESL classroom interactions. It argues that the “linguistic capital” one can secure in such a context through facility with metalinguistic knowledge often has little legitimacy elsewhere, thereby highlighting the relational and political aspects of language learning.

Telling and retelling the story: Positioning of Mexican immigrant students as English learners in community and school

Elaine Allard (University of Pennsylvania, US, [email protected]), Katherine Mortimer (University of Pennsylvania, US, [email protected]) ▪ Using ethnographic methods, we investigate how circulating categorizations of Mexican immigrants in one community are reproduced in the local high school. We describe the positioning of Mexican ESL students in relation to local categories and storylines. We then consider how this positioning infl uences their academic trajectories as English language learners.

Choosing English for lab today: Identities at play for a “hard-working,” “Christian,” “English-speaking,” “Spanish-speaking” “physics student”

KimMarie Cole (State University of New York Fredonia, US, [email protected]) ▪ This paper addresses the ways language choices contribute to the ways identities are used by a student as she negotiates multiple subject positions in a physics classroom. Micro-ethnographic analyses demonstrate how the student appropriates some identities and actively resists other labels that her classmates and teacher ascribe to her.

Negotiating complex classroom identities: Gender and the good language learnerAnne Pomerantz (University of Pennsylvania, US, [email protected]) ▪ This paper examines how learners of Spanish positioned themselves in interaction to either reproduce or challenge the discourses of gender and linguistic ability (i.e. being a “good language learner”) circulating in their university classroom. As such, it informs our understanding of the relationship between positioning and foreign language learning/use.

“I’m an ESL student so please understand me”: ESL learners and identity construction in academia

Ethan Krase (Winona State University, US, [email protected]) ▪ Exploring the nexus between academic discourse communities and identity politics, this presentation reports fi ndings from a fi ve-month qualitative study of fi ve ESL graduate students studying at an American university. The presenter focuses on how participants’ relationships with academic insiders alternately supported and constricted the formation of advantageous subject positions.

DiscussantBetsy Rymes (University of Georgia, US, [email protected])

The textual metafunction and genre structure within systemic functional grammar: Theoretical developments and practical implications

Monday, June 19, 2006 ▪ 8:15 - 11:15 ▪ Hospitalité ▪ DIS

Organizer: Bernard Mohan (University of British Columbia, Canada, [email protected]) ▪ Texts have important textual goals involving the Textual Metafunction (Theme/Rheme, Given/New, Cohesion) which analyses of genre structure have generally not addressed. Describing the lexicogrammatical means by which genre structures are created, we explore these goals across a variety of texts, showing their theoretical signifi cance and practical value.

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The function of New information in problem-solution textsPeter H. Fries (Central Michigan University, US, [email protected]) ▪ Texts expressing a problem and its solution must demonstrate that the solution actually solves the problem described. Within the description of the solution, information presented as New and also within the Rheme typically is cohesive with the earlier description of the problem. This situation requires a dynamic defi nition of New.

Learning about the textual metafunction in elementary school classroomsGeoff Williams (University of British Columbia, Canada, [email protected]) ▪ How do elementary school children learn to structure the language of phases of a text to achieve textual goals? Might explicit discussion of the lexicogrammatical features Theme and Rheme be useful? If so, how might discussion of these grammatical features relate to pedagogic work on the generic structure of text?

The textual metafunction in the discourse of speakers with Autism Spectrum Disorder

Jessica De Villiers (University of British Columbia, Canada, [email protected]) ▪ This paper applies SFL discourse analysis techniques to spoken texts of individuals with Autism Spectrum Disorder (ASD) to identify distinctive patterns of cohesion and information structure.

The role of lexical cohesion in explanations in science classroomsBernard Mohan (University of British Columbia, Canada, [email protected]), Tammy Slater (University of British Columbia, Canada, [email protected]) ▪ This paper examines scientifi c explanation: Spoken texts in science classrooms which express an explanandum and a scientifi c explanation that matches it. How can lexical cohesion explain this matching relation? What are some of the implications for understanding differences in processes of knowledge construction in science classrooms?



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Les allophones de Montréal et l’acquisition du français: Du primaire à l’université

Tuesday, June 20, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon A ▪ BIH ▪ BIP

Organizer: Lori Morris (Université du Québec à Montréal, Canada, [email protected]) ▪ L’objectif du symposium est de contribuer à une meilleure compréhension des diffi cultés spécifi ques liées à l’apprentissage du français en contexte de submersion. Les études présentées comparent les performances d’allophones et de francophones de niveau primaire et universitaire sur une série de tâches de nature lexicale, morphologique et syntaxique.

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Connaissances lexicales et stratégies d’identifi cation des mots écrits chez des élèves allophones et francophones de la 1ère année du primaire

Line Laplante (Université du Québec à Montréal, Canada, [email protected]) ▪ Nous comparons le développement du lexique oral et des stratégies de lecture d’élèves de 1ère année, francophones et allophones. Les résultats permettent de documenter des similitudes et des divergences au sein des deux populations. Le niveau de connaissances lexicales infl uence le recours à certaines stratégies de traitrement des mots écrits.

Comparaison des compétences en morphologie dérivationnelle chez les francophones et non-francophones apprentis lecteurs

Chantal Roy (Université du Québec à Montréal, Canada, [email protected]) ▪ Cette étude compare les compétences en morphologie dérivationnelle d’élèves de 1e-2e année allophones et francophones fréquentant une école primaire francophone du Québec à l’aide de tests de conscience morphologique visant à étudier les capacités des enfants à manipuler les trois aspects centraux de la compétence morphologique : relationnel, syntaxique, et distributionnel.

Le développement pragmatique des élèves allophones et francophones de la maternelle à la 6e année

Lucie Godard (Université du Québec à Montréal, Canada, [email protected]), Coralie Beauregard (Université du Québec à Montréal, Canada, [email protected]), Andrée Dagenais (Université du Québec à Montréal, Canada, [email protected]) ▪ La présente étude compare le développement des compétences pragmatiques d’élèves francophones et non francophones, depuis la maternelle jusqu’à la 6e année du primaire. Les résultats permettent de documenter l’évolution des compétences pragmatiques et montrent l’impact des limites lexicales sur la qualité des informations données par les locuteurs.

L’interaction des connaissances lexicales, morphologiques et syntaxiques chez les enfants allophones et francophones de 5e année du primaire

Lori Morris (Université du Québec à Montréal, Canada, [email protected]), Marie Labelle (Université du Québec à Montréal, Canada, [email protected]), Maria Petreus (Université du Québec à Montréal, Canada, [email protected]) ▪ Sept tests évaluant les connaissances lexicales, morphologiques et syntaxiques ont été administrés aux élèves d’une classe de 5e année primaire (11 allophones, 9 francophones). Les allophones se distinguent des francophones en ce que leurs connaissances lexicales et syntaxiques sont fortement corrélées alors que c’est moins le cas chez les francophones.

Le processus de décodage et de production de mots dérivés chez des apprenants adultes du français langue seconde

Isabelle Lépine (Université du Québec à Montréal, Canada, [email protected]) ▪ Deux groupes d’apprenants du français de langues maternelles différentes ont été testés à l’aide de C-tests. Les résultats montrent que le type de langue maternelle affecte (a) la capacité à reconnaître et à produire les mots dérivés et (b) les stratégies de traitement des apprenants.

Les connaissances lexicales et morphologiques des étudiants francophones et allophones faibles en français écrit : une problématique ou deux?

Doris Allard (Université du Québec à Montréal, Canada, [email protected]) ▪ Les compétences lexicales, morphologiques et grammaticales d’étudiants francophones et allophones de niveau universitaire inscrits dans un cours de rattrapage en français sont comparés. Les résultats montrent des différences importantes entre les deux groupes, tant sur le plan lexical que sur le plan du type d’erreurs produites.

Using CHILDES to support the French SLA research agenda

Tuesday, June 20, 2006 ▪ 8:15 - 11:15 ▪ Alfred-Rouleau C ▪ RES ▪ REC

Organizer: Florence Myles (University of Newcastle, UK, fl [email protected]) ▪ Sophisticated software tools are now available for storing, coding, and analysing L2 data, but remain underexploited by L2 researchers. The present colloquium will present CHILDES and its adaptation to SLA research and a range of substantive studies making use of it for studying vocabulary, morphosyntax, and genre.

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Using CHILDES to analyse French L2 morphosyntaxSarah Rule (University of Southampton, UK, [email protected]) ▪ This paper outlines ongoing research in French L2 morphosyntactic development and the methodology of using CHILDES to code, store, and analyse the data. The strengths of the CHILDES tools are discussed, and the benefi ts to the SLA research community are evaluated.

Extending the vocd program of CHILDES to measuring the deployment of rare or infrequently used words in language assessment

David Malvern (University of Reading, UK, [email protected]), Brian Richards (University of Reading, UK, [email protected]) ▪ This paper introduces a new approach to measuring the deployment of rare or infrequently used words as an addition to the tools for assessing vocabulary use, lexical diversity, and growing language competence. It is illustrated through its application to 17 year old English students studying French at a lower intermediate level.

The development of verb morphosyntax in French L2Florence Myles (University of Newcastle, UK, fl [email protected]), Annabelle David (University of Newcastle, UK, [email protected]) ▪ This paper analyses the development of verb morphosyntax in the fi rst fi ve years of classroom instruction in French L2. The results are discussed within the context of current debates about the Initial State and about the syntax/morphology interface in SLA research.

Basic vocabularies and measures of lexical richness: Distinguishing basic and advanced words in French learner language of UK students

Françoise Tidball (Bristol University of the West of England, UK, [email protected]), Jeanine Treffers-Daller (Bristol University of the West of England, UK, [email protected]) ▪ This study focuses on the productive vocabulary of students of French in a British university context. The aim is to contribute to the discussion around the measurement of lexical diversity among second language learners and to come to a better understanding of the notion “basic vocabulary” in relation to French.

Speaking and writing across genres in L2 French: Exploring effects on morphosyntax, lexicon, and fl uency

Jonas Granfeldt (University of Lund, Sweden, [email protected]) ▪ This paper reports on a pilot study for speaking and writing across genres in L2 French. The objective of the study is to explore the effect of modalities and genres (expository and personal narrative) on a number of dependent variables from the domains of morphosyntax, lexicon, and fl uency.




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Using second language corpora to validate curriculum and assessment models for spoken L2 French

Rosamond Mitchell (University of Southampton, UK, [email protected]) ▪ Competency-based L2 curricula and assessment systems are widespread, yet their design is not typically informed by empirical SLA research. This CHILDES-based study analyses progression in the FLLOC corpus, compares the fi ndings with selected assessment schemes, and evaluates the usefulness of learner corpora for empirical validation of such schemes.

DiscussantJacquelyn Schachter (University of Oregon, US, [email protected])

Contextualizing the age factorSaturday, June 17, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon A ▪ LLC ▪ LCA

Organizer: Marianne Nikolov (University of Pecs, Hungary, [email protected]) ▪ Papers in the colloquium explore different methodological approaches to researching the Critical Period(s) Hypothesis and analyze the relationships between the age factor and other factors contributing to adults’ and young learners’ language acquisition in second and foreign language contexts.

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Understanding the upper limits of late L2 acquisitionDavid Birdsong (University of Texas, US, [email protected]) ▪ The adequacy of constructs such as fossilization, the Fundamental Difference Hypothesis, and the Critical Period Hypothesis for L2A hinges on knowing what late L2 learners are ultimately capable of. This presentation offers an overview of methodological considerations that impact on this crucial question of learner potential.

The age factor in second language acquisition: The role of immersionStefka H. Marinova-Todd (University of British Columbia, Canada, [email protected]) ▪ Immersion is conceived of as an instructional approach to bilingual education and as a process of integrating immigrants to new linguistic contexts. Ultimate attainment in L2 acquisition is discussed in both contexts, and research on outcomes of immersion in English for highly profi cient adult learners and children is presented.

Short-term and long-term effects of early language learningJelena Mihaljevic Djigunovic (University of Zagreb, Croatia, [email protected]) ▪ The paper describes a study in which three generations of young learners of English, French, German, or Italian were followed for eight years. Findings concerning their morphosyntactic development, speech production, use of learning strategies, use of communication strategies, and affective learner characteristics were compared with those of later starters.

Following the effects of age on the acquisition of English: A longitudinal study from the BAF Project

Carmen Muńoz (University of Barcelona, Spain, [email protected]) ▪ The paper presents fi ndings from a comparative study of two groups of learners of English (FL) with different initial ages of learning (8 and 11 yrs, respectively). Older learners are shown to have an advantage over younger learners, and age is seen to affect different language skills following different patterns.

Age and other factors contributing to achievements in a foreign language contextMarianne Nikolov (University of Pecs, Hungary, [email protected]) ▪ The paper explores how starting age and other variables interact. I discuss two studies on successful post-puberty learners of Hungarian and English and analyze relationships between age of fi rst exposure, L2 achievements in English and German, and other variables on large nationally representative samples in Hungarian state schools.

Emotion words in the mental lexicon: Representation, processing, and implications for teaching and translation

Monday, June 19, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon A ▪ COG

Organizer: Aneta Pavlenko (Temple University, US, [email protected]), Jeanette Altarriba (State University of New York, Albany, US, [email protected]) ▪ This panel brings together linguists, neurolinguists, and psychologists from three continents to discuss ways in which emotion words and affective repertoires are represented and processed in the mental lexicon and in particular in the mental lexicon of those who speak more than one language.

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Processing emotion words and controlling their effect: A developmental studyRenata Meuter (Queensland University of Technology, Australia, [email protected]), Leigh Buckley (Queensland University of Technology, Australia, [email protected]) ▪ Processing of emotion words was investigated in teenagers and adults. Emotionally valent nouns and adjectives were judged as positive and negative, respectively. With age, interference from emotion words decreased and performance on a sustained attention task improved. The development of the lexicon and of control over emotions are discussed.

Emotion Stroop effects across languages: The role of valence and language dominance

Jeanette Altarriba (University at Albany, State University of New York, US, [email protected]) ▪ The study used the Stroop task with emotion words in Spanish-English bilinguals and obtained emotional Stroop effects in both languages. They were, however, stronger in English, the bilinguals’ dominant language. The implications of these fi ndings are discussed with reference to models of emotion word representation.

Emotion words in the lexicon of American learners of RussianAneta Pavlenko (Temple University, US, [email protected]) ▪ The study examined how advanced American learners of Russian use emotion vocabulary in controlled tasks and in spontaneous talk. The fi ndings identify both strengths and weaknesses in the learners’ performance (e.g., overuse of emotion adverbs and adjectives where native speakers use verbs). Implications for foreign/second language teaching are discussed.

Gauging sadness: Constructions of the Self in interaction with the Beck Depression Inventory

Dariusz Galasinski (University of Wolverhampton, UK, [email protected]) ▪ I explore how people completing the Beck Depression Inventory negotiate the spaces opened for constructing the Self and show that my informants mostly rejected them. I argue that local- context concerns of lived experience, when not subdued by medical power, outweigh the relevancies offered by the a-contextual questionnaire of sadness.

Bilinguals’ perceptions of and responses to embarrassing situationsJyotsna Vaid (Texas A&M University, US, [email protected]), Hyun Choi (Texas A&M University, US, [email protected]), Hsin Chin Chen (Texas A&M University, US, [email protected]), Michael Friedman (Texas A&M University, US, [email protected]) ▪ The study examined the impact of linguistic and cultural differences on perceptions of and reactions to potentially embarrassing situations among three groups of participants: Monolingual English and Korean speakers and Korean-English bilinguals. The results point to strong group differences related to language and culture.

DiscussantJeanette Altarriba (State University of New York, Albany, US, [email protected])


Résumés - symposiums(continued from previous page)

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Textual (ex)tensions: “Writing back” to neo-imperial contexts and ideologies

Saturday, June 17, 2006 ▪ 14:00 - 17:00 ▪ Grand Salon C ▪ LID

Organizer: Vaidehi Ramanathan (University of California Davis, US, [email protected]) ▪ This colloquium offers diverse perspectives on how terms such as “writing back,” “Empire,” and “resistance”—typically associated with postcolonial scholarship—are relevant in a variety of neo-imperial educational contexts.

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Multimodal Englishes as sites of resistance in Ugandan schoolsBonny Norton (University of British Columbia, Canada, [email protected]), Harriet Mutonyi (University of British Columbia, Canada, [email protected]) ▪ Drawing on current research in Uganda, the presenters argue that students’ multimodal and innovative use of English in extra-curricular school clubs represents a form of resistance to neo-colonial practices in the formal school curriculum, which is characterized by an unrelenting focus on written tests and examinations.

“Writing back” by shuttling between discourses from the academic peripherySuresh Canagarajah (Baruch College, City University of New York, US, [email protected]) ▪ I analyze the writing of two bilingual scholars in Sri Lanka to describe how they draw from competing discourse traditions both to create hybrid academic texts and to “write back” to hegemonic Western writing conventions.

“Writing/imaging back”: Mixed messages from the NetBrian Morgan (York University, Canada, [email protected]) ▪ This presentation examines several humorous websites that display interlanguage phenomena. Such sites parody the standardized codes of the centre-based ELT industry. Yet their laughter is bi-directional in that the most exotic “errors” are selected for display and purchase. Thus, while “writing back,” these sites also conform to globalization pressures.

Writing by right: Indigenous writing in Brazil as resistance to assimilationLynn Mario Menezes de Souza (University of San Paulo, Brazil, [email protected]) ▪ This paper examines how recent indigenous literacies in Brazil have been seeking their indigenous forms and contents to transform euro-centric notions of writing through enactments of pre-literate values and knowledges. Countering assimilation, this new writing brings to paper characteristics of pre-literate indigenous culture such as perspectivism and enactment or performatitivity.

Talking across time: Postcolonial challenges to language, history and differenceVaidehi Ramanathan (University of California, Davis, US, [email protected]), Alastair Pennycook (University of Technology, Sydney, Australia, [email protected]) ▪ This paper offers a multi-vocal dialogue between two political fi gures—Gandhi and Andrews—and two postcolonial authors to address how both dialogues sidestep historical meta-narratives and allow us to speak of key disciplinary issues around language, educational policies, social divisions, and ideologies.

Learning to use French: Negotiating culture and identity in “la francophonie”

Saturday, June 17, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon C ▪ LCS

Organizer: Kathleen Riley (Concordia University, Canada, [email protected]) ▪ This panel explores how communicative resources are developed and used within various socialization contexts to negotiate socio-cultural identities. In particular, these papers focus on how the practice of French takes on diverse functions and meanings depending on the local and global discourses found in various corners of “la francophonie.”

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How do French Immersion students situate themselves in the Canadian francophonie?

Sylvie Roy (University of Calgary, Canada, [email protected]) ▪ This presentation will examine how French Immersion students in Western Canada are adapting themselves to the global world and whether or not they see themselves as being part of la francophonie.

Negotiating student hierarchies in a French-Canadian schoolPhyllis Dalley (Universite d’Ottawa, Canada, [email protected]) ▪ This paper presents ethnographic data gathered in a French (minority language) school in Alberta, which has recently seen an important diversifi cation of its student population. We focus on the negotiation of teacher/student and student/student interpersonal relations in one classroom and the place of language norms in those negotiations.

“Oh, you don’t speak French?” Language attitudes and strategies of immigrant francophones in Montreal

Jacqueline Peters (Concordia University, Canada, [email protected]) ▪ Research into the language attitudes and strategies of Montreal’s polyglot population has yet to focus on non-European, immigrant francophones. We examine here the sociolinguistic constraints these immigrants confront and the meanings their linguistic choices reveal about their expectations of integrating into Quebec society.

Utopique francophonie? Learning and speaking French among underprivileged schoolchildren in Haiti.

Rachelle Doucet (Wilfrid Laurier University, Canada, [email protected]) ▪ Since independence, Haiti has maintained with France a love-hate relationship, which is refl ected in the linguistic domain. For many Haitians, French and Kreyòl are posited in opposite poles. This paper examines competing defi nitions of “parler francais” among underprivileged Haitians and their link to current discussion about democratic nation-building.

Learning to use “charabia” in the Marquesas, French PolynesiaEdgar Tetahiotupa (Centre de Recherche et de Documentation Pédagogique, Tahiti, [email protected]) ▪ Marquesans use the pejorative term “charabia” to refer to the code-switching code that mixes their colonial French and indigenous Polynesian languages. Based on ethnolinguistic research by both authors, this paper examines why and how the derided “charabia” continues to fl ourish within this semi-autonomous “pays” of French Polynesia.



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Situated and participatory approaches to learning and teaching language in social context

Tuesday, June 20, 2006 ▪ 14:00 - 17:00 ▪ Auteuil A ▪ BIH ▪ BIP

Organizer: Sandra R. Schecter (York University, Canada, [email protected]) ▪ This colloquium explores ways in which situated and participatory approaches to research can contribute to our understanding of language and literacy development in school and out-of-school settings. Presenters describe collaborative initiatives that acknowledge and build on the linguistic and cultural resources of ethnic-minority individuals and their communities.

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“It’s our kuleana”: A critical participatory approach to language minority educationKathryn Davis (University of Hawai’i, US, [email protected]) ▪ This presentation reports on an action research project known as the Studies of Heritage and Academic Language and Literacies curriculum in which teachers, students, parents, community members, and university researchers collectively assume responsibility for transforming educational practices and linguistic attitudes within a predominately Filipino (Ilokano-speaking), Samoan, and Hawaiian high school.

“I would sing everyday”: Skepticism and imaginationCynthia Ballenger (Chèche Konnen Center, US, [email protected]) ▪ The presenter reports on what she and her Haitian students learned about their own and each other’s cultural understandings and approaches to reading through their joint discussions of literature. She explores what it has meant to establish a classroom climate where alternative perspectives on text become the focus of discussion.

Teacher research, professional growth, and school reformSarah Freedman (University of California, Berkeley, US, [email protected]) ▪ The presenter provides an account of teacher learning and research in three different teacher-research networks involving university-based faculty and practicing teachers who work in schools serving ethnically diverse student populations. She illustrates how participants drew on norms from the practical worlds of teachers and the worlds of social science researchers.

Critical dialogue: Interrupting the discourses of home-school connectionsJerri Willett (University of Massachusetts Amherst, US, [email protected]) ▪ This presentation explores the challenges and complications of bridging home-school communication by drawing on two critical ethnographic studies situated in urban elementary schools in northeastern United States. The presenter describes the process of dialogue within a school-university partnership committed to enacting a more inclusive relationship between school and community.

Lengua Latina: Latina-Canadians construct a community of practice through writing

Karleen Jimenez (York University, Canada, [email protected]) ▪ Lengua Latina, a creative writing group for Latinas in Toronto, was established by women of diverse Latina origins to answer a need for expression and community. The presenter explores how members create a pedagogical space for discussion and transform the way they understand themselves through the practice of writing together.

The theoretical and empirical advantages and limitations of multiple perspectives on health, illness, and aging

Monday, June 19, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon C ▪ LCS

Organizer: Robert Schrauf (Pennsylvania State University, US, [email protected]) ▪ This colloquium examines (a) how language as a social phenomenon constructs illness conditions and practices in public health, (b) how language production and comprehension are affected by particular illness conditions, and (c) how language may function as an avenue or an obstruction to health services.

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Socially constructed health il/literacy: A study on international wives in TaiwanAmber Navarre (Pennsylvania State University, US, [email protected]) ▪ The current study analyzes the social and political forces (i.e., nation-states, citizenship, education, health institution, and mass media) which shape the health literacy practices of international wives in Taiwan, lending support to the need for a more nuanced but situated understanding of health literacy.

Language mixing in demented Afrikaans/English bilingualsTracy Beckett (Pennsylvania State University, US, [email protected]) ▪ Using conversational analysis as a method, this study analyses the potential impact of AD on conversational abilities of two AD patients, how the cognitively normal interviewer accommodates to the perceived cognitive decline of the patients, and how the AD patients react to the adjustment.

Is it just between you and me? Schemata and agency in three-party medical communication

Chas Brua (Pennsylvania State University, US, [email protected]), Nina Vyatkina (Pennsylvania State University, US, [email protected]) ▪ This research investigates three-party medical communication between English-speaking doctors, Russian-speaking immigrants, and bilingual intermediaries of varying ability. Using discourse analysis of interviews, we investigate the participants’ schemata regarding “ideal” medical visits, as well as their perceptions about agency and responsibility during cross-linguistic medical encounters.

Language disability: Critical perspectives on “bodies,” “aging,” and “chronic ailments”

Sinfree Makoni (Pennsylvania State University, US, [email protected]) ▪ Most current sociolinguistic analyses of language used in discourses of health and aging have assumed as unproblematic notions about disease and the human body. The aim of this presentation is to demonstrate the problematic nature of the human body and notions about disease when framed from postcolonial and poststructuralist perspectives.

A systemic, functional, linguistic analysis of cohesion and coherence in elderly Chinese

Xingren Xu (Pennsylvania State University, US, [email protected]) ▪ This paper for the fi rst time investigates cohesion and coherence in the narrative of mono-lingual Alzheimer’s disease patients in China within the framework of systemic functional linguistics. The study found that there was a greater likelihood of AD subjects losing control of their coherence than cohesion.

Health literacy and limited English profi ciency older adultsRobert Schrauf (Pennsylvania State University, US, [email protected]) ▪ Low health literacy is an acute problem for limited English profi ciency adults (16 million in the US), and little research exists in this area. This presentation focuses on how older Spanish- and Korean-speakers decode and understand medicine bottle labels and their cultural-semantic resources for understanding their conditions and treatments.




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Language, cognition, and affect in the elderlyMerril Swain (University of Toronto, Canada, [email protected]), Sharon Lapkin (University of Toronto, Canada, [email protected]) ▪ Based on Vygotsky’s discussion of the critical importance of language in the development of higher mental functions (including voluntary memory and attention), this study shows that “languaging” by elderly adults will restore aspects of memory and cognitive loss and enhance their sense of well-being.

A cross-cultural study of the use of metaphors in women’s narratives of menopause

Carol Williams (Pennsylvania State University, US, [email protected]) ▪ The current study is a cross-cultural analysis of midlife women’s menopausal narratives. Using such frameworks as cognitive linguistics and conceptual metaphor theory, narratives from midlife African-American, Caucasian-American, and Dutch women are analyzed for the use of metaphors, as they may shed light on women’s construal of their menopausal experiences.

Occupation and terror: Discourses of propoganda and legitimation

Tuesday, June 20, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon C ▪ LID

Organizer: Sandra Silberstein (University of Washington, US, [email protected]) ▪ The symposium brings an international and historical perspective to discourses of terror and occupation. It begins with a theoretical discussion putting discourses of propaganda in a historical context. Subsequent case studies explore the media’s role in disseminating discourses of justifi cation and legitimation and in manufacturing consent.

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Tales of redemption: Media representations of natural and political terrorSandra Silberstein (University of Washington, US, [email protected]) ▪ This presentation explores CNN coverage of troop occupations of Iraq and of US Gulf states in the wake of devastating hurricanes. Contrasting these representations of natural and political terror highlights the ideological role of the US media. The paper explores discourses of occupation, legitimation, and manufacturing of consent.

Occupation, Inc.: Selling new world orders in 1940 and 2005Claire Kramsch (University of California, Berkeley, US, [email protected]) ▪ This paper explores the similarities and differences between the European Dream propagated by the German occupying forces in France in WWII, and the American Dream propagated by the Americans in Iraq, and examines the role that the fi lm and media industry played in blurring the line between dream and reality.

Propaganda and public relations. Is there a difference?Guy Cook (The Open University, UK, [email protected]) ▪ This talk examines and compares connotations and denotations of the terms “propaganda” and “public relations.” It seeks to show how the linguistic and rhetorical features of “classic propaganda” are as salient as ever in contemporary political and business campaigns for the “hearts and minds” of the world’s diverse publics.

Linguistic crusades in an age of “terror”Sohail Karmani (University of Sharjah, United Arab Emirates, [email protected]) ▪ This presentation sketches the strategic role of English and other strategically important languages in the service of US foreign policy. It argues that there is an urgent need for greater political accountability in language teaching and for exploring alternative language policy confi gurations.

Multidirectionality, contingency, and identity in second language classroom socialization

Monday, June 19, 2006 ▪ 14:00 - 17:00 ▪ Alfred-Rouleau A ▪ LCS

Organizer: Steven Talmy (University of British Columbia, Canada, [email protected]), Adrienne Lo (University of Illinois Urbana-Champaign, [email protected]) ▪ This colloquium examines contingency and multidirectionality in socializing processes in formal L2 settings, expanding upon language socialization research undertaken from post-structuralist perspectives. The papers examine elementary, high school, and post-secondary students in ESL, heritage language, civics, and university contexts.

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How a language socialization approach to classroom research can augment teacher and student agency

Betsy Rymes (University of Georgia, US, [email protected]) ▪ By walking through multiple and varied classroom examples, this talk will illustrate how a language socialization perspective affords a multi-dimensional perspective on classroom discourse involving sociocultural context, interactional context, and human agency.

Becoming “Korean people”: Socializing and challenging ethnonational identities at a Korean heritage language school

Adrienne Lo (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This paper looks at how teachers at a Korean heritage language school in California attempt to socialize elementary students to ethnonational, moral, and linguistic identities as “Korean people” through narratives of morality and indexical pronouns. Students’ challenges to such constructions reveal the contested relationship between language learning and identity formation.

Examining the interface between agency and determinism in language socialization: Examples from a sheltered high school class

Jane Zuengler (University of Wisconsin, US, [email protected]) ▪ A conceptually-supported, fruitful means of studying LS is to examine interfaces of agency and determinism as they are co-constructed moment-to-moment. The presentation draws on data from longitudinal, ethnographic microanalysis of discourse in a sheltered high school civics course to illustrate the dynamic interface between agency and determinism.

Generation 1.5 ESL students and fi rst-year teachers in high schoolSteven Talmy (University of British Columbia, Canada, [email protected]) ▪ This paper examines two broadly-specifi ed competing “cultural productions of the ESL student” in a high school, one school sanctioned; the other oppositional, as manifest in a “generation 1.5” ESL student community of practice. Using discourse analysis of classroom interaction, the study describes multidirectionality and contingency in L2 socializing processes.

Problematizing language socialization across postsecondary contextsPatricia A. Duff (University of British Columbia, Canada, [email protected]) ▪ This presentation examines and problematizes L2 socialization in postsecondary contexts at a Canadian university by analyzing data from international exchange students, generation 1.5 Korean-Canadian students, and heritage language students in Asian courses. The results underscore the complexity of contemporary language socialization in terms of its goals, processes, contingencies, and outcomes.

DiscussantClaire Kramsch (University of California, Berkeley, US, [email protected])


Résumés - symposiums(continued from previous page)

122


Code-switching in second and foreign language classrooms: Natural? Taboo? Necessary? Benefi cial?

Saturday, June 17, 2006 ▪ 8:15 - 11:15 ▪ Grand Salon A ▪ BIH ▪ BIP

Organizer: Miles Turnbull (University of Prince Edward Island, Canada, [email protected]) ▪ This colloquium will focus on code-switching in a variety of second (L2) and foreign language (FL) classrooms. Overall, we aim to situate classroom code-switching in a clear theoretical framework, exploring links with bilingual code-switching. We will present fi ve empirical studies, contrasting views, and provide ample time for dialogue with audients.

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Target language and fi rst language use in the Hungarian EFL primary classroom: A continuum of activity types

Krisztina Nagy (University of Stirling, UK, [email protected]) ▪ This paper presents evidence from a study of target language and mother tongue use in English language classrooms in Hungarian primary schools. The evidence shows how teachers are responding in a variety of ways to the challenge of moving from a traditional grammar-translation based pedagogy to a more communicative approach.

Teacher code-switching in L2 Classrooms: Exploring “optimal” useErnesto Macaro (Oxford University, UK, [email protected]), Qingtao Meng (Oxford University, UK, [email protected]) ▪ This paper compares naturalistic and classroom code-switching, identifi es ways in which “optimal L1 use” might be arrived at, and reports on a study of vocabulary acquisition by Chinese students of English, where the impact of teacher code-switching was controlled in quasi-experimental conditions. Implications for pedagogy are discussed.

Principled code choice and learner awareness in the intermediate foreign language classroom

Glenn Levine (University of California, Irvine, US, [email protected]) ▪ It is proposed that L2 learner awareness, intercultural communicative competence, and linguistic identity are facilitated by the principled use of L2 and L1 in the classroom. A case study of 14 intermediate German learners is presented, which tracked learners’ experiences with code choice through strategies-instruction and construction of code-use norms.

What do students think about teacher code-switching?Miles Turnbull (University of Prince Edward Island, Canada, [email protected]) ▪ This paper reports a survey study, conducted with 600 grade 9 core French students, examining these students’ beliefs about their teachers’ use of code-switching, and the situations and why these students believe that code-switching in the core French class is appropriate, diffi cult, or benefi cial to their learning.

Learner talk and teacher talk: Using the L1 in the bilingual foreign language classroom

Jennifer Dailey-O’Cain (University of Alberta, Canada, [email protected]), Grit Liebscher (University of Waterloo, Canada, [email protected]) ▪ Our work demonstrates that learner code-switching in foreign language classrooms resembles similar behaviour by bilingual native speakers. This does not imply that teachers must explicitly teach code-switching practices because learners develop them naturally when allowed to use both languages. This allows the teacher to maximize L2 input.

DiscussantMiles Turnbull (University of Prince Edward Island, Canada, [email protected])



123


Individual Paper Abstracts

Résumés - communications individuelles

The role of language learning aptitude for near-native L2 attainmentNiclas Abrahamsson (Stockholm University, Sweden, [email protected]), Kenneth Hyltenstam (Stockholm University, Sweden, [email protected]) ▪ Results from a language aptitude test and a grammaticality judgment test suggest that native-like post-puberty L2 learners are not counter-examples to the critical period, but that their exceptional language aptitude compensates for the negative effects of maturation. The study further suggests that aptitude also has an impact on pre-puberty learning.

Tuesday, June 20, 2006 ▪ 10:45 - 11:15 ▪ Vaudreuil ▪ COG

Learning disabilities in the L2 classroom: Alternate modes of learning and assessment

Zsuzsanna Abrams (University of Texas, US, [email protected]) ▪ The case studies of two learners of German - one with a language-specifi c cognitive disability, the other a physical disability (he is unable to speak in any language) - frame the discussion of alternate ways of language learning and assessment for students with disabilities in the L2 classroom.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Auteuil A ▪ LLC ▪ LCA

Constructing a professional identity in a bilingual graduate classroomMariana Achugar (Carnegie Mellon University, US, [email protected]) ▪ This paper explores the construction of a bilingual professional identity in a bilingual creative writing graduate program in Southwest Texas by analyzing a classroom speech event and the participants’ interpretation of it. This context provides a space to explore how language, power, and identity are negotiated in multilingual interaction.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Argenteuil ▪ DIS

Feedback in second language classrooms: A cross-contextual analysisRebecca Adams (Victoria University of Wellington, New Zealand, [email protected]), Jonathan Newton (Victoria University of Wellington, New Zealand, [email protected]), David Crabbe (Victoria University of Wellington, New Zealand, [email protected]) ▪ This presentation reports on an observational study of the provision and use of feedback in multiple second language learning contexts, focusing on common trends in the use and perceptions of feedback across learning settings.

Sunday, June 18, 2006 ▪ 9:25 - 9:55 ▪ Alfred-Rouleau C ▪ PED

Do innovative technologies bring about innovative instructional practices? The role of teachers’ beliefs in an EFL classroom in Korea

Kyungja Ahn (Pennsylvania State University, US, [email protected]) ▪ This case study investigates how a Korean university level EFL teacher’s instructional practices were infl uenced by his own and his students’ beliefs about English language learning and teaching, despite the implementation of mandated communicatively-oriented curricula, innovative technologies, and authentic instructional materials.

Tuesday, June 20, 2006 ▪ 14:00 - 14:30 ▪ Grand Salon B ▪ PED

Secret codes and computers: Awareness, identity, and learning opportunity among EFL learners

Riikka Alanen (The Academy of Finland, Finland, [email protected] ) ▪ By using both interview and linguistic data from a longitudinal case study, the presenter discusses how four young Finnish L1 learners’ awareness of language interacts with their emerging identities as EFL users/learners in their construction and utilization of learning opportunities in the context of classroom learning.


The effects of linguistic variables on accuracy of gender agreement in L2 SpanishIrma Alarcón (Wake Forest University, US, [email protected]) ▪ This study uses a psycholinguistic research design to investigate the effects of seven linguistic variables on gender agreement accuracy between a complex subject and a predicate adjective in second language Spanish. Findings reveal that both learners and native speakers are more sensitive to gender and morphology than to noun class.

Sunday, June 18, 2006 ▪ 10:10 - 10:40 ▪ Anjou B ▪ LAA ▪ AAL

Typologie textuelle et techniques de traduction: la pratique traductrice comme évaluation de la théorie

Albert Alvarez (Université du Sonora, Mexico, [email protected]) ▪ Cette communication présente un projet de recherche qui essaie de vérifi er si les modèles théoriques de Kelly (1979) et de Newmark (1987) selon lesquelles différents types de textes requièrent l’application de différentes méthodes de traduction, se justifi ent à travers l’analyse de la pratique traductrice (anglais-espagnol).

Monday, June 19, 2006 ▪ 8:15 - 8:45 ▪ Auteuil B ▪ TRI

The use of interactional cues in second language acquisition: A case study of repetition as a turn-taking technique

Mahmoud Amer (Indiana University of Pennsylvania, US, [email protected]) ▪ This paper is a study of interactional cues of two second language learners of English within the framework of Vygotsky’s sociocultural theory. Findings suggest that learners’ systematic use of interactional cues helped them develop a pragmatic competence of English through their negotiation of who takes the lead of the interaction.

Tuesday, June 20, 2006 ▪ 8:50 - 9:20 ▪ Argenteuil ▪ DIS

Les représentations culturelles des immigrants apprenant le français à MontréalValérie Amireault (Université McGill, Canada, [email protected]) ▪ Cette présentation expose les résultats d’une étude empirique portant sur les représentations culturelles entretenues par des immigrants adultes envers le français et les Québécois francophones en relation avec leur intégration, leurs pratiques linguistiques, leur identité culturelle ainsi que leur motivation.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Anjou B ▪ LCS

McTESOL: An example of the commodifi cation of educationChristopher Anderson (Canterbury Christ Church University, UK, [email protected]) ▪ The development of TESOL in the English-speaking West is an early example of commodifi cation in education. This is evident in the construction of English as a product and of teachers as deskilled technicians using a “universally-applicable” pedagogy. There is a relationship between this commodifi cation and the TESOL profession’s low status.

Sunday, June 18, 2006 ▪ 15:10 - 15:40 ▪ Alfred-Rouleau B ▪ PED

Longitudinal studies and the development of assessment for advanced competencies

Claudia V. Angelelli (San Diego State University, US, [email protected]) ▪ This paper reports on the application of three-year-long ethnographic data from a bilingual medical setting to develop tests that assess linguistic, sociolinguistic, and interpreting competencies of medical interpreters across three languages. The rich data collected longitudinally provided a unique window into the language competencies used by advanced/superior language users.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Été des Indiens ▪ ASE ▪ MEV

124




Language teaching in development as a spatial practiceRoslyn Appleby (University of Technology at Sydney, Australia, [email protected]) ▪ The emergence of spatial concepts in cultural theory has been identifi ed as part of a “spatial turn” in the politics of difference. This paper argues that although narratives of progress remain infl uential in language teaching in international contexts, attention to “spatiality” can open productive possibilities for engagement with difference.

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Picardie A ▪ LCS

A road to “citizenry” in an engineering community: A case study of a novice’s socialization into a community of practice

Natasha Artemeva (Carleton University, Canada, [email protected]) ▪ The paper presents a longitudinal case study that explores links between the teaching of engineering discourses in communication courses and a novice’s socialization into the engineering community of practice. The study shows that some highly situated engineering workplace practices are sometimes contrary to the view of the primacy of communication in the profession.


Language and thought in the bilingual mind: The case of numberPanos Athanasopoulos (University of Essex, UK, [email protected]) ▪ The paper explores the relationship between language and thought in bilingual speakers. Results show a bilingual cognitive shift that correlates with profi ciency in the second language. The current fi ndings support and complement the emerging view that language plays an important role in the restructuring of human cognition.

Sunday, June 18, 2006 ▪ 8:50 - 9:20 ▪ Picardie A ▪ COG

Literacy practices in religious day school educationSharon Avni (New York University, US, [email protected]) ▪ This paper examines the socializing activities of religious literacy practices, specifi cally, showing that learning traditional religious texts becomes a vehicle through which learners positioned themselves within local ideologies of language and sociocultural knowledge. Drawing from the language socialization paradigm, it explores the construction of expert-novice relationships in the classroom.

Tuesday, June 20, 2006 ▪ 16:30 - 17:00 ▪ Vaudreuil ▪ LCS

Writing and dimensions of lexical profi ciency in a second language: Focusing on a summary-writing task

Kyoko Baba (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This is an empirical study of the relationship between writing (summary-writing) and different dimensions of lexical profi ciency in L2. Quantitative and qualitative analyses of 68 EFL Japanese students’ L1 and L2 language abilities revealed the strong contribution of L2 lexical profi ciency, especially the word-defi nition ability, to L2 writing.

Tuesday, June 20, 2006 ▪ 15:10 - 15:40 ▪ Anjou B ▪ RWL ▪ LEL

A research use argument: An alternative paradigm for empirical research in Applied Linguistics

Lyle Bachman (University of California, Los Angeles, US, [email protected]) ▪ An epistemology of argumentation would enable AL researchers to break away from emulating “scientifi c” research in the physical sciences, and from the paradigm debate between quantitative and qualitative research approaches. A “research use argument” is a logical framework for linking observations to uses and for guiding the collection of data.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Argenteuil ▪ RES ▪ REC

“Chay shinami ramishun”: Beliefs about language use in an Ecuadorian immigrant community

Michele Back (University of Wisconsin-Madison, US, [email protected]) ▪ This study investigates the role of immigration in maintaining Ecuadorian Quichua. Using interview data analyzed with grounded theory methods, I explore the language beliefs and perceived practices of an Ecuadorian community in the Midwestern United States. I discuss implications for maintenance/revitalization of Quichua and other endangered languages.

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Anjou B ▪ LPP ▪ APL

Heteroglossia, identities, and the social construction of bilingualismBenjamin Bailey (University of Massachusetts, US, [email protected]) ▪ I argue that there are numerous advantages to approaching bilingualism as a socially-infused category, rather than one that is based solely on formal criteria. The notion of “heteroglossia” provides a socially-infused perspective that can encompass both formal dimensions of bilingualism as well as the social and political dimensions of talk.

Sunday, June 18, 2006 ▪ 15:10 - 15:40 ▪ Alfred-Rouleau A ▪ DIS

Semantic/phonological priming and the representation of past-tense formsShoba Bandi-Rao (New York University, US, [email protected]) ▪ Using a priming design, this study examines whether regular and irregular past-tense infl ections in English are determined by semantic/phonological associations in memory varying systematically along the full continuum of relatedness. Results indicate that morphological regularity is conditioned by the specifi cs of lexical representations rather than phonological/semantic associations in memory.

Saturday, June 17, 2006 ▪ 10:45 - 11:15 ▪ Exécutif ▪ COG

Exploring the evolving role of HEI Language Centres in the context of national and international languages strategies

Danielle Barbereau (University of Sheffi eld, UK, d.barbereau@sheffi eld.ac.uk) ▪ This paper aims to explore the evolving roles of language centres in the context of new teaching and learning environments. It will analyse practice and formulate a strategic and radical new model to accommodate demands in diverse areas including cross-sector cooperation, lifelong and e-learning, employability, and globalisation.

Tuesday, June 20, 2006 ▪ 8:15 - 8:45 ▪ Argenteuil ▪ LPP ▪ APL

A text-based study of task effects on Arab EFL writers’ and raters’ performanceKhaled Barkaoui (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Ibtissem Knouzi (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ Using Connor and Mbaye’s (2002) Writing Competence Model, we examine writing task effects on (a) the linguistic, discourse, sociolinguistic, and strategic choices of Arab EFL students and (b) the holistic ratings their teachers assigned. We present our fi ndings, the implications for L2 writing assessment, and make suggestions for further research.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Été des Indiens ▪ ASE ▪ MEV

Narrative inquiry in second/foreign language teacher education: How is it different from other teacher education?

Gary Barkhuizen (University of Auckland, New Zealand, [email protected]) ▪ The question I address in this presentation is the following: Is there any difference between narrative inquiry practices and fi ndings in language teacher education and other teacher education? My proposed answers come from two narrative inquiry experiences with pre-service and in-service language teachers enrolled in postgraduate language teacher education courses.

Saturday, June 17, 2006 ▪ 9:25 - 9:55 ▪ Picardie B ▪ RES ▪ REC

125




Metaphors and metonymies: Reproduction and resistance from offi cial language policy to language classroom practice

Norma Barletta (University of Arizona, US and Universidad del Norte, Colombia, [email protected]), Nolvia Cortez (University of Arizona, US, [email protected]), Star Medzerian (University of Arizona, US, [email protected]) ▪ Through critical discourse analysis applied to metaphors and metonymies, we analyze offi cial policy documents and actual documents generated for classroom use by graduate student instructors as they reveal the reproduction and distribution of, and resistance to, ideologies in educational discourse. Social implications and strategies of resistance are also discussed.

Saturday, June 17, 2006 ▪ 10:45 - 11:15 ▪ Vaudreuil ▪ LID

Pulp fi ction or literature? A linguistic and literary analysis of two works by Georges Simenon

Karen Barto (University of Arizona, US, [email protected]) ▪ Can we explain our intuitions about what is and is not “literature”? Treating two works by Georges Simenon (a less literary Maigret mystery and the more literary le Bourgmestre de Furnes (1938)), I endeavor to quantify and qualify the literary characteristics of each work with linguistic and literary analysis.

Monday, June 19, 2006 ▪ 8:15 - 8:45 ▪ Picardie B ▪ TXT

Microteaching as performance: Negotiating student, teacher, and peer identitiesNancy Bell (Indiana University of Pennsylvania, US, [email protected]) ▪ This study drew on the notions of framing and performance to reveal how students approached and managed the task of micro-teaching. Ways in which micro-teaching is marked as performance include frequent frame-breaking to manage both the task and to do identity work, rehearsals, applause, and use of props.

Tuesday, June 20, 2006 ▪ 8:50 - 9:20 ▪ Hospitalité ▪ DIS

Le traitement morphologique chez des apprenants sourds bilinguesRachel Berthiaume (Université du Québec à Montréal, Canada, [email protected]) ▪ Un grand nombre d’apprenants sourds québécois éprouvent des diffi cultés en lecture. Dans le cadre de cette présentation, nous soutiendrons que le développement de stratégies de lecture reposant sur la reconnaissance des unités morphémiques qui composent les mots du français pourrait faciliter l’apprentissage de la lecture chez ces apprenants.

Saturday, June 17, 2006 ▪ 11:25 - 11:55 ▪ Auteuil B ▪ BIH ▪ BIP

Diffi culties encountered by ESL postgraduate thesis students writing the discussion section: Perceptions of supervisor-student pairs

John Bitchener (Auckland University of Technology, New Zealand, [email protected]), Helen Basturkmen (University of Auckland, New Zealand, [email protected]) ▪ This paper presents the results of a study, based on the use of in-depth interviews with four supervisor-student pairs, that investigated supervisor and student perceptions of the diffi culties that ESL postgraduate thesis students experience when writing the discussion-of-results section.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Argenteuil ▪ DIS

Communication strategies in synchronous, computer-mediated communication: A two-way information gap activity

Amanda Black (California State University, San Bernardino, US, [email protected]) ▪ This study investigates the choice of communication strategies made by intermediate-level, non-native language students when completing a two-way information-gap task in a synchronous computer-mediated environment. Findings demonstrate that this type of task can produce complex grammatical structures unlike results found in previous research of interactions in computer-mediated environments.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Auteuil B ▪ TEC

Résultats d’une enquête sur l’écrit menée auprès d’enseignants d’histoire et de sciences du secondaire au Québec

Christiane Blaser (Université Laval, Canada, [email protected]) ▪ Premiers résultats d’une recherche sur la lecture et l’écriture en classe de sciences et d’histoire en 2e et 4e secondaire au Québec. L’analyse des données obtenues par questionnaire auprès de 100 répondants nous informe sur le rapport à l’écrit des enseignants dans ses dimensions praxéologiques et conceptuelles.

Saturday, June 17, 2006 ▪ 14:35 - 15:05 ▪ Vaudreuil ▪ RWL ▪ LEL

Deconstructing/constructing the interfaces of web-based concordancing programs

Joel Bloch (Ohio State University, US, [email protected]) ▪ This paper examines the interfaces of web-based concordancing programs and then discusses how a new interface was designed for the study of reporting verbs in academic papers. We then discuss how the interface was used in an advanced L2 composition course, how it was evaluated, and what modifi cations were made.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Exécutif ▪ TEC

Three blind mice: A cross-case analysis of negotiated curricula in the foreign language classroom

Melanie Bloom (University of Nebraska at Omaha, US, [email protected]), David Schwarzer (University of Texas at Austin, US, [email protected]), Christopher Luke (Ball State University, US, [email protected]) ▪ This session covers a cross-case analysis of three foreign language teacher-researchers’ implementation of negotiated curricula in their classrooms. The study examines critical events in negotiation across three college-level novice language classrooms. Participants will gain a greater understanding of negotiated curricula in foreign language pedagogy and information on conducting teacher-research.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Alfred-Rouleau B ▪ PED

Turn-initial repeats in responses to questions: An analysis of a Russian conversational practice

Galina Bolden (Rutgers University. US, [email protected]) ▪ This paper presents a conversation analytic investigation of the interactional practice of repeating parts of the question before responding to it. Drawing on a large corpus on recorded conversations in Russian, I show that response-initial repeats display a problem with the initiated course of action.

Saturday, June 17, 2006 ▪ 10:45 - 11:15 ▪ Été des Indiens ▪ DIS

Depth of processing in private and social speech: Its role in the retention of vocabulary by adult EAP learners

Linda Borer (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ I examined the effect of two conditions (solitary, collaborative) and three progressively deeper levels of oral processing (Repetition, Manipulation, Generation) on the vocabulary retention of EAP adults. Words were better remembered when participants vocalized deeper processing to create mnemonics, connect input with prior knowledge, and express opinions using the words.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Alfred-Rouleau B ▪ LAA ▪ AAL

La traduction automatique présente-t-elle un intérêt pour des communautés de langue offi cielle minoritaire? Étude de cas chez les Fransaskois

Lynne Bowker (University of Ottawa, Canada, [email protected]) ▪ Les besoins en traduction des communautés de langue offi cielle en situation minoritaire ne sont pas toujours comblés. La TA permet de produire des traductions à un moindre coût que la traduction humaine. Mais qu’en est-il de la qualité des textes? C’est ce qu’une étude menée auprès des Fransaskois nous révélera.

Monday, June 19, 2006 ▪ 9:25 - 9:55 ▪ Auteuil B ▪ TRI

126




Towards a framework for evaluating the validity of verbal reports in SLAMelissa Bowles (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This paper examines the reactivity of verbal reports in SLA and the notion that reactivity is not general but rather infl uenced by task demands. Based on a careful review of tasks from dozens of studies employing verbal reports, a list of task features that may affect reactivity emerges.


Emotional intelligence in language learning: Identifying a research agendaJennifer Bown (Brigham Young University, US, [email protected]), Cynthia White (Massey University, New Zealand, [email protected]) ▪ In this paper we argue that the notion of “emotional intelligence” may have important implications for language learning. We explore ways in which the concept might be applied in Second Language Acquisition research and, in conclusion, outline a preliminary research agenda to inform future research.

Saturday, June 17, 2006 ▪ 8:50 - 9:20 ▪ Auteuil B ▪ LLC ▪ LCA

The spirit of language pedagogy: A narrative analysisChristopher Bradley (Siebold University of Nagasaki, Japan, [email protected]) ▪ Spirituality should not connote the propagation of a religious agenda. For example, when teachers make meaningful connections with learners and materials, this is a profoundly spiritual act. This and other fi ndings of the study were common to L2 teachers of various persuasions, as well as educators with no religious affi liation.


Toward a multicomponent model of interest and second language reading: Sources of interest, perceived situational interest, and comprehension

Cindy Brantmeier (Washington University, US, [email protected]) ▪ With 104 participants from an advanced language course, this study examines the relationships among sources of situational interest, perceived situational interest, and comprehension (measured via recall, sentence completion, and multiple choice) in second language reading. An understanding of these dimensions of interest as predictors of L2 reading comprehension is presented.

Tuesday, June 20, 2006 ▪ 10:10 - 10:40 ▪ Auteuil A ▪ RWL ▪ LEL

Perceptions of the untrained eye: English language learners’ writingMaria Brisk (Boston College, US, [email protected]), Margarita Zisselsberger (Boston College, US, [email protected]) ▪ After considering emerging language issues for bilingual elementary students in mainstream English classrooms, this presentation turns its attention to how a trained eye can spot the message and language development level among mechanics and spelling errors. This work helps ELLs’ improve second language writing and enhances teachers’ knowledge of language.


Acquisition des formes verbales homophones en /E/ du français: Vers un modèle développemental

Catherine Brissaud (Université de Grenoble, France, [email protected]), Jean-Pierre Chevrot (Université de Grenoble, France, [email protected]) ▪ Le but de notre communication est de dégager la trajectoire développementale suivie par les apprentis scripteurs pour l’acquisition des formes verbales homophones en /E/ du français: huit graphies fréquentes sont en concurrence (trouver, trouvé, trouvais, trouvez, trouvaient, etc), ce qui représente un haut lieu de diffi cultés.

Saturday, June 17, 2006 ▪ 8:50 - 9:20 ▪ Auteuil A ▪ LLC ▪ LCA

Oral profi ciency testing: Performing in pairsLindsay Brooks (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This paper presents the differences in performance and test-takers’ perceptions of their performance in paired and individual oral testing. The paired format resulted in more complex interaction and overall higher scores. However, the results show a person by format interaction with some students performing differentially, depending on the test format.

Sunday, June 18, 2006 ▪ 14:35 - 15:05 ▪ Picardie B ▪ ASE ▪ MEV

Experiential professional development: Promoting communicative language teaching with expeditionary learning outward bound design

Brigid Burke (Expenditionary Learning Outward Bound and American University, US, [email protected]) ▪ Integration of experiential professional development (EPD) in World Language classrooms in spring 2004 created opportunities for teachers to learn to use a communicative approach to language teaching (CLT) through experience. Multiple data sources from teachers, students, and the consultant provide evidence that teachers demonstrated true understanding of CLT.

Saturday, June 17, 2006 ▪ 10:10 - 10:40 ▪ Alfred-Rouleau B ▪ PED

The aspectual interpretation of English sentences by native and non-native speakers

Mary Call (Montclair State University, US, [email protected]), David Townsend (Montclair State University, US, [email protected]), Steve Seegmiller (Montclair State University, [email protected]), Simona Mancini (Montclair State University, [email protected]), Nikos Ilia (Montclair State University, US, [email protected]) ▪ This presentation reports on the processing of English aspectual information by native and non-native speakers. We examined three properties affecting aspectual interpretation to investigate whether comprehension strategies are universal, or whether they depend on the comprehender’s language background. Our fi ndings provide insights into the processes underlying language comprehension.


The production and perception of word-fi nal consonants in Brazilian Portuguese English: A variationist perspective

Walcir Cardoso (Concordia University, Canada, [email protected]) ▪ Using a sociolinguistic methodology for data collection and analysis, this paper investigates the variable production and perception of English (L2) word-fi nal consonants by Brazilian Portuguese native speakers. The results confi rm the view that, to some extent, speech perception plays a role in the shaping of second language phonology.

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Anjou B ▪ SOC

Competing / complementary windows on identity construction: Imagined communities and regimes of truth

Sherrie Carroll (University of Maryland, US, [email protected]) ▪ The presenters theorize the terrain between imagined communities (Norton, 2001) and regimes of truth (Foucault, 1990) in the context of their two research projects, a critical interpretive study of student life-story narratives and a critical feminist ethnography of beginning teaching. Together, these theoretical lenses help illuminate participants’ discursively constructed identities.

Saturday, June 17, 2006 ▪ 14:35 - 15:05 ▪ Auteuil A ▪ LCS

127




Développement de l’autonomie en français langue seconde par l’exploration d’une banque d’objets d’apprentissage

Catherine Caws (University of Victoria, Canada, [email protected]) ▪ Comment l’apprenant interagit-il avec des systèmes de ressources en ligne? Comment ces interactions ainsi que les besoins spécifi ques des usagers peuvent-ils nous éclairer sur le développement de banques d’objets d’apprentissage? Telles sont deux questions auxquelles cette communication tentera de répondre.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Anjou B ▪ TEC

English-Cantonese bilingual development of narration and description of preschool Chinese children in Hong Kong

Yuet Hung Cecilia Chan (City University of Hong Kong, China, [email protected]) ▪ This paper examines the development of Cantonese and English by Chinese children in Hong Kong. Oral narration and description tasks were conducted with children. The fi ndings of the study concerning the development of temporal sequence and spatial relationship, narrative point of view, cross-linguistic infl uence, code-mixing, and unbalanced bilingualism are discussed.

Tuesday, June 20, 2006 ▪ 14:35 - 15:05 ▪ Exécutif ▪ BIH ▪ BIP

EFL students’ writing variation between essays and electronic forum postingsChing-Fen Chang (National Chiao-Tung University, Taiwan, [email protected]) ▪ This study examines EFL students’ writing variation between paper-based essays and postings in electronic forums. Data are collected from college students’ writing work, interviews, and questionnaires and are analyzed by quantitative and qualitative methods. The results are expected to help English educators foresee pedagogical challenges in EFL writing in the modern era.


Attention, application, and performance in a prosodically focused ESL pronunciation class

Marion Chang (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ Findings are presented regarding eight ESL learners’ orientation of attention during a prosodically focused pronunciation class and whether it affects their performance. Results suggest that participants oriented their attention toward particular forms. Their orientations may have affected learning outcomes, although the results were not always positive.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Vaudreuil ▪ LAA ▪ AAL

Reconceptualized functions of known-answer questions in an adult L2 classroomSunmee Chang (Hoseo University, Korea, schang@offi ce.hoseo.ac.kr) ▪ This presentation will show how Known-Answer questions, which have been considered not positive, can be reconceptualized with the data collected from the interaction between an ESL teacher and eight students from different cultures. Known-Answer questions were investigated in terms of their functions with frequency and quality based on lexical density.


“Public objects and private acts:” Broadening the scope of citation analysisYu-Ying Chang (Yuan Ze University, Taiwan, [email protected]) ▪ This study investigates the evolutionary citation patterns of six well-established professors over different stages of their careers. The results show that the nature of citation is far more complex and fl uid than as reported in the previous citation studies; differences are found both between and within the two fi elds examined.

Tuesday, June 20, 2006 ▪ 10:45 - 11:15 ▪ Auteuil B ▪ TXT

Metacognition and strategy use in second language reading comprehension for academic purposes

Mei Chueh Chao (University of Southampton, UK, [email protected]) ▪ This paper presents the preliminary fi ndings of a longitudinal study using authentic reading texts. It aims to examine the relationship between metacognitive knowledge and reading strategies for academic purposes. The paper summarises the results of protocol analysis with the data derived from background questionnaires, interviews, think aloud, and stimulated recall.

Sunday, June 18, 2006 ▪ 15:10 - 15:40 ▪ Argenteuil ▪ RWL ▪ LEL

Fonction épistémique de l’écrit et genres disciplinaires dans les cours d’histoire et de sciences au secondaire québécois

Suzanne-G Chartrand (Université Laval, Canada, [email protected]) ▪ Les réformes des curriculums scolaires reconnaissent la place fondamentale du langage dans la construction des connaissances et considèrent que développer les compétences langagières est la responsabilité de tous les intervenants scolaires. Aussi nous avons entrepris une recherche sur les pratiques de lecture et d’écriture dans les cours d’histoire et de sciences du secondaire au Québec (élèves de 12 à 17 ans), dont nous présenterons les principaux résultats.


The psychological foundations of elicited imitation as a measure of second language profi ciency

Craig Chaudron (University of Hawai’I, US, [email protected]) ▪ This paper reviews underlying mechanisms in L1 and L2 at the interface between speech perception and production, which allow for a rapid restructuring of representations at different linguistic levels, with respect to differential success at EI. Working memory and automatized knowledge are located within a model of the EI process.


Online literacy as a mediating tool: Extending the functions of literacy to mediate mathematical discussions

Louis Chen (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This case study focuses on how grade 10 students make use of instant messaging software (MSN) to discuss mathematical concepts online. Findings illustrate the conduciveness of MSN as a mediating tool through which students transformed the functions of literacy by expanding the boundaries of oral discourse into written forms.

Saturday, June 17, 2006 ▪ 9:25 - 9:55 ▪ Exécutif ▪ TEC

A cognitive perspective on language learning strategies: Toward an acquisition framework

Yiching Chen (Takming College, Taiwan, [email protected]) ▪ The study looks into the process of strategy learning from a cognitive perspective and further to elicit the developmental framework scaffolding the learners’ strategy acquisition. Qualitative research methodology was adopted. Findings show that some identifi able and recursive phases emerge during strategy acquisition.


The effects of multimedia annotations on L2 vocabulary learning and reading comprehension

Zhaohui Chen (University of South Florida, US, [email protected]) ▪ Addressing much-needed information on audio annotation, this experimental between-subjects study uses Mayer’s cognitive theory of multimedia learning to examine the effects of text-picture and audio-picture annotations on L2 vocabulary learning and reading comprehension under incidental and intentional learning conditions.

Tuesday, June 20, 2006 ▪ 10:10 - 10:40 ▪ Exécutif ▪ TEC

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Exploring the structural complexity and logical integrity in EFL students’ arguments

Fei-Wen Cheng (National Chiayi University, Taiwan, [email protected]) ▪ Cross-cultural studies often resort to general rhetorical patterns to analyze Chinese students’ arguments. Such a limitation fails to provide a comprehensive description of these students’ ability in constructing English argumentation. This study explores how these students employ various rhetorical structures essential for English argumentation and how good their arguments are.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Alfred-Rouleau C ▪ RWL ▪ LEL

Tracking the impact of the Ontario Secondary School Literacy Test on second language students

Liying Cheng (Queen’s University, Canada, [email protected]), Janna Fox (Carleton University, Canada, [email protected]) ▪ This presentation reports an ongoing tracking study of nine second language students over a three-year period to investigate the impact of the Ontario Secondary School Literacy Test on their learning. The data include students’ perceptions of the test constructs, academic learning experiences, personal characteristics, and academic spoken and written samples.


An exploratory cross-sectional study of L1 pragmatic changeStephanie Weijung Cheng (National Chiao-Tung University, Taiwan, [email protected]) ▪ The present study is an exploratory cross-sectional study of L1 pragmatic change in learners’ use of expressions of gratitude, specifi cally, gratitude after receiving a favor. The study examines the relationship between expressions of gratitude among Taiwanese students in the United States and their length of residence in the United States.

Tuesday, June 20, 2006 ▪ 10:10 - 10:40 ▪ Picardie B ▪ LAA ▪ AAL

An investigation of the scope and the severity of foreign language anxiety in undergraduate interpretation students in Taiwan

Yung-nan Chiang (The University of Texas at Austin, US, [email protected]) ▪ This study examined the probable existence of foreign language anxiety in undergraduate interpretation students in Taiwan. The scope and the severity of student interpreters’ foreign language anxiety were examined and further compared with those of regular second language learners, which are reported in the second language acquisition literature.

Tuesday, June 20, 2006 ▪ 9:25 - 9:55 ▪ Anjou A ▪ TRI

L1 transfer in the acquisition of L2 aspect: The semantic perspectiveDiana Hsien-jen Chin (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This study investigates the cross-linguistic effects on the acquisition of the semantic contrast in the perfective and imperfective aspectual markings in Spanish by English and Chinese native speakers. The results show that L1 transfer affects the participants’ recognition on the semantic contrast of aspectual markings in the L2.


Becoming Korean: Socialization of participant roles in a Korean heritage language classroom

So-Eun Cho (Pennsylvania State University, US, [email protected]) ▪ The purpose of this study is to investigate the classroom interactions in a Korean heritage language classroom with a specifi c focus on the participation structures and participant roles. The fi ndings show that through participating in traditional teacher-centered interactions, the students are socialized into a traditional role of knowledge receiver, and they learn sociocultural ideologies implicitly.


Looking into non-native English speaking children’s narrativesYeonsuk Cho (Ballard & Tighe, US, [email protected]), Sari Luoma (Ballard & Tighe, US, [email protected]) ▪ The aim of the study is to examine how the discourse and linguistic features of non-native English speaking children differ in the ability to construct narratives. The authors discuss the fi ndings and draw implications for the content of profi ciency level descriptors for young English language learners.

Monday, June 19, 2006 ▪ 8:50 - 9:20 ▪ Anjou B ▪ ASE ▪ MEV

Learner-generated focus on lexical form during task-based interactionYoung Woo Cho (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This study reports on the amount and type of lexical items L2 learners focused on during a role-play task and discusses the relationships among task-based interaction, attention to form, retention of target lexical items, and learners’ perceptions of their learning.

Saturday, June 17, 2006 ▪ 11:25 - 11:55 ▪ Hospitalité ▪ DIS

Thinking-for-speaking in gesture-speech interface: An analysis of L1 and L2 motion event narratives in Korean and English

Soojung Choi (Pennsylvania State University, US, [email protected]) ▪ Through McNeill’s growth point hypothesis, this study analyzes the gesture-speech interface manifested in the elicited narratives of English as well as Korean L2 speakers. The study examines if and how English and Korean L2 speakers reveal any shift in the existing thinking-for-speaking pattern as they become more profi cient in their L2.


Doctor-patient conversations at the end-of-life: An analysis of the use of questions and their temporal orientations

Sylvia Wen-ying Chou (George Washington University, US, [email protected]) ▪ The analysis focuses on participants’ use of questions in end-of-life conversations. Contrary to prior studies, we found that the quantity of questions does not provide reliable evidence of patient’s quality of participation; rather, the temporal orientations of questions play an important role in understanding doctor-patient relations.

Saturday, June 17, 2006 ▪ 14:35 - 15:05 ▪ Picardie B ▪ DIS

The role of Applied Linguistics in language revitalization programsMaryAnn Christison (University of Utah, US, [email protected]), Rachel Hayes-Harb (University of Utah, US, [email protected]) ▪ In this paper we will 1) outline the ways in which applied linguists can contribute to language revitalization efforts, 2) present a framework for a language revitalization course in practice that includes steps to language revitalization, and 3) offer a pedagogical framework for language development.

Monday, June 19, 2006 ▪ 14:35 - 15:05 ▪ Picardie A ▪ BIH ▪ BIP

EFL early reading education: An examination of fi ve EFL curricula in East Asian countries

Huimei Chu (National Taiwan Normal University, Taiwan, [email protected]) ▪ Beginning-stage EFL reading objectives in China, Hong Kong, Japan, South Korea, and Taiwan were analyzed based on current reading theories. Decoding and grapheme-phoneme correspondences were included in most of the curricula examined, but phonological awareness was not. Further research is required to investigate phonological awareness and EFL children’s reading development.


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Learning to teach: Two student teachers’ stories of their self-directed language learning and teaching

Joanne Yim Ping Chuk (Hong Kong Institute of Education, China, [email protected]) ▪ Little research has been conducted to explore how pre-service teachers develop their autonomy over time. This presentation details a study about two student teachers’ three-year journey of learning to teach English as an FL. Having analysed the data from lesson observations, refl ective journals, portfolios, and interviews, I will discuss implications.


Local acoustic vs. sentence contextual information: Which do children rely on more for auditory L2 word recognition?

Hyun-Sook Chung (International Graduate School of English, Korea, [email protected]), Hyunkee Ahn (Seoul National University, Korea, [email protected]) ▪ The purpose of this study was to examine whether children rely more on contextual information than on local acoustic information in auditory L2 word recognition. The data collected indicate that children, regardless of their L2 phonemic perception ability, made a greater use of context in phoneme categorization decisions.


How to succeed at language learning when really trying: Secrets my applied linguist told me Andrew D. Cohen (University of Minnesota, US, [email protected]) ▪ The talk will consider tips that an informed applied linguistics researcher/practi tioner might impart to language learners who are eager to become comfortably multilingual and want to maintain that ability over a lifetime. What it means to be savvy consumers of target language instruction (i.e., learners who choose the approach to language instruction that is best suited to their individual needs) will be the point of departure for the talk. Then, we will look at the role of language learner strategies in target language development. Special emphasis will be given to learner strategies for developing pragmatic ability in high-stakes situations and to means for obtaining genuine benefi t from technological advances in the fi eld. Distinguished Service and Scholarship Award Presentation

Sunday, June 18, 2006 ▪ 10:10 - 11:15 ▪ Salon des Arts

The development and evaluation of a self-access website for learning Spanish speech acts

Andrew D. Cohen (University of Minnesota, US, [email protected]), Julie Sykes (University of Minnesota, US, [email protected]) ▪ The presentation describes the design of a website for learning the pragmatic features of Peninsular and Latin American Spanish (i.e., speech acts; conversational dynamics). We describe the complex site-design process and then report on evaluational research regarding the use of the site by L2 learners of Spanish.

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Argenteuil ▪ TEC

Dual language teaching practices in monolingual instructional settings: Two collaborative case studies

Sarah Cohen (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This research investigates the role defi nition (Cummins, 2001) of two elementary school teachers as it relates to their non-English dominant and bilingual students. This study has used a collaborative case study model to document and analyze the dual language literacy tasks set by the two participating teachers.


At your service! Assessment at the service of learners and teachers: Assessment for Learning (AFL) investigated in a classroom setting

Christian Colby-Kelly (McGill University, Canada, [email protected]) ▪ This formative evaluation seeks to benefi t learning. Assessment for Learning (AFL) can enhance student achievement and teacher planning (Harlen & Winter, 2004; Rea-Dickins, 2004). This paper investigates formative assessment in pre-university ESL classes. The resulting teacher/student profi le is examined in relation to the “usefulness” (Bachman & Palmer, 1996) of AFL.


Study-abroad research: A new global overviewJim Coleman (The Open University, UK, [email protected]) ▪ Since the overviews of the 1990s, study-abroad research has expanded and evolved in many respects: Research methods and instruments, new technologies, theoretical underpinnings, subject focus, geographical focus, and the globalized and marketized higher education context. This paper will offer an original synthesis of the new developments.


The impact of content and context on international teaching assistants’ willingness to communicate in the language classroom

Lily Compton (Iowa State University, US, [email protected]) ▪ This qualitative study uses a phenomenological research approach to investigate the impact of content and context on international teaching assistants’ willingness to communicate (WTC). Data from classroom observations and interviews are analyzed for emerging themes. MacIntyre, et al’s (1998) WTC model serves as the theoretical framework to guide the interpretations of the themes.


Intercultural study of health literacy and medicine labelsUlla Connor (Indiana University-Purdue University Indianapolis, US, [email protected]), Miguel Garrido (Universitat Jaume, Spain, [email protected]), William Rozycki (Indiana University-Purdue University Indianapolis, US, [email protected]) ▪ This study compiled and discursively analyzed a comparable corpus of medicine warning labels in Spain and the US. Text analysis of pharmacy-generated patient information leafl ets (PILs) predicted accessibility problems among consumers in both countries. The second stage will study human subjects’ reaction to these medical labels.

Sunday, June 18, 2006 ▪ 10:10 - 10:40 ▪ Anjou A ▪ RWL ▪ LEL

Socializing the language ideology of linguistic politeness in Japanese: JFL learners and their host families

Haruko Cook (University of Hawai’i at Manoa, US, [email protected]) ▪ From the language socialization perspective (Schieffelin and Ochs 1986), this paper examines ways in which the Japanese host families and learners of Japanese as a foreign language (JFL learners) are socialized into a new perspective of the language ideology of linguistic politeness through dinnertime talk.

Tuesday, June 20, 2006 ▪ 9:25 - 9:55 ▪ Picardie A ▪ LCS

Content usefulness, interest, and motivation: A survey studyEowyn Crisfi eld Burr (Concordia University, Canada, ecrisfi [email protected]) ▪ This study of post-secondary level ESL students assesses the hypothesized association between student-perceived course usefulness and interest/motivation level in general ESL and ESP courses. The results provide concrete information regarding pedagogy for practitioners. In addition, this study provides valuable insight into the teacher-researcher role.


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Language teaching as sociocultural activity: The teaching of Japanese as a foreign language in Australian middle schools

Russell Cross (Monash University, Australia, [email protected]) ▪ This paper examines case studies of non-native Japanese teachers in Australian middle schools using cultural-historic activity theory. Findings reveal the “activity” of these teachers differs to that presented in the L2 literature and is shaped instead by the sociocultural-historic contexts within which they teach. Implications for L2 teacher education are considered.


A corpus-based look at linguistic variation in classroom interaction: Teacher talk versus student talk

Eniko Csomay (San Diego State University, US, [email protected]) ▪ This study takes a corpus-based approach to explore university classroom interaction, focusing on differences in patterns of language use between teacher and student. Preliminary results show that students use linguistic features associated with “personalized framing” and that the two participants’ patterns of language use vary across disciplines and instructional level.


Mind as action: An activity theory analysis of EAP teacher knowledgeJill Cummings (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ I report on my ethnographic study of the writing instruction practices and teacher knowledge of three experienced EAP instructors. An activity theory analysis contrasts the activity knowledge systems that mediated and socially constructed each teacher’s knowledge and practice.


How sociocultural theory necessitates collaborationMary Curran (Rutgers University, US, [email protected]), Donna Stelluto (New Brunswick Public Schools-Adult Learning Center, US, [email protected]) ▪ The authors of this paper have engaged in collaborative pedagogical practices, bringing together their students, adult new immigrants, and pre-service teachers for the past three years. In this paper, they discuss how a socio-cultural orientation to language acquisition necessitates collaborative practice.


Exploration of second language teachers’ cognitive learning processesAnne Dahlman (University of Minnesota, US, [email protected]) ▪ This presentation synthesizes the results of three independent studies, examining preservice second language teachers’ cognitive processes during their learning to teach, particularly the connections between teachers’ cognitive learning processes and their affective thinking processes, such as beliefs as well as teachers’ processes of accessing their background knowledge.

Saturday, June 17, 2006 ▪ 14:00 - 14:30 ▪ Alfred-Rouleau A ▪ PED

Légalité orthographique et lecture chez des élèves sourds gestuelsDaniel Daigle (Université de Montréal, Canada, [email protected]) ▪ Cette communication aborde la question du traitement visuo-orthographique en lecture chez des élèves sourds. Nous avons demandé aux sujets de déterminer lequel de deux pseudo-mots (BALLIS-BALISS) était le plus probable en français écrit. Les résultats indiquent un effet de l’âge, mais aucun effet du niveau de lecture.


La temporalité et le récit en français québécoisNatalia Dankova (Université du Québec en Outaouais, Canada, [email protected]) ▪ L’étude porte sur la conceptualisation du temps dans des textes narratifs oraux. Nous examinerons les particularités du français québécois par rapport au français de France (facteurs socioculturels liés l’évolution de la langue) et à l’anglais canadien (infl uences dues au contact de langues).

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Anjou A ▪ DIS

From experience to language: Re-assessing the silent periodAna Christina DaSilva Iddings (Vanderbilt University, US, [email protected]), Eun-Young Jang (Vanderbilt University, US, [email protected]) ▪ Utilizing ecological approaches that emphasize interactions between the learners and surrounding contexts (van Lier, 2002), we focused on how L2 students with emergent levels of English profi ciency came to create and express meaning non-verbally in the new cultural/linguistic context of a kindergarten mainstream classroom, as they underwent the silent period.


Different interpretations, different uses: Assessment criteria and school-based English language assessment reform in Hong Kong

Chris Davison (University Of Hong Kong, China, [email protected]), Liz Hamp-Lyons (University of Hong Kong, [email protected]) ▪ Criteria-based assessment is increasingly promoted in schools as a more valid, reliable, and equitable form of assessment, although concerns have been raised about interpretation and use. This paper reports on a study of large-scale, school-based assessment reform in Hong Kong and teachers’ use of standardized criteria to assess oral English.


Student diversity in foreign language classrooms: A European perspectiveInez De Florio-Hansen (University of Kassel, Germany, defl [email protected]) ▪ With our empirical study we have gained an insight into the differing needs of monolingual and multilingual students. On the basis of the analyzed data of a questionnaire (sample: 150-180 students), we shall draw conclusions on how to respond rationally and creatively to the diversity in foreign language classrooms.

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Été des Indiens ▪ PED

Effective L2 pedagogy for Content and Language Integrated Learning (CLIL) – a European perspective

Rick de Graaff (Utrecht University, Netherlands, [email protected]), Gerrit Jan Koopman (Utrecht University, Netherlands, [email protected]) ▪ In this presentation we will discuss the fi ndings of a study carried out on Content and Language Integrated Learning (CLIL) in the Netherlands. The purpose of the study was to analyze effective teacher behavior facilitating language learning. We will present and discuss a rationale for effective CLIL pedagogy.


Development of foreign language writing competence: The infl uence of the topicPieter de Haan (Radboud University Nijmegen, Netherlands, [email protected]), Kees van Esch (Radboud University Nijmegen, Netherlands, [email protected]) ▪ This presentation compares the way in which general fl uency and lexical variation develop in essays written on two different topics in English and Spanish FL. This comparison is expected to contribute to our understanding of the infl uence of the topic on the quality of the writing in the foreign language.

Monday, June 19, 2006 ▪ 14:35 - 15:05 ▪ Auteuil A ▪ TXT

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The role of phonological awareness and initial adult L2 literacy development in English: Evidence from low literacy level L2 learners

Margo DelliCarpini (Lehman College, City University of New York, US, [email protected]) ▪ The presenter will discuss the results of a longitudinal study documenting the role of phonological awareness and adult L2 initial literacy development. Results from two cohorts of participants (n=100) illustrate the critical role that phonological awareness skills play in initial reading acquisition for adult L2 learners.


Immigrant teachers and professors in Canada: Identity, agency, and the acquisition of professional language and culture

Ping Deters (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This paper presents fi ndings from a narrative research study of the professional language and culture acquisition of thirty immigrant teachers and college professors in Canada. Using the socioculturally-informed Community of Practice framework, this study reveals the importance of social identity and individual agency to second language acquisition and professional acculturation.


Towards a language policy that fosters positive attitudes in SenegalIbrahima Diallo (Institute of Applied Technology-Dubai, United Arab Emirates, [email protected]) ▪ Recent fi eldwork conducted in Senegal shows that there is a progressive language attitude shift in Senegal. In particular, attitudes towards the Wolof language and speakers have eroded due to a variety of reasons. This paper states that language policy should focus on attitude changes in order to promote social cohesion and meet the language needs of the Senegalese people.

Saturday, June 17, 2006 ▪ 8:50 - 9:20 ▪ Anjou A ▪ LPP ▪ APL

A corpus-based analysis of sex, roles, and register in university settingsNancy Drescher (Minnesota State University, US, [email protected]) ▪ The presenter will discuss fi ve dimensions of language use with a specifi c examination of differences according to identities of speakers and addressees as well as register within which the communication takes place. The complex nature of speaker identity within particular contexts will be illuminated throughout.


The metaphoric and metonymic othering of U.S. Latino populations in Spanish heritage language textbooks: A critical discourse analysis perspective

Cynthia Ducar (University of Arizona, US, [email protected]), Linda Waugh (University of Arizona, US, [email protected]) ▪ This presentation details a critical discourse analysis of the ways that metaphor and metonymy act as powerful tools in the production and reproduction of dominant culture ideologies in texts designed for minority populations. The discourse surrounding immigration treats U.S. Latinos as outsiders who must assimilate to the dominant culture.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Hospitalité ▪ DIS

Paired speaking tasks: A teacher-developed empirical rating scaleAna Maria Ducasse (La Trobe University, Australia, [email protected]) ▪ This paper reports on the product and the process of empirical rating scale development. Twelve language specialists were asked to observe and comment on a random selection of 17 beginner dyads performing a collaborative speaking task in a test. The fi ndings suggest that different criteria are needed for rating paired interaction.

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Exécutif ▪ ASE ▪ MEV

Ni, de, and e: The acquisiton of Japanese locative particles by French- and English-speaking learners

Catherine Durand (Concordia University, Canada, [email protected]) ▪ This study investigated the relative infl uences of semantic prototypes, frequency effects, and L1 knowledge in the acquisition of the Japanese locative particles ni, de, and e by 43 Francophone and Anglophone adult learners.

Sunday, June 18, 2006 ▪ 15:55 - 16:25 ▪ Picardie B ▪ LAA ▪ AAL

Reading into the possibilities: Extending a state mandated standardized test for reading into a dynamic assessment for children with disabilities

Emily Duvall (Pennsylvania State University, US, [email protected]) ▪ A framework is developed for extending a state-mandated, standardized test of third grade reading into a dynamic assessment based on Vygotsky’s theory of learning and cognitive development. The resulting dynamic standards of learning assessment are a more sensitive measure of progress towards grade level profi ciency for children with disabilities.

Saturday, June 17, 2006 ▪ 16:30 - 17:00 ▪ Été des Indiens ▪ ASE ▪ MEV

Theoretically-meaningful grammatical assessment: Can it afford to ignore research into developmental stages?

Bronwen Dyson (Macquarie University, Australia, [email protected]) ▪ This paper reviews the literature on the issue of whether developmental stages should be integrated into the assessment of grammatical ability. It argues that there are theoretical, empirical, and educational reasons for such an integration and draws on a longitudinal study of ESL acquisition (Dyson, 2004) to illustrate this.


Student-teacher e-mail communication: An analysis of discourse patternsAnne Edstrom (Montclair State University, US, [email protected]), Jennifer Ewald (Saint Joseph’s University, US, [email protected]) ▪ This analysis of electronic mail messages sent by university students to their professor highlights rhetorical strategies used to perform certain functions, such as apologizing, by email. The fi ndings also explore the combination of oral and written usage conventions and analyze students’ perceptions of communicative norms for student-teacher email discourse.


Can lexical frequency profi les estimate vocabulary size? Some insights from applied mathematics

Roderick Edwards (University of Victoria, Canada, [email protected]), Laura Collins (Concordia University, [email protected]) ▪ Mathematical implications of Zipf’s Law sharpen our understanding of the extent to which Lexical Frequency Profi les can estimate vocabulary sizes and explain the results of probabilistic simulations. We confi rm that LFPs become less sensitive for larger vocabularies, but fi nd that they are still a useful tool for fairly homogeneous groups.

Tuesday, June 20, 2006 ▪ 8:50 - 9:20 ▪ Été des Indiens ▪ ASE ▪ MEV

Acquiring an artifi cial logographic orthography: A comparison of logographic versus alphabetic L1 users

John Ehrich (Queensland University of Technology, Australia, [email protected]) ▪ Logographic (Mandarin) and alphabetic (English) L1 users learned an artifi cial logographic script. When processing single words, but not syntactic strings, only Chinese-English bilinguals showed a logographic transfer effect. The results support differences in processing styles relating to logographic versus alphabetic languages and variably involving visual versus phonological coding.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Auteuil B ▪ LLC ▪ LCA

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Targets of humor: A comparison between American English and French conversations

Jodi Eisterhold (Georgia State University, US, [email protected]), Béatrice Priego-Valverde (University of Provence, France, [email protected]) ▪ This study focuses on the targets of humor. Data are from two corpora: American English and French. They consist of eighty hours of audio and video recorded talk amongst friends. Using discourse analytic methods, we compared the corpora in order to create a typology of the targets of humor.


Can using ex post facto auditory playback stimulate noticing and improve language production?

Dyana Ellis (Florida State University, US, [email protected]) ▪ This paper proposes that Schmidt’s Noticing Hypothesis (1990) be extended to include a learner’s ability to notice the gap between his performance and his competence utilizing ex post facto auditory playback. The relationship between developmental readiness and limitations of Levelt’s (1989) language production model are discussed, and experiments are posed.

Saturday, June 17, 2006 ▪ 10:10 - 10:40 ▪ Exécutif ▪ COG

Features of unsolicited student participation in adult ESL classroomsChristine Epting (Teachers College, Columbia University, US, [email protected]) ▪ This study investigates unsolicited participation in an ESL classroom, with the goal of understanding how change in conversational status is communicated to students. Classroom interactions were analyzed under the Interactional Sociolinguistics paradigm. Results suggest that although certain features of teacher talk encourage unsolicited participation, non-verbal behaviors may be more important.


Identifying indigenous assessment criteria for writing in academic settingsMuhammad Usman Erdősy (Carleton University, Canada, [email protected]) ▪ I report on the implications - for teaching and assessing English for Specifi c Purposes - of two key fi ndings regarding assessment in an undergraduate history course: 1) Command of language exercised an important infl uence on grades; 2) Specifying the communities of practice to which assessment criteria were “indigenous” was problematic.


The relative effectiveness of processing instruction and meaning-focused output-based instruction on implicit and explicit learning of the generic (indefi nite) article

Rosemary Erlam (University of Auckland, New Zealand, [email protected]) ▪ The relative effectiveness of processing instruction and meaning-focused output-based instruction on students’ learning of the generic (indefi nite) article “a” was compared on measures of implicit and explicit language knowledge. Results show greater gains for both groups than the control group but no statistically signifi cant difference between either experimental group.


The impact of different glosses on EFL learners’ vocabulary learningZohreh Eslami (Texas A&M University, US, [email protected]) ▪ The present study investigated the effect of different glosses such as pictorial, translation, and exemplifi cation on the incidental vocabulary learning of EFL students. The results of the post-test revealed the positive effect of glosses on incidental vocabulary learning. The pictorial gloss group’s performance showed better results than those of the other three groups.


Changing beliefs about grammar: A study of Chinese EAP learnersSian Etherington (University of Salford, UK, [email protected]) ▪ This paper presents research on the beliefs about grammar and language learning of Chinese English for Academic Purposes learners. Results from a combination of Q methodology and questionnaire-based factor analysis indicate fi ve major viewpoints relating to this area. Further statistical analyses suggest correlations between certain learner characteristics and their beliefs.


Investigating the effects of a phraseological language methodology on the interpreting performance

June Eyckmans (Erasmus College of Brussels, Belgium, [email protected]), Daniel Bauwens (Erasmus College of Brussels, Belgium, [email protected]), Hélène Stengers (Vrije Universiteit Brussel, Belgium, [email protected]), Frank Boers (Erasmus College Brussels & University of Antwerp, Belgium, [email protected]) ▪ In this study we will describe an experiment aimed to determine whether performance differences in consecutive interpreting and simultaneous translation can be related to phraseology. More specifi cally, we will investigate if student interpreters’ ability to identify and recycle multiword units in L2 infl uences their interpreting performance.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Anjou A ▪ TRI

Where do I fi t in? Participant identity, subject positioning, and their impact on social networking in the host community

Kathleen Farrell Whitworth (Penn State University, US, [email protected]) ▪ This paper explores the language learning experiences of four American study-abroad students participating in three study-abroad programs in France in Spring 2003. I focus on students’ representations of their subject positions and identities and how these impact their access to social networks in the host community.

Tuesday, June 20, 2006 ▪ 15:55 - 16:25 ▪ Picardie B ▪ LCS

Exploring writing fl uency measures in an EFL context: Writing assessment and developmental trend

Fei Fei (Michigan State University, US, [email protected]) ▪ The present study discusses the effectiveness of fl uency measures in holistic writing assessment and their power in discriminating groups across grade levels. Results indicated a moderate relationship between the fl uency measures and writing quality. Thus, fl uency measures might be considered as yardsticks in L2 writing assessment and instruction.


Evaluative reactions to Chinese/English code-switchingJennifer Fennema-Bloom (Teachers College, Columbia University, US, [email protected]) ▪ This paper examines Chinese/English bilinguals’ evaluative reactions to intrasentential code-switching occuring at different positions within a clause or sentence in relation to the perceived fl uency of a speaker.


Negotiated feedback, modifi ed input, and L2 level of language acquisitionMarisol Fernandez-Garcia (Northeastern University, US, [email protected]) ▪ This study examined changes in L2 learners of Spanish ability to provide feedback and modifi ed input during negotiation exchanges across two levels of language acquisition. For that purpose it analyzed the linguistic modifi cations in learners’ signals and in their responses in terms of linguistic focus and adherence to L2 norms.


133




Shifting subgroup identities in the Hebrew language classAvital Feuer (York University, Canada, [email protected]) ▪ This presentation examines the perceptions of group membership categorizations among students, the instructor, and researcher in an advanced modern Hebrew language class at a Canadian university. Findings from interviews, classroom observation, and a group discussion will be presented to analyze the nature of the convergence and divergence of elements of participants’ general Jewish identities and their sub-categories.

Monday, June 19, 2006 ▪ 8:15 - 8:45 ▪ Exécutif ▪ BIH ▪ BIP

The relationship between knowledge of rare vocabulary in ASL (L1) and reading comprehension in English (L2) in deaf children

Sarah Fish (Boston University, US, safi [email protected]), Robert Hoffmeister (Boston University, US, [email protected]), Rebecca Williams McVey (Boston University, US, [email protected]) ▪ This paper presents information on rare vocabulary knowledge in ASL and its relationship to reading comprehension in English (L2) in 189 deaf children. Results indicate ASL rare vocabulary knowledge and reading comprehension ability in English are strongly correlated, which is particularly intriguing given the modality differences between the two languages.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Exécutif ▪ BIH ▪ BIP

Tracing epistemologies in L2 writing research as seen in “fl agship” journalsDouglas Flahive (Colorado State University, US, doug.fl [email protected]), Fabiola Ehlers-Zavala (Illinois State University, US, [email protected]) ▪ In this paper we review writing research in fl agship L2 journals with a specifi c emphasis on the last 15 years to trace the relative incidence of RAD studies (replicable, aggregate, and data driven) as opposed to descriptive research, which lacks the three characteristics mentioned above.


Discourses on language policy in QuebecA. Alkistis Fleischer (Georgetown University, US, fl [email protected]) ▪ This paper will examine the Quebec state discourses on language policy and the reactions these discourses produced by focusing on a recent language ideological debate. The analysis will explore the connection between language policy, language ideologies, and broader sociopolitical developments in Quebec.


Court transcript as a source of Forensic Linguistics analysis: Testing the accuracy of Jamaican courtroom reporters

Clive Forrester (University of the West Indies at Mona, Jamaica, [email protected]) ▪ The paper discusses an experiment carried out in December 2005 to test the accuracy of Jamaican Court Reporters in the Supreme Court of Jamaica. The primary concern of the experiment is to test how accurately court reporters transcribe the speech of Creole-speaking witnesses with a view to assessing the viability of the court transcript as a source of linguistic analysis.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Picardie B ▪ RES ▪ REC

Reading rate in a fi rst (Mandarin Chinese) and a second (English) language across fi ve reading tasks

Carol Fraser (Glendon Campus York University, Canada, [email protected]) ▪ A within-subject repeated measures design (N= 95) was used to compare L1 (Chinese) and L2 (English) reading rate and task performance (accuracy and comprehension) across fi ve reading tasks (scanning, skimming, normal reading, learning, memorizing). ANOVAs were used to analyse the data with a standardized profi ciency measure as a covariate.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Vaudreuil ▪ RWL ▪ LEL

Clearing up misunderstandings in a group work reading task: A single-case conversation analysis

Stefan Frazier (San José State University, US, [email protected]) ▪ A single-case conversation analysis of a group work task in which the participants, reading the same text, “see” the text differently due to quirks in page layout. The analysis focuses on how the resulting misunderstandings are publicly manifested, then clarifi ed. Implications for understanding reader behavior are discussed.


Causes of interpreter alterations to pragmatic markers in courtroom testimonyLaura Freedgood (Queensborough Community College, US, [email protected]) ▪ This paper explores causes of interpreter alterations to pragmatic markers (words or phrases that modify the basic meaning of an utterance) in the lawyer/witness colloquy in trial testimony.


Translation and identity representation: Brazilian immigrant newspapers in the USA

Lúcia Freitas (Universidade de Brasília, Brazil and Universidade Estadual de Goiás, [email protected]) ▪ This paper investigates how translations in a bilingual newspaper in the USA promote images of a local Brazilian immigrant group. A critical discourse approach is adopted, and issues of globalisation and hegemony are considered. The discursive analysis demonstrates an ambivalent desire of the group of cultural preservation/assimilation and distinctiveness.


Does the relationship between phonological memory and L2 grammar learning depend on the availability of lexical knowledge?

Leif French (Université du Québec à Chicoutimi, Canada, [email protected]), Irene O’Brien (McGill University, Canada, [email protected]) ▪ This study explored the relationship between phonological memory, L2 grammatical development, and vocabulary knowledge in francophone children learning English. Findings revealed signifi cant correlations between phonological memory and gains in grammar knowledge, even after removing the effects of vocabulary scores, suggesting that phonological memory makes unique contributions to L2 grammar learning.


How may I help you?: Outsourced customer service and bilingualism in the Philippines

Eric Friginal (Northern Arizona University, US, [email protected]) ▪ Does schooled bilingualism in the Philippines prepare Filipinos to work successfully in outsourced call centers? In order to investigate this issue, a study was conducted in which language test scores of Filipino representatives employed by a US-owned company were analyzed in relation to their quality of service and customer satisfaction ratings.


The discourse of philanthropy in Italy and the United States: A case study of interparadigmatic translation

Sabrina Fusari (University of Bologna, Italy, [email protected]) ▪ We present the language of philanthropy in Italy and the US as an example of intercultural communication, using the theoretical framework of interparadigmatic translation (Gramsci, Kuhn). We suggest some practical strategies (e.g. adaptation) to overcome the alleged “incommensurability” between the discourse of nonprofi ts in the source and target cultures.


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Dynamic assessment and language placement tests: Interfaces between language testing and second language research

Prospero Garcia (University of Massachusetts, US, [email protected]) ▪ Based on Vygotsky’s theory of the mind, this presentation explores both issues of validity and reliability in Dynamic Assessment (DA) in its applicability to foreign language placement exams in large language programs. Data from Spanish SLA DA studies are used to illustrate how this approach affects learners’ development.


Community vs. academic institution: Promoting Spanish literacy in third generation heritage speakers

Elena García Frazier (University of Massachusetts Amherst, US, [email protected]) ▪ This case study investigates institutional literacy, versus the social nature of literacy practices in a college student heritage speaker’s life. The results account for the cognitive abilities created by socially generated literacy practices. One of the implications that fi ndings reveal is the need to examine college-level bilingual curriculums.

Sunday, June 18, 2006 ▪ 8:15 - 8:45 ▪ Vaudreuil ▪ BIH ▪ BIP

The role of textual enhancement and perceptual saliency in the L2 acquisition of the Spanish present subjunctive

Mariche Garcia-Bayonas (University of North Carolina at Greensboro, US, [email protected]), Manuel Triano-López (Ohio University, US, [email protected]) ▪ This study examined the role of textual enhancement in the recognition, comprehension, and production of the Spanish L2 target forms that differed in their perceptual saliency. Participants read an enhanced or an unenhanced text containing regular and irregular verb forms and completed several post-tasks. Results and theoretical implications are discussed.


Smoke and mirrors? Frequency of word meanings in the British National CorpusDee Gardner (Brigham Young University, US, [email protected]) ▪ The purpose of this paper is to provide a preliminary analysis of semantic frequencies at the word and phrase levels in the British National Corpus. The fi ndings of the study will also be discussed in terms of their potential to inform corpus-based vocabulary research and its pedagogical applications.


Documenting the language learning process: An analysis of one learner’s affective responses to a communicative-based Portuguese course

Paula Garrett (University of Wisconsin-Madison, US, [email protected]), Richard Young (University of Wisconsin-Madison, US, [email protected]) ▪ A learner-teacher analyzes her affective responses to a communicative-based learning experience. The analysis is based on interviews with an experienced SLA researcher about her language learning experience in which she switches roles from FL teacher (of French) to FL learner (of Portuguese) and refl ects on her own teaching practices.


Combining ethnography and Corpus Linguistics in critically analyzing the texts of ELLs in the context of high-stakes school reform

Meg Gebhard (University of Massachusetts, Amherst, US, [email protected]), Juan Pablo Jimenez (University of Massachusetts, Amherst, US, [email protected]) ▪ This study analyzes how L2 fourth graders learned to produce written narratives over an academic year. The context of this investigation is an urban school in the United States where institutional discourses surrounding defi nitions of literacy are shaping the nature of local curriculum, instruction, and assessment practices in consequential ways.


Goals and activities for multilingual writing: Case studies of students and instructors in a bilingual college

Guillaume Gentil (Carleton University, Canada, [email protected]) ▪ Focusing on ten case studies of students and their language instructors in a bilingual English-French college in Ontario, this paper examines the participants’ motivations, goals, activities, and contexts for multilingual writing development. Implications for designing learning environments that provide equal opportunities and enabling contexts for multilingual literacy will be discussed.


Is self-assessment a valid measure for EFL students’ reading comprehension skill?

Ali Gholami Mehrdad (Islamic Azad University, Hamedan Branch, Iran, [email protected]), Seyed Mehrdad Kassaee (Islamic Azad University, Hamedan Branch, Iran, [email protected]), Akbar Rahnama (Shahed University, Iran, [email protected]) ▪ The present work is an attempt to see whether self-assessment can be employed as a valid measure for students’ reading comprehension skill in a foreign setting or not.The rather high correlation between the scores obtained on a self-assessment test for reading skill and a reading comprehension test suggests that it can.


Language ideology at work: US court cases involving English-only workplace policies

Kari Gibson (University of California, Irvine, US, [email protected]) ▪ Citing judicial opinions of cases involving English-only workplace policies, this presentation examines prevailing assumptions about language use held by both businesses and courts. Linguistic diversity is rejected as monolingual English speakers create and enforce rules that favor themselves as they construct the identity of “American” in their own image.

Sunday, June 18, 2006 ▪ 16:30 - 17:00 ▪ Vaudreuil ▪ LID

Argument in academic (con)texts: A socio-cognitive analysis of native and non-native speakers’ discourse in tertiary educational settings

Kara Gilbert (Monash University, Australia, [email protected]) ▪ Drawing on argumentation theory as well as linguistic and socio-cognitive accounts of academic writing processes and products, a model of academic argument is specifi ed. Interactions between native and non-native speakers’ cognitive processes, their social or disciplinary contexts, and the production of argument in their academic texts are then discussed.


Chat and mouse: Language play in intercultural online communication.Angela Goddard (York St John University College, UK, [email protected]) ▪ This paper reports that an understanding of how to play with language is fundamental to the establishment of effective online communication, both in monolingual and bilingual encounters. It argues that language play should not be regarded as a sophisticated linguistic skill which can only be taught to advanced learners.


Discovering differences between varieties of English: Lessons learned from a British-American-Moldovan English workshop

Bridget Goodman (University of California, Riverside, US, [email protected]) ▪ Native and non-native speakers of English each have contributions and limitations to understanding the distinct features of English varieties. The presenter will illustrate this with phenomena observed in workshops on differences between British and American English that were facilitated by native speakers for English teachers in the former Soviet Union.

Sunday, June 18, 2006 ▪ 14:00 - 14:30 ▪ Anjou B ▪ SOC

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The NET effect: Measuring the value added of Hong Kong secondary students taught by native English-speaking teachers (NETs)

Jerry Gray (Lingnan University, Hong Kong, [email protected]) ▪ In ELT, the effectiveness of native English-speaking teachers (NETs) in schools is contentious. Are NETs more effective in enhancing students’ language profi ciency than local teachers? This presentation reports on a study of NETs in Hong Kong’s secondary schools, comparing the “value-added” of students taught by NETs and by local teachers.


Investigating how French L2 teachers implement focus on formFrédérique Grim (Colorado State University, US, [email protected]) ▪ When instructions are given out to teachers, their personal teaching philosophies and experiences affect the implementation of lessons (Borg, 2003; Breen, 2002; Nunan, 1992). The present study explored how French L2 teachers implemented focus-on-form lessons as part of a larger investigation on the effectiveness of integrating focus-on-form into content-enriched lessons.


Production et perception de l’accentuation en français par des apprenants anglophones

Christian Guilbault (Simon Fraser University, Canada, [email protected]) ▪ Cette étude présente les résultats d’une analyse acoustique des facteurs suprasegmentaux responsables pour l’identifi cation d’un accent étranger anglophone en français. L’analyse s’attarde principalement sur la durée et la fréquence fondamentale qui constituent les paramètres utilisés pour marquer une syllabe accentuée en français et qui sont sujet à interférence.

Saturday, June 17, 2006 ▪ 10:10 - 10:40 ▪ Auteuil B ▪ LAA ▪ AAL

Language learning strategies of elementary school children in QuébecPamela Gunning (Concordia University, Canada, [email protected]), Rebecca Oxford (University of Maryland, US, [email protected]) ▪ To date, very few studies have investigated children’s learning strategy use in core, second, or foreign language programs. The paper reports strategy use patterns of Québécois elementary school children, N=107, in a core ESL program.


Language learning and agency: Perspectives of skilled immigrantsYan Guo (University of Calgary, Canada, [email protected]) ▪ This study, based on observations of an employment preparation ESL program and interviews of immigrants, shows that professional immigrants faced many challenges in access to meaningful employment which are beyond language, such as a perceived lack of Canadian experience and discrimination of employers. ESL teachers need to help immigrants become agents of resilience.


Which aspects of language do L2 learners talk about when writing in collaboration?

Xavier Gutierrez (Saint Francis Xavier University, Canada, [email protected]) ▪ This paper presents the fi ndings of a study about the nature of metalinguistic activity in collaborative writing. These fi ndings show different types of metalinguistic activity and contribute to the understanding of this concept, as well as to the discussion about the role of collaborative dialogue in second language learning.


Surviving as an international graduate student in the North American academic community: Issues of identity and power

María Rebeca Gutiérrez Estrada (University of Sonora, Canada, [email protected]) ▪ The present study explores the experiences of a group of Mexican graduate students in the Southwestern United States, focusing on issues of identity and power arising from the participants’ academic, social, and cultural immersion, and their attempts to achieve legitimacy in their new English-speaking academic communities.


Knowing when to elaborate: Pragmatic competence in language profi ciency interviews

Gene Halleck (Oklahoma State University, US, [email protected]) ▪ This study investigates the pragmatic competence of interviewees participating in language profi ciency interviews. It focuses on the way they interpreted interviewer turns that did not have a syntactically or intonationally marked interrogative. Results indicate that the lower level speakers were less likely to correctly interpret such turns.


“How dirty they are, poor things!”: Soviet ideology in English language textbooksRichard Hallett (Northeastern Illinois University, US, [email protected]) ▪ This paper offers a Critical Discourse Analysis (CDA) of a set of English language textbooks printed by a Lithuanian press during the late Soviet period to show how historically the English language has been utilized by non-British/American forces to promote a non-British and defi nitely anti-American ideology.


The relationship between decoding effi ciency and word form and meaning acquisition from L2 reading

Megumi Hamada (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This study examined the relationship between decoding effi ciency and word form and meaning acquisition from L2 reading. Advanced-level ESL students were tested on decoding effi ciency, feature extraction, and meaning inference after reading a passage. Possible facilitative roles of decoding and implications for L2 vocabulary and reading instruction are discussed.


Constructivism in material development in an EFL program in a Chinese university

Han Han (Queen’s University, Canada, [email protected]) ▪ This paper reports the constructivism-based EFL material development in a university EFL program in China. While the design of authentic tasks meant to engage students in language learning through meaning-making social processes, the instructors’ collaboration in task design enhanced their understanding of constructivism in language learning.


Multiliteracy in the elementary science inquiry classroom: Towards a defi nition of pedagogical scientifi c discourse

David Hanauer (Indiana University of Pennsylvania. US, [email protected]) ▪ This paper presents an in-depth qualitative study of multiliteracy in a second grade science inquiry classroom. The paper redefi nes scientifi c discourse in this context as a rhetorical structure that utilizes multimodality to direct instruction and multiliteracy to “reshape” student scientifi c knowledge so that it conforms to established scientifi c knowledge.


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Literacy experiences of adolescent ESL students across the curriculumMari Haneda (Ohio State University, US, [email protected]) ▪ This paper reports a qualitative study that examined the literacy experiences of adolescent ESL students across the curriculum. The fi ndings suggest that the tracking system impacted the quality of learning opportunities in mainstreamed classes and that some students participated differently, depending on with whom they aligned in particular classes.


Effects of gender on language perception in the classroomRachel Hansen (Brigham Young University, US, [email protected]) ▪ This study explores how gender affects university students’ perceptions of teacher feedback. Participants were asked to interpret both indirect and direct teacher comments on written compositions. Results suggest that males were less able than females to interpret indirect comments. How and why gender infl uences language perception is also discussed.


Literacy practices on the Internet: The construction of personal profi les in “Myspace.com”

Joleen Hanson (University of New Hampshire, US, [email protected]) ▪ This presentation describes the multimedia literacy practice of 30 diverse college students on the social networking website “Myspace.com.” It explores how they learn to create personal profi les, how they interpret other profi les, and how some resist the “given” structure of the software to construct profi les that suit their own purposes.


Speech as a composite event: Temporal coordination of gesture and prosody in conversational lecture style

Debra Hardison (Michigan State University, US, [email protected]) ▪ The coordination of gesture and prosody was analyzed in digital videorecordings of conversational lectures by native English speakers. Although many discrete gestures were associated with pitch-accented syllables, some were aligned with a foot-like rhythmic grouping, suggesting the domain for gesture planning and communicative function may be a larger phonological constituent.


Negotiation in beginning ESL classes with adults: A study of pair activities throughout two ten-week classes

Kathryn Harris (Portland State University, US, [email protected]), Sandra Banke (Portland Community College and Portland State University, US, [email protected]) ▪ In this presentation, a description of the types of pair activities that occur over a ten-week period in two beginning ESL classes is followed by analyses of the negotiation between two pairs of students in each activity (26 total). Video clips illustrate student-student negotiation in a variety of pedagogical activities.

Monday, June 19, 2006 ▪ 15:10 - 15:40 ▪ Picardie B ▪ PED

Implementing language learning strategy instruction with junior high school beginner learners of French

Vee Harris (Goldsmiths College, UK, [email protected]) ▪ This paper reports on a project to raise the achievement of beginner learners of French in two London schools by teaching them “how to learn languages.” Drawing on the students’ perceptions as well as their improved performance, it discusses the implications for strategy instruction for this stage of learner.


Learner agency and socialization in “language use practice:” A case of two learners of Japanese

Atsushi Hasegawa (University of Wisconsin-Madison, US, [email protected]) ▪ With the analytical framework of conversation analysis, the present study examined how two university learners of Japanese demonstrated their diverging orientations from “language learning practice” toward “language use practice” in a form-focused, pair-work task. These orientations indicated learner agency in socialization between the learners through the use of Japanese.


Joint construction of multi-clausal turns in Japanese conversations: Use and function of clause/phrase-chaining morphemes

Yuria Hashimoto (University of California, Los Angeles, US, [email protected]) ▪ This presentation will explore the joint construction of multi-clausal turns in Japanese spontaneous conversations. The main focus will be on the use of clause/phrase-chaining morphemes, including the non-fi nite predicate ending “–te” and particle “ne,” that can enhance the projectability and opportunities for the non-delayed joint construction of multi-unit turns.

Saturday, June 17, 2006 ▪ 16:30 - 17:00 ▪ Anjou B ▪ DIS

Acquisition of listenership role by L2 learners of JapaneseYukiko Hatasa (University of Iowa, US, [email protected]) ▪ The present study investigates the question of how learners of Japanese acquire two common listener strategies, backchannel and alignment expressions, in the FL classroom. It also examines whether explicit instructions of these strategies may aid acquisition by intermediate and advanced learners.


Second language speakers’ development of repair strategies for noun phrases: A conversation analytic perspective on language learning

John Hellermann (Portland State University, US, [email protected]), Christiane Bongartz (Universität zu Köln, Germany, [email protected]) ▪ This longitudinal study focuses on the development of 1) practices for repair and 2) determiner use by investigating the language use of four adult learners of English (two speakers of Vietnamese and two speakers of Spanish) in their naturally-occurring classroom dyadic interaction.


Year one at “city” high school: Resistance in a heritage Spanish language classKimberly Helmer (University of Arizona, US, [email protected]) ▪ In a two-year ethnographic study of a start-up charter high school located near the Mexican border, a heritage Spanish language class is investigated. The class became a site of student resistance: Students refused to speak Spanish and rejected foreign-language materials. Teacher ethnicity, ethos, and pedagogy played a contributing role.


Cognate facilitation effects in the lexical acquisition of Romanian-speaking learners of English

Rena Helms-Park (University of Toronto at Scarborough, Canada, [email protected]), Maria Petrescu (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ The facilitative role of cognates in the lexical acquisition of intermediate/advanced Romanian-speaking learners of English is investigated, with Vietnamese constituting the comparison language. Advanced learners of an L2 with L1 cognates are expected to outperform comparison groups by not only identifying equivalent cognates but also “pseudo” ones.


137




“She shoots! She scores!”: A multi-dimensional analysis of the TV broadcast language of WNBA and NBA games.

Marie Helt (California State University at Sacramento, US, [email protected]), Jennifer McCoy (California State University at Sacramento, Canada, [email protected]) ▪ We use a Multi-Dimensional Analysis framework (Conrad & Biber, 2001) to investigate any differences in how informational (Dimension 1) and/or narrative (Dimension 2) the TV broadcast language of men’s and women’s professional basketball is. We also offer a more qualitative analysis of the language differences among female and male broadcasters.


Learners’ access to participation through negotiation of the discourses of monoculturalism and heterogeneity

Christina Higgins (University of Hawai’i at Manoa, US, [email protected]) ▪ Through narrative analysis, this paper investigates how language learners’ access to participation in their target, “imagined communities” (Anderson, 1991) is signifi cantly shaped by the degree to which the members of those communities, and the learners themselves, perceive the target language(s) and culture(s) to be monolithic or heterogeneous in nature.


Use of questions in pilot-air traffi c controller communicationsSally Hinrich (Oklahoma State University, US, [email protected]) ▪ Despite pressure to communicate in a highly effi cient manner, pilots and controllers employ questioning as an indispensable interactional resource. Although many interrogative and non-interrogative structures increase the length and number of turns, evidence of regular use of questioning forms indicates the importance of social interaction in aviation communication.


Negotiating an emergent disciplinary genre: An ethnographic examinationDarryl Hocking (Auckland University of Technology, New Zealand, [email protected]) ▪ As universities shift towards an education that meets the increasingly diverse expectations of students, employers, and society, what written genres emerge, how do they emerge, and how are they negotiated? Using an ethnographic approach to text analysis, an emerging genre of disciplinary writing is examined to answer these questions.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Auteuil A ▪ TXT

Children´s literacies and identities in a newly literate community in rural EritreaJohn Holmes (Leeds University, UK, [email protected]) ▪ This presentation reports on research into the literacy environment of children in a region of Africa where mother-tongue primary education is a recent phenomenon. Data were gathered using improvised drama activities to examine the sources – written and oral – that children draw on for their patterns of language use.


Language learning strategy use in an EFL context: Bilingual Korean-Chinese versus Monolingual Korean university students

Kyungsim Hong-Nam (University of North Texas, US, [email protected]), Alexandra Leavell (University of North Texas, US, [email protected]) ▪ Should bilingual learners excel at language learning because of increased exposure to languages? This comparison of language learning strategy use of bilingual (Korean-Chinese) and monolingual (Korean) EFL college learners found bilinguals reported more frequent use of learning strategies, lending support to the assumption of bilinguals’ increased language learning potential.


Task diffi culty and learners’ reactions to a monologic speaking testTomoko Horai (Roehampton University, UK, [email protected]) ▪ The paper explores how EFL candidates’ performance on a monologic speaking test can be affected by deliberately manipulating tasks (planning time, amount of support, and response time). Quantitative and qualitative analysis of candidates’ interlanguage measures and cognitive processing behaviour during each task are presented. Implications are also discussed.


Using refl ective essays to capture student perspectives on learning to write for scholarly audiences

Bradley Horn (Northern Arizona University, US, [email protected]) ▪ How do students conceptualize the challenges inherent in learning to write for a scholarly audience? This presentation reports on a study of undergraduate chemistry students’ perspectives on their academic literacy skills. Results reveal major areas of self-perceived strengths and weaknesses. Implications for course design and materials development are discussed.


Developing fl uency through extensive readingMarlise Horst (Concordia University, Canada, [email protected]) ▪ One of the main arguments for encouraging learners to read extensively in their new language is that this will increase fl uency. To what extent does this occur? This question is addressed in a study that compared lexical access speeds before and after ESL learners participated in an extensive reading program.


Interlanguage transfer of pragmatic strategies in Chinese learners’ English refusals

Chia-Ling Hsieh (National Taipei University of Technology, Taiwan, [email protected]), Ching-Yi Chen (National Chiao Tung University, Taiwan, [email protected]) ▪ English refusals made by Chinese learners manifest positive and negative strategic transfer. Their structural knowledge does not guarantee pragmatic competence, thus yielding a composite of English formal surfaces and Chinese pragmatic interiors. This suggests a close attachment of interlanguage to culture-dependent conceptualization of face and realization of politeness.


The role of attention on Chinese ESL learners’ lexical inferencing strategies and subsequent vocabulary retention

Hsueh-chao Marcella Hu (University of Victoria, Canada, and Overseas Chinese Institute of Technology, Taichung, Taiwan, [email protected]) ▪ This study investigates the role of different degrees of attention, as measured by the involvement load, on Chinese L2 learners’ lexical inferencing strategies and their delayed vocabulary retention by using three versions of a text: 1) multiple-choice glosses, 2) bolded text, and 3) a derived text with the base forms provided.


Discovering emerging research in a qualitative study of ESL academic writingJim Hu (Thompson Rivers University, Canada, [email protected]) ▪ This presentation reports on the methodology the presenter employed in his doctoral study of the academic writing experiences of Chinese graduate students at UBC. He fi rst argues for adopting a qualitative multi-case study and then explains the emerging nature of the study, especially during data collection and analysis.


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China’s foreign language policy on primary English education: From policy rhetoric to implementation reality

Yuanyuan Hu (Purdue University, US, [email protected]) ▪ This study adopts a case study approach to examine how local educational agencies at three hierarchical levels and four public schools in China interpreted and implemented its foreign language policy on primary English education. It illustrates multilayers and multifactors in policy implementation when the policy moved from rhetoric to reality.

Sunday, June 18, 2006 ▪ 14:00 - 14:30 ▪ Anjou A ▪ LPP ▪ APL

English L2 learners’ perceptions of sense relatedness of polysemous verbsLi-szu Huang (National Kaohsiung First University, Taiwan, [email protected]), Fu-hsing Su (National Chiayi University, Taiwan, [email protected]) ▪ This study investigated L2 learners’ perception of sense relatedness of English polysemous words. Higher-profi ciency learners were found to demonstrate a better ability in perceiving sense relation. Also, there was a difference between learners’ estimations of semantic distance and the ordering of a core sense and subsenses prescribed in the dictionary.

Tuesday, June 20, 2006 ▪ 15:55 - 16:25 ▪ Alfred-Rouleau C ▪ LAA ▪ AAL

Effects of form-focused vs. meaning-focused goals on oral task motivationShu-chen Huang (National Chiao Tung University, Taiwan, [email protected]) ▪ The study investigates the effects of (1) meaning-focused, (2) form-focused, and (3) do-your-best goals on EFL learners’ oral task motivation. Subjective measures obtained from self-reported state motivation, and objective measures from the number of words and turns are used as dependent variables in statistical analysis.


How the brain sees what we say: A functional MRI study of speech and beat gesture

Amy L. Hubbard (University of California, Los Angeles, US, [email protected]), Daniel E. Callan (ATR Computational Neuroscience Laboratories, Japan, [email protected]), Mirella Dapretto (University of California, Los Angeles, US, [email protected]) ▪ This study examined the neural architecture underlying the processing of speech and gestures during natural face-to-face communication. Primary auditory cortices and superior temporal regions involved in the perception of biological motion were signifi cantly more active when hearing speech accompanied by prosodically-coordinated gestures than when hearing speech accompanied by uncoordinated gestures.


Etayer, épauler ou juste aider le jeune enfant dans l’accomplissement d’une activité langagière

Christian Hudelot-Gabillas (Université Paris 5, France, [email protected]) ▪ Revenant sur la notion d’étayage (scaffolding) développée à la suite de J.S. Bruner, pour rendre compte des conduites verbales, on comparera la façon dont des éducateurs de jardin d’enfant ou des enseignants d’école maternelle aident des enfants de 2-3 ans à décrire une image grand format.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Anjou A ▪ DIS

The impact of English on Swedish language acquisition policyFrancis M. Hult (University of Pennsylvania, US, [email protected]) ▪ This paper, which reports on one part of a year-long ethnographic/discourse analytic study of Swedish educational language policy and practice, analyzes current Swedish language acquisition policy initiatives, drawing on an ecological approach to evaluate the extent to which they foster equitable multilingualism.


Overcoming language barriers in video gamesChia Yuan Hung (Teachers College, Columbia University, US, [email protected]) ▪ Video games have become a popular form of entertainment for adolescents today. However, players unfamiliar with the language of the game have to fi nd ways to overcome the language barrier. This pilot study looks at the different strategies that players use to overcome these barriers.


Face threatening acts and humor in American sitcomHyunsoo Hur (Pennsylvania State University, US, [email protected]) ▪ The study explores American culture through the analysis of contemporary American humor. I analyzed two episodes of the sitcom “Friends,” based on Brown and Levinson’s (1987) Politeness Theory. Data analysis alludes to the fact that the incongruity between linguistic forms and content appear to be the major source of humor.


In their own words: L2 composition students’ perceptions of their identities and preferences for mainstream or multilingual basic writing classes

Sunny Hyon (California State University, US, [email protected]), Kimberly Costino (California State University, US, [email protected]) ▪ This paper examines L2 English composition students’ perceptions of and affi liations with institutionally-ascribed identity labels, explores the relationships between these views and students’ preferences for mainstream or ESL writing courses, and considers how writing program placement and curriculum might effectively respond to the variation in students’ perceptions.


Adaptation and assessment of a public speaking rating scaleGina Iberri-Shea (Northern Arizona University, US, [email protected]) ▪ How well are the spoken language expectations of English-medium universities addressed in foreign language contexts? This study evaluates a public speaking assessment in two contexts. Participants will be able to evaluate the assessment and learn about proposed revisions resulting from both quantitative and qualitative analysis of the data.


Studying identity ethnographically: Race, performativity, and ESL pedagogyAwad Ibrahim (Bowling Green State University, US, [email protected]) ▪ Presented as a critical ethnography, this paper shows how a group of francophone African youths are becoming Black, which impacts what they learn (BESL) and how they learn it (through Hip-Hop). The idea of performativity is central to the language-learning processes, which is directly related to identity formation and the politics/pedagogy of desire and investment.


Variations within the “repetition”: Ethnographically-informed conversation analysis of Japanese political speeches during election campaigns

Keiko Ikeda (University of Toronto, Canada, [email protected]) ▪ The study is a part of ethnographic research on a Japanese politician’s spoken discourse during his campaigning in 2005. The audio-recorded data were analyzed in a conversation analysis informed approach. It examines how his “repeated” speeches actually vary linguistically and topically according to each encountered occasion and the audience.


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The role of texts as mediators of culture in two adult ESL classroomsRoumiana Ilieva (Simon Fraser University, Canada, [email protected]) ▪ What systems of knowledge and belief, relationships and identities are displayed in instructional texts and in their contexts of use in two adult ESL classrooms? Do monologic and dialogic features of instructional materials make a difference in possibilities for students to negotiate their own cultural experiences in their new Canadian environment?

Saturday, June 17, 2006 ▪ 11:25 - 11:55 ▪ Grand Salon A ▪ LID

Agency beyond the skin in collaborative learning: Multiple perspectivesJunko Imai (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Michele Weber (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Marina Engelking (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This paper examines multiple perspectives towards defi ning agency among three graduate students in a fi ve-month collaborative task. These participants were two native/near-native speakers and one advanced L2 learner. The dual role of participant/researcher provides unique insights into understanding how complex co-constructed group learning can be investigated.


Towards defi ning a valid assessment criterion of pronunciation profi ciency in non-native English speaking graduate students

Talia Isaacs (McGill University, Canada, [email protected]) ▪ The primary purpose of this exploratory, mixed-design study is to examine the validity of intelligibility as a criterion for assessing profi ciency in the pronunciation of non-native English speaking graduate students; the secondary purpose is to identify those features of pronunciation which might be most crucial for intelligible speech.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Exécutif ▪ ASE ▪ MEV

Language attitudes: Issues of culture and powerBaktygul Ismailova (Queen’s University, Canada, [email protected]) ▪ The paper explores attitudes towards the use of the Kyrgyz and Russian languages as medium of instruction (MOI) in Kyrgyzstan, part of the former USSR. Individual interviews were conducted to elicit trends in people’s opinions and perceptions of MOI. Findings provide useful information for development of policies much needed for enhancement of learning.


A study on the knowledge sources of Turkish EFL learners in lexical inferencingIlknur Istifci (Anadolu University, Turkey, [email protected]) ▪ This study aimed at fi nding the type of knowledge sources the EFL students use in inferring the meanings of unknown words when reading in English. The results of the study suggested that Turkish EFL learners try to use a wide variety of knowledge sources in guessing the meanings of words.

Monday, June 19, 2006 ▪ 15:10 - 15:40 ▪ Exécutif ▪ RWL ▪ LEL

Cognitive shift in bilingual autobiographical narratives: A case of Russian-English bilinguals

Ludmila Isurin (Ohio State University, US, [email protected]) ▪ The paper addresses a cognitive shift in self-construal of Russian-English bilinguals. The current social environment may result in the “collectivist” language becoming the means of conveying “individualistic” memories. The bilinguals’ data on autobiographical memories elicited through an interview were compared with the corresponding data gathered from Russian and English monolinguals.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Exécutif ▪ LCS

Syntactic complexity measures in L2 oral data in Japanese as a second languageNoriko Iwashita (University of Queensland, Australia, [email protected]) ▪ The present study examined the validity of various syntactic complexity measures by comparing non-native speakers’ speech samples with native speakers’ on a range of narrative tasks. The paper discusses the notion of syntactic complexity in the Japanese language, and also methodological issues measuring syntactic complexity in oral data.


Temporal morphology and language proximity: The development of tense-aspect markers by Hispanophone learners of French

Jesús Izquierdo (McGill University, Canada, [email protected]) ▪ This study investigated the facilitative effects of L1 infl uence and L2 profi ciency on the use of temporal morphology. L1 was hypothesised to facilitate equal distribution and appropriate perfective-imperfective marking among Hispanophone learners of French. Analyses of variance on the use of tense-aspect markers in a cloze-test partially supported our hypothesis.

Sunday, June 18, 2006 ▪ 16:30 - 17:00 ▪ Hospitalité ▪ LAA ▪ AAL

Crossing cultures: L2 socialization and identity reconstructionJane Jackson (Chinese University of Hong Kong, China, [email protected]) ▪ As part of a wider investigation of the language and cultural learning of sojourners, this presentation explores a Hong Kong student’s discovery of Self and Other during a short-term stay in England. The session will evolve to a broader discussion of the discourse, socialization, and identity reconstruction of L2 sojourners.


ESL writing instruction and transfer of learning: An investigation of the impact of content variation

Mark Andrew James (Arizona State University, US, [email protected]) ▪ A fundamental goal in university ESL writing instruction is that learning outcomes be applied by students beyond the instructional setting. However, various factors can inhibit such learning transfer. This study investigated the impact of differences in content on the transfer of learning outcomes from a university ESL writing course.


The value of a mixed-model design in CALL researchJoan Jamieson (Northern Arizona University, US, [email protected]) ▪ What is the role of context on the effectiveness of computer-assisted language learning? To answer this question, a study was conducted using a mixed-model design. The presentation will review epistemological research stances, explain the study’s design, and state the advantages of mixed-model designs in CALL research.

Sunday, June 18, 2006 ▪ 15:55 - 16:25 ▪ Alfred-Rouleau B ▪ TEC

Merits of practical reasoning for validating mixed-method researchEunice Eunhee Jang (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Paul Quinn (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This paper examines practical reasoning as an alternative logic of validation for mixed-method research as it entails the art of communicative argumentation by taking empirical evidence from a recent project, which evaluated the effects of skills diagnostic assessment for L2 reading comprehension ability in the context of the NG TOEFL.

Sunday, June 18, 2006 ▪ 16:30 - 17:00 ▪ Alfred-Rouleau B ▪ RES ▪ REC

140




Noun phrase accessibility hierarchy in head-internal and head-external relativization in L2 Korean

K. Seon Jeon (Columbus State University, US, [email protected]), Hae-Young Kim (Duke University, US, [email protected]) ▪ The current study addresses the questions of (i) whether L2 learners of Korean acquire the relativization in the order predicted by Noun Phrase Accessibility Hierarchy (Keenan & Comrie, 1977), (ii) whether they use head-internal relative clauses before head-external constructions, and (iii) whether NPAH intersects with transition from head-internal to head-external construction.

Saturday, June 17, 2006 ▪ 15:10 - 15:40 ▪ Picardie A ▪ LAA ▪ AAL

Output for developing pragmatic competence: The effect of video-based instruction on acquiring pragmatic speech acts

Justin Jernigan (Florida State University, US, [email protected]) ▪ This study examines the effect of video-based pragmatic instruction with opportunities for output on the acquisition of pragmatic speech acts by adult learners of English as a second language. Implications of this research may include new insights into the applicability of the Output Hypothesis to the acquisition of pragmatic competence.

Saturday, June 17, 2006 ▪ 16:30 - 17:00 ▪ Argenteuil ▪ PED

The impact of graphic organizer training on reading comprehension at two reading profi ciency levels

Xiangying Jiang (Northern Arizona University, US, [email protected]), Ai Ping Bu (Shanghai University, China, [email protected]), Yi Qin Xie (Shanghai University, China, [email protected]) ▪ This study reports the effect of 16-week graphic organizer (GO) instruction on the reading comprehension of 120 college EFL students at two reading profi ciency levels. It examines the question whether GO training infl uences students’ performance in text structure awareness, passage comprehension, GO task, and general reading ability in immediate and delayed posttests.


Variable h-epenthesis in the interlanguage of English-speaking francophones: The infl uence of linguistic and sociolinguistic factors

Paul John (Concordia University, Canada, [email protected]) ▪ This paper reports on a study into h-epenthesis in the interlanguage of francophone ESL learners. H-epenthesis refers to the variable insertion of non-underlying [h] as in “I hurt my [h]ankle.” The frequency of application of the process is shown to vary systematically as a function of linguistic and sociolinguistic variables.


The relationship between applied linguistic research and language policy implementation in a school district

David Johnson (University of Pennsylvania, US, [email protected]) ▪ Using ethnographically-collected data and critical discourse analysis, this paper examines the intertextual connections between federal, state, and local language policy discourse. I focus on how administrators and teachers in an urban school district use applied linguistic research to justify their interpretations of language policy and development of bilingual programs.


The test score generation gap: Exploring age bias in reading comprehension test topics

Jeff Johnson (University of Michigan, US, [email protected]) ▪ This study uses SIBTEST DBF analysis to measure differences in reading test comprehension scores for young (16 and younger) versus old (30 and older) examinees. Test developers will use the results to learn more about age-topic relationships to help ensure future test reading passage topics are age-fair.


Humor in spoken discourse in an academic institution: Gender and power motivations

Rebekah Johnson (Teachers College, Columbia University, US, [email protected]) ▪ The study explored gender and power differences in relation to the functions and types of humor found in spontaneous spoken interaction between colleagues at an academic institution. Transcribed data were analyzed using the Interactional Sociolinguistic method of discourse analysis. Results confi rm that gender and status affect humor in spoken interaction.


Promoting robust learning of vocabulary through computer assisted language learning

Alan Juffs (University of Pittsburgh, US, [email protected]), Maxine Eskenazi (Carnegie Mellon University, US, [email protected]), Lois Wilson (University of Pittsburgh, US, [email protected]), Tim Pelletreau (University of Pittsburgh, US, [email protected]), James Sanders (Carnegie Mellon University, US, [email protected]), Jaime Callan (Carnegie Mellon University, US, Carnegie Mellon University, US), Jonathan Brown (Carnegie Mellon University, US, [email protected]) ▪ A strong knowledge of vocabulary underpins successful L2 development. This long-term project employs CALL software and focuses initially on how and when ESL students fi nd explicit learning useful for vocabulary. The paper also presents interview data from teachers and students involved in the experiment.


Pragmatic transfer in intercultural communicationJi-Young Jung (Columbia University, US, [email protected]), Eunjung Ji (Columbia University, US, [email protected]) ▪ This study explores pragmatic transfer at the discourse level, using naturally-occurring talk-in-interaction. Through examining parent-teacher conferences between Korean mothers and American teachers, the study shows that pragmatic transfer may manifest over multiple turns of talk, especially in the use of turn-taking mechanisms and various discourse features.


New millennium, new landscape: The use of ICT among Chinese and Korean learners of English as an international language

Sei-Hwa Jung (University of Maryland, US, [email protected]), Yaru Meng (Xi’an Jiaotong University, China, [email protected]) ▪ This presentation reports a mixed-methods study that explores the use of information and communication technology (ICT) in learning English as an international language among university students in China and Korea.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Picardie A ▪ TEC

Language attitudes in Egypt following the introduction of EFL from the fi rst gradeMagdi Kandil (Georgia State University, US, [email protected]) ▪ This paper examines the language attitudes of a group of Egyptian participants following a decree passed by the Ministry of Education introducing English as a foreign language in fi rst grade in public schools. Three main attitudes are investigated: attitudes towards Arabization, attitudes towards bilingualism, and attitudes towards the English language.


A key factor determining processing profi le of RCs in L2 acquisitionKazue Kanno (University of Hawai’i at Manoa, US, [email protected]) ▪ This paper reports on a cross-linguistic comparative study of the processing of Japanese relative clauses (RC) by Chinese-, Sinhalese-, Vietnamese- and English-speaking L2 learners to address the question of whether the order of gap and fi ller in RCs or the head direction in L1 and L2 determines these learners’ processing profi les.


141




The effect of second language learning on voice onset time of L2 English and L1 Japanese

Kazue Kato (Nihon University, Japan, [email protected]) ▪ This study examined the effect of English learning on the VOT of L2 English and L1 Japanese plosives produced by two groups of adult Japanese learners. The results suggest the learners’ category formation diffi culty with the existence of the similar L1 stop, as predicted by Flege’s (1995) speech learning model.


An exploration of the application of network analyses for comparing spoken and written language

Jinyun Ke (University of Michigan, US, [email protected]) ▪ This study reports a comparison between individuals’ spoken and written language by making use of the available analytical methods developed in network theory in other disciplines. A few academic celebrities’ speeches from interviews and their writing from publications are used to construct lexical networks, and quantitative differences are shown based on a number of network measures.


Ideology and language learner identity: Tensions in the university-level Chinese classroom

Ann Kelleher (University of California, Davis, US, [email protected]) ▪ This case study of heritage language learners in a university Chinese program begins to delineate the complexities involved in deploying a “heritage” language program as an overlay to an existing “foreign” language program. The paper examines confl icts and tensions around placement and problematizes the social role of the “Chinese language learner.”


Pragmatics and interlanguage pragmatics in an electronic medium: Unequal status interactions

Julie Kerekes (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ Examination of speech act realizations in emails between instructors and students reveals signifi cant differences according to interlocutors’ language backgrounds and gender. Using naturalistic data, the study contributes to methodology of interlanguage pragmatics research; understanding of politeness conventions in electronic communications; and applications of fi ndings in institutional discourse for language instruction.


Post-war Lebanon: Imagining a different landscapeRoseanne Khalaf (American University of Beirut, Lebanon, [email protected]) ▪ The enthusiasm generated by the Lebanese Cedar Revolution did not materialize in any of the progressive ways anticipated by the youthful participants who initiated the uprising. To explore the dissonance between expectations and lived realities, I examine themes from the personal texts of students at the American University of Beirut.


Applied Linguistics identities: From teacher to researcherRichard Kiely (University of Bristol, UK, [email protected]) ▪ This presentation examines the experience and learning of language teachers as they develop a researcher identity in the context of postgraduate study (Masters and Doctoral) in Applied Linguistics.


Learner recognition of recasts in EFL classroomsJi Hyun Kim (Teachers College, Columbia University, US, [email protected]) ▪ This presentation reports a study on learner perception of recasts in EFL classrooms. Data included video-taped classroom interaction and stimulated recalls. Findings showed that recasts elicited a considerable amount of match between teacher intention and learner interpretation thereof and that recasts encouraged accurate learner recognition of gaps.


Embedding multiple characters, events, and time settings within a single utterance in Korean conversational narratives

Mary Kim (University of California, Los Angeles, US, [email protected]) ▪ This paper examines how Korean speakers embed multiple characters, different time settings, and separate events within a single utterance to deliver narratives/stories by deploying the double evidential marker –telay as a resource. Speakers combine a reported evidential marker –lay with an experiential evidential marker –te, forming double markers of information sources.


Second language acquisition of motion events: The case of learning Korean verb-framing by native speakers of English

Min Sook Kim (University of Wisconsin-Milwaukee, US, [email protected]), Laura DiGiorgio Scott (University of Wisconsin-Milwaukee, US, [email protected]), Anita Chosé (University of Wisconsin-Milwaukee, US, [email protected]) ▪ Our study investigates the acquisition of Korean motion event patterns by native speakers of English. Transfer is a dominant factor in L2 motion event acquisition. Data analysis supports our hypothesis that native speakers of English learning Korean will generalize the spontaneous motion particles in expressing caused motions in Korean.


Analysis of the Korean sentence-ender –ta from a conversation-analytic perspective

Stephanie Hye Ri Kim (University of California, Los Angeles, US, [email protected]) ▪ Analyzing video data of naturally occurring conversations in a conversation analysis framework, this presentation demonstrates that, in interaction, two prosodically different types of the Korean sentence-ender –ta occur in different sequential environments, accomplish different social actions, and involve different recipient participations.


Authentic CMC with “OKBUDDY”Sung-Yeon Kim (Hanyang University, South Korea, [email protected]) ▪ This study investigates whether voice CMC would enhance Korean college students’ oral profi ciency and promote positive attitudes. For this purpose, speaking tests were administered to the students, and their journal entries were collected. More detailed fi ndings will be reported.


Understanding writing instructional practices for English language learnersTae-Eun Kim (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This case study investigates the current nature of writing instructional practices that second- and third-grade English language learners receive, concluding that contextual factors such as teachers’ beliefs and perceptions of writing, opportunities for writing, instructional methods, and types of writing tasks are all critical in creating an effective environment for writing development.


142




Nonlinearity in ESL learning motivation: A longitudinal comparative study of adult Korean ESL learners

Tae-Young Kim (Ontario Institute for Studies in Education at the University of Toronto, Canada, [email protected]) ▪ I analyze 10 Koreans’ ESL learning motivation from a sociocultural perspective. Qualitative data analysis corroborates that ESL motivation 1) is nonlinear, 2) differs qualitatively between these international students and immigrants, and 3) is enhanced by the sense of participation in target language activity systems.


Teaching dative constructions to EFL learners: A Cognitive Linguistics approachYiyoung Kim (Georgetown University, US, [email protected]) ▪ This paper explores the role of Cognitive Linguistics-based instruction in foreign language learning. Results from an effect of instruction study on learning of English dative constructions by Korean EFL learners will be presented. The implications for EFL classrooms and materials development will also be discussed.


The effect of learner-learner interaction on L2 vocabulary acquisitionYouJin Kim (Northern Arizona University, US, [email protected]) ▪ This study explores the impact of learner-learner interaction on the acquisition of L2 vocabulary by Korean as a second language (KSL) learners. The presenter will report the fi ndings of a study that compared the effectiveness of collaborative and individual activities in a classroom context.


Lexical creativity and productivity in prestige/non-prestige language contact: Implications for language planning

Keumsil Kim Yoon (William Paterson University, US, [email protected]) ▪ This paper deals with the lexical creativity and productivity in English/Korean language contact. It presents an overview of new Korean-English words and identifi es various types of borrowing/creation. A report of a sociolinguistic survey follows and leads to an analysis of linguistic tension and a discussion of implications for language planning.


Additive bilingualism through family language planning: Ideologies, strategies, and interactional outcomes

Kendall King (Georgetown University, US, [email protected]), Aubrey Logan-Terry (Georgetown University, US, [email protected]) ▪ This talk presents two cases studies of how parents enact family language policies to promote additive bilingualism, and in particular, examines interactions among families attempting to raise children to be Spanish-English bilinguals through use of their non-native language (Spanish) in the home. Data consist of naturalistic, in-home recordings collected regularly over one year.


Teaching English can be a drag: The Language School in Oaxaca as a pedagogical safehouse

Donald Kissinger (University of Oaxaca, Mexico, [email protected]) ▪ I present the results of ethnographic work carried out with pre-service teachers at the state university in Oaxaca, Mexico. This paper follows the progress, setbacks, and changes experienced by some of the key informants in terms of identity construction and expressions of agency by means of video and audio recordings.


The offl ine and online metalanguage talk of learners during planning time in asynchronous computer-mediated communication

Keiko Kitade (Ritsumeikan University, Japan, [email protected]) ▪ This study investigates the discourse structure and characteristics of metalanguage talk in both online (BBS) and offl ine (learners’ talk) data during asynchronous computer-mediated communication (ACMC) tasks. The learners’ offl ine talk indicates that they exploit their unpressured time during ACMC tasks to monitor their language in formulating online messages.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Grand Salon C ▪ TEC

Investigating the effectiveness of an online rater-training programme for writingUte Knoch (University of Auckland, New Zealand, [email protected]) ▪ This study examines an online rater-training programme which allows raters of an analytically-scored academic writing task, designed to diagnose undergraduates’ English learning needs, to restandardise and self-monitor their rating behaviour. It explores rater attitudes to such a programme and examines its effectiveness in enhancing levels of inter- and intra-rater agreement.


Effects of pocket electronic dictionaries on lexical processing strategy use, reading comprehension, and word retention

Chiho Kobayashi (Ohio State University, US, [email protected]) ▪ This paper reports on the results of a study investigating the effects of pocket electronic dictionaries on lexical processing strategies (infer, consult, or ignore), use, reading comprehension, and word retention. Both qualitative and quantitative data were collected from Japanese university students using a retrospective think-aloud procedure, interviews, and vocabulary tests.


Ellipsis and body in talk-in-interactionChisato Koike (California State University, Los Angeles, US, [email protected]) ▪ Using videotaped interactions, this study investigates how participants construe the omitted subject of an utterance and change unfolding participation when a speaker uses different parts of his body, i.e. gaze for selecting the addressee and pointing gesture for supplying the omitted subject in multi-party talk-in-interaction in Japanese.


Studying the vocabulary of lectures: How applicable is the academic word list?Reiko Komiyama (Northern Arizona University, US, [email protected]) ▪ How helpful is the Academic Word List (AWL: Coxhead, 2000) for students in understanding lectures? The present study examined the coverage of academic spoken discourse by the AWL, using a lecture corpus. The results illustrated clear differences in academic vocabulary use across the written mode and the spoken mode.


Investigating the relationship between affective variables and Japanese L2 reading ability

Kimi Kondo-Brown (University of Hawai’i at Manoa, US, [email protected]) ▪ This study deals with one largely uninvestigated issue concerning L2 reading research: The relationship between motivational variables and L2 reading performance. Specifi cally, this study investigates how 17 affective factors are related to the Japanese L2 reading comprehension and kanji knowledge test scores of 43 university students in advanced Japanese courses.


143




The role of intercontextuality in the co-construction of genre meanings: Evidence from Greek classrooms

Triantafi llia Kostouli (Aristotle University, Greece, [email protected]) ▪ Drawing upon sociocultural and dialogic perspectives, this paper explores the distinct routes children across two Greek elementary-school classrooms co-constructed when shaping, redefi ning, and re-organizing their knowledge on genre writing. These are accounted for through the notions of intertexuality and intercontextuality.


Projections of presence and perceptions of identity: Dynamics and dilemmas in online MA TESOL

Carolyn Kristjansson (Trinity Western University, Canada, [email protected]), Phil Goertzen (Trinity Western University, Canada, [email protected]) ▪ This paper considers salient interpersonal dynamics and dilemmas in an online MA TESOL program and investigates how projections of social presence might serve to construct social identities. Appraisal analysis within a framework of action and refl ection discourse illuminates relevant themes, including the infl uence of spiritual values.


Task negotiation and the beginning language learnerPaula Kristmanson (University of New Brunswick, Canada, [email protected]) ▪ This paper will examine literature that addresses the issues around task negotiation. I will show interactional scenarios and discuss my interpretations of these data and will conclude by proposing some of the pedagogical implications of this particular aspect of a larger study.

Monday, June 19, 2006 ▪ 10:45 - 11:15 ▪ Alfred-Rouleau A ▪ PED

Spanish-only controversy in world language education: A case of an elementary school program

Ryuko Kubota (Univerisity of North Carolina at Chapel Hill, US, [email protected]), Shawna Catlett (Chapel Hill-Carrboro City School, US, [email protected]) ▪ This study examines the controversy over a proposal to standardize the language of instruction in a Foreign Language at the Elementary School program into Spanish in a school district in the U.S. It analyzes discourses underlying the policy makers’ rationales and resistance from teachers, students, and community members.


Task complexity and L2 writing: A closer look at lexical accuracy and lexical variation

Folkert Kuiken (University of Amsterdam, Netherlands, [email protected]), Ineke Vedder (University of Amsterdam, Netherlands, [email protected]) ▪ In this paper the following questions will be answered: 1) To what extent is lexical accuracy infl uenced by task complexity? 2) Does the infl uence of task complexity on lexical accuracy differ according to the level of L2 profi ciency? 3) Does task complexity infl uence lexical variation, in terms of word fequency?


Moments of tension in a foreign language classroom: An opportunity for critical literacy?

Yuri Kumagai (Smith College, US, [email protected]) ▪ This study critically examines “moments of tension” during literacy events in a Japanese language classroom. The study argues that “moments of tension” present rich opportunities for promoting critical literacy practices in a foreign language classroom that would help students deepen their understanding of the sociocultural implications of language use.


Social change and discourse change: Analyzing conversationalization of media discourse in Taiwan

Sai-hua Kuo (National Tsing Hua University, Taiwan, [email protected]) ▪ Adopting Fairclough’s multidimentional approach, which is a synthesis of socially- and linguistically-oriented views of discourse, this study aims to explore discursive changes in current Taiwanese society with a particular focus on conversationalization in printed media. Data were collected from three major newspapers catering to different readerships during two time periods.


Appropriating pedagogical tools: A case study of secondary school EFL teachers returning from an overseas in-service teacher education program

Yuka Kurihara (Ohio State University, US, [email protected]) ▪ This study examines the nature of teachers learning to teach by highlighting EFL professionals’ post-overseas, in-service teacher education experiences. It particularly focuses on their appropriation of conceptual and practical tools presented in the program in their own teaching settings and the factors affecting their appropriation.


The infl uence of changing L1 on child second language acquisitionEun-Young Kwon (Teachers College, Columbia University, US, [email protected]) ▪ This longitudinal study examined negation, plural, and possessive in a child who began L2 English while developing L1 Korean. Language transfer was found, fi rst Korean-to-English and later English-to-Korean. The results show waxing and waning L2 performance and are interpreted using Foster-Cohen’s (2001) Sliding Window approach.

Saturday, June 17, 2006 ▪ 11:25 - 11:55 ▪ Exécutif ▪ LAA ▪ AAL

Liens entre les attitudes, la motivation et l’utilisation de stratégies d’apprentissage et variations sur une période de 6 mois

Marc Lafontaine (Université Laval, Canada, [email protected]) ▪ 213 élèves ont rempli, à deux reprises, un questionnaire d’attitudes (Gardner, 1985) et de stratégies (O’Malley, 1990). Les résultats indiquent une baisse de motivation après 6 mois et un recours moins important aux stratégies métacognitives par les faibles. La compétence augmente signifi cativement chez les forts, mais diminuent chez les faibles.


What factors affect the noticing of recast in text-based online chatChun Lai (Michigan State University, US, [email protected]), Robin Roots (Michigan State University, US, [email protected]) ▪ This study examines the factors that affect the noticing of recast in text-based online chatting. In particular, it looks at how contingency of recasts would affect second language learners’ noticing of recast, a type of interactional feedback, from their interlocutors during some communication tasks. It also investigates how this effect varies across different learner variables and conditions.


Assessing the effects of ESL oral communication strategy training : A multi-method approach

Wendy Y.K. Lam (Hong Kong Institute of Education, [email protected]) ▪ This paper will examine the effects of oral communication strategy training (OCST) on learners’ performance and strategy use in the ESL classroom. The fi ndings support the value of OCST and shed insights on a multi-method approach to assessing the effects of OCST. Possible pedagogic implications will also be discussed.


144




Templating tips for translatorsSylvie Lambert (University of Ottawa, Canada, [email protected]) ▪ Due to the pressure on translators to work more quickly and effi ciently, not to mention the growing rise in immigration trends in Canada, this paper will focus on the templating technique to help certifi ed translators learn how to cope with translations of documents for immigrants applying for landed-immigrant status to our country.


Form-focused instruction in L2 vocabulary and reading: A case for contrastive analysis and translation

Batia Laufer (University of Haifa, Israel, [email protected]) ▪ Two studies compare the effectiveness of contrastive analysis and translation (CAT) tasks with content-focused and non-contrastive form-focused tasks in learning vocabulary and reading by adolescent learners. The CAT condition yielded much better vocabulary retention results and slightly better reading comprehension results.


Process and outcome in paired oral assessment: What is the “interlocutor effect” on discourse and scores?

Anne Lazaraton (University of Minnesota, US, [email protected]), Lawrence Davis (University of Minnesota, US, [email protected]) ▪ A multilevel analysis of oral performance by 24 fi rst-year students at a Chinese university was undertaken to describe the “interlocutor effect” in paired speaking tasks. Results indicate remarkably similar discourse features and outcome scores across pairings, suggesting that the paired format is an acceptable, even desirable, oral assessment arrangement.


Responses to “thank you” in American English---A sample from Ames, Iowa, USAFushun Le (Iowa State University, US, [email protected]) ▪ This sociolinguistic study, which used interviews and participant-observation to gather data, attempted to identify the variants most commonly used in response to “Thank you” in American English and to determine how older and younger native speakers from different gender and age groups differ in their selection of these variants.


L’infl uence de l’apprentissage sur la conscience méta communicative des enfants plurilingues

Emmanuelle Le Pichon-Vorstman (Université de Tours, France, [email protected]) ▪ Chez les jeunes enfants, l’acquisition des langues est marquée par des facteurs d’infl uence plus ou moins conscients. Mais quel est l’apport spécifi que de l’apprentissage formel d’une langue étrangère sur la conscience méta communicative des enfants déjà plurilingues?

Tuesday, June 20, 2006 ▪ 15:10 - 15:40 ▪ Alfred-Rouleau B ▪ BIH ▪ BIP

The effect of culture priming on cross-language activation: Can culture prime language?

Julia Lechuga (University Texas El Paso, US, [email protected]) ▪ The purpose of this study was to investigate whether priming bilinguals for a specifi c culture would infl uence their ability to activate and integrate the appropriate meaning of a polysemous cognate. Implications for language processing and acculturation theory will be discussed.

Saturday, June 17, 2006 ▪ 14:00 - 14:30 ▪ Argenteuil ▪ LCS

Analysis of English article usage in online graduate forumsEun-Hee Lee (Indiana University, Bloomington, US, [email protected]) ▪ The relationship between non-native ESL/EFL teachers’ learning strategies for their own language acquisition and fossilized article usage is examined. Thirteen language teachers’ online messages and academic term papers were observed and analyzed for two consecutive semesters, and the teachers were interviewed to identify their own perceptions of English article pedagogy.

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Picardie B ▪ TXT

The more exposure, the better? A study of Korean L2 learners and English conditionals

Gabseon Lee (University of Illinois, US, [email protected]) ▪ The objective of this study was to determine how the type of conditional (future, hypothetical, counterfactual) interacts with amount of exposure in naturalistic L2 acquisition. Results indicated that, regardless of amount of exposure, the Korean learners exhibited diffi culty on several perception and production tasks, and that naturalistic exposure is insuffi cient.


Cross-cultural comparison of localized English forms: Japanese and Korean commercial texts

Jamie Shinhee Lee (University of Michigan, US, [email protected]) ▪ This study compares localized English forms in Japanese and Korean commercial texts. The fi ndings of the study suggest that commercial texts in these two countries demonstrate creative uses of remade-in-local English and that localization of English occurs at different linguistic levels including lexical, phonological, and morpho-syntactic levels.


Discourse strategies in writing conferencesWendy Lee (Hong Kong Polytechnic University, China, [email protected]) ▪ This paper examines the oral discourse in writing conferences between ESL students and their teachers in Hong Kong. The data are categorized into praise, criticism, suggestion, and explanation. The study shows that the participants use various strategies; these focus on student texts and conference management, i.e., text-oriented and session-oriented acts.


“Are teachers respected in America?” Culture in classroom interactionYo-An Lee (DePaul University, US, [email protected]) ▪ Following conversation analysis, I offer a production account of how cultural contents become topical matters in talk-exchanges between native teachers and their nonnative students. Cultural contents become intelligible through members’ sense-making practices; especially as they recognize, problematize, and act on how their own identities become constitutive features of interaction.


The interplay of working memory and background knowledge during L2 readingMichael Leeser (Florida State University, US, [email protected]) ▪ Recent reading research suggests that background knowledge may mediate the relationship between working memory capacity and comprehension. Therefore, this study investigates the effects of working memory and background knowledge on beginning L2 Spanish learners’ comprehension of texts and their processing a new grammatical form.


145




Linguistic wars in the French colonial Empire: The French universal language against the indigenous patois (1899-1931)

Linda Lehmil (Tulane University, US, [email protected]) ▪ The educability of the colonized, which was based on the hierarchy of races, would determine the nature of the school system developed in each French colony. I analyze how the language of instruction in the French colonies (ex-Indochina, Madagascar, Algeria, and Senegal) was debated extensively by administrators during each International Colonial Congress.


Defi nitions in theology lectures: Implications for technical vocabulary learningMichael Lessard-Clouston (Biola University, US, [email protected]) ▪ This study describes the quantitative and qualitative use of defi nitions of technical terms in academic lectures in an intact, core graduate theology course. Examples of different types of defi nitions in oral and written form within the lectures are considered, and the implications of the fi ndings for vocabulary acquisition are discussed.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Argenteuil ▪ LAA ▪ AAL

L2 grammaticality judgement and L2 working memory: Comparing Chinese-English and Spanish-English bilinguals

Y.-K. Ingrid Leung (University of Essex, UK, [email protected]) ▪ This paper investigates the relationship between L2 working memory and L2 learners’ (L1 Chinese and L1 Spanish) performance in an online English grammaticality judgement task, testing regular infl ectional morphology and word order. Accuracy and reaction time results will be discussed in the context of the performance vs. competence defi cit debate.


The multicultural implications of making English the offi cial language of the United States of America

Marna Lew (McGill University, Canada, [email protected]) ▪ This presentation will provide an overview of the history of the use of the English language in the United States of America. It will demonstrate how making English the offi cial language of the USA as such would greatly confl ict with policymakers’ ideas of multiculturalism and inclusivity.


Scaffolding in learning target forms in a Hong Kong EFL classroomDanli Li (Hong Kong Baptist University, China, [email protected]) ▪ The concept of scaffolding and ZPD served as the theoretical basis for the study, which aimed to investigate how scaffolding may facilitate learning of grammatical forms in a Hong Kong EFL classroom, and to illustrate different features of scaffolding between teacher and students and peer scaffolding at the tertiary level.

Tuesday, June 20, 2006 ▪ 14:35 - 15:05 ▪ Auteuil B ▪ LAA ▪ AAL

Assessing the roles of metacognitive knowledge and vocabulary knowledge in EFL reading comprehension

Jie Li (Chinese University of Hong Kong, Hong Kong, [email protected]) ▪ The study investigated how metacognitive knowledge and vocabulary knowledge contributed to English reading comprehension among Chinese tertiary-level English learners. The results showed that both vocabulary and metacognitive knowledge accounted for a large proportion of EFL reading comprehension abilities. Differences exist between the contributions of these two variables to reading comprehension.


Chinese EFL learners’ beliefs about language learning and their relationships to profi ciency

Shaofeng Li (Michigan State University, US, [email protected]), Wenxia Liang (Hebei Teachers University, [email protected]) ▪ The research investigates Chinese EFL learners’ beliefs and their relationships with profi ciency. Results revealed that learner beliefs are correlated with language profi ciency; Chinese EFL learners differ from learners of some other cultures in learner beliefs; and learner beliefs are shaped by instructional context and the learner’s peers and personal experience.


Identity quandaries of international graduate studentsXuemei Li (Queen’s University, Canada, [email protected]) ▪ This study explores the interconnection of cultural beliefs and writer identity of fi ve international graduate students and their processes of identity re/construction in a Canadian university using their second/additional language. Key concepts such as self-as-author, self-as-migrant, cultural identity, critical thinking, and academic freedom are discussed.

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Auteuil B ▪ LCS

Contextualized vocabulary teaching in physics lectures: An EFL case in ChinaXiaoping Liang (California State University, Long Beach, US, [email protected]), Sara W. Smith (California State University, Long Beach, US, [email protected]) ▪ This paper examines how a Chinese-speaking professor introduced and elaborated on new terminology in physics classes taught in English as a foreign language to Chinese students. The instructor appeared to intentionally use a variety of strategies to contextualize new terminology and to integrate his instruction of content with instruction of language.


Innovative web-based environment for EFL and intercultural learningMeei-Ling Liaw (National Taichung University, Taiwan, [email protected]) ▪ This presentation reports the implementation results of a project collaborated by a group of EFL educators and computer engineers to construct a web-based EFL and culture learning environment where bilingual e-referencing tools and intercultural forum are integrated.


Are francophone learners aware of L1 infl uence on English question formation?Patsy M. Lightbown (Concordia University, Canada, [email protected]), Ahlem Ammar (Université de Montréal, [email protected]) ▪ Francophone learners’ ability to correctly judge and produce English questions and their metalinguistic awareness of differences between question formation in English and French were investigated. The participants’ judgements were infl uenced by their fi rst language, yet they had little awareness of this nor of differences between questions in English and French.

Sunday, June 18, 2006 ▪ 15:55 - 16:25 ▪ Hospitalité ▪ LAA ▪ AAL

Developing self-assessment instruments for language learners: Insights from a study using CEF can-do statements

Gad Lim (University of Michigan, US, [email protected]) ▪ Self-assessments are an alternative to traditional assessments and an aid to instruction. Rasch-calibrated “can do” statements developed for the Common European Framework are used in this study of 195 language learners. Self-assessments are compared to teacher assessments and standardized exam results. Results and self-assessment instrument development are discussed.


146




Transcribing non-nativeness: Perceived features of non-native speechStephanie Lindemann (Georgia State University, US, [email protected]) ▪ This study examines what features of non-native English pronunciation are perceived by native US English speakers. The fi ndings provide empirical evidence of the exaggerated perception of non-native accents, as well as information on the features most often observed in the speech of native speakers of Italian, Mexican-Spanish, and Korean.


Learners’ voices online: Collaborative exchanges between school and higher education

Sabine Little (University of Sheffi eld, UK, s.little@sheffi eld.ac.uk) ▪ The paper draws on research fi ndings based on the “Innovation Exchange Project,” funded by the Department for Education and Skills in the UK. The project used online collaboration to pair up university students during their year abroad with school-age pupils in the UK.


An investigation of methods for assessing authenticity in computer-assisted language learning and assessment

Hsin-min Liu (University of Iowa, US, [email protected]) ▪ The study investigated the notion of authenticity in detail, derived methods for assessing authenticity from multiple perspectives, tested the methods on four CALL tasks, and found that for a task developer to assert the authenticity of a task/test, one must fi nd empirical evidence demonstrating authenticity from multiple perspectives.


“Non é a miña lingua:” Challenges to bilingual education in GaliciaVeronica Loureiro-Rodriguez (University of California, Davis, US, [email protected]) ▪ This presentation will show how bilingual education is challenged in a Galician monolingual one-room school house. In this classroom, the traditional hegemonic role of Spanish is being hotly contested. It will be shown how language attitudes in the classroom support and/or confl ict with those held in the local speech community.


Annotation sémantique des réseaux lexicaux exprimant les modes de conceptualisation métaphorique et application à la traduction spécialisée

Leslie Lubin (Université de Montréal, Canada, [email protected]), Sylvie Vandaele (Université de Montréal, Canada, [email protected]), Sylvie Boudreau (Université de Montréal, Canada, [email protected]), Elizabeth Marshman (Université de Montréal, Canada, [email protected]) ▪ La présentation fera état de la problématique de la conceptualisation métaphorique en rapport avec la traduction dans les langues de spécialité et des cadres théoriques sous-jacents aux processus d’annotation. Les principes d’étiquetage seront illustrés à l’aide d’exemples tirés des corpus (anatomie, biologie cellulaire).


Correlation between English writing skills and translation abilityRachel Lunde (Federal Bureau of Investigation, US, [email protected]), Maria Brau (Federal Bureau of Investigation, US, [email protected]) ▪ This study investigates the correlation between writing skills and translation ability from the source language into English. Data are derived from the FBI Verbatim Translation Exam and English Writing Test scores of 160 examinees. The presenters will discuss factors that contribute to translation ability.


Lexical patterns in the reading section of the new TOEFL internet-based testFabiana MacMillan (Universidade Federal Fluminense, Rio de Janeiro, Brazil, [email protected]) ▪ This paper reports on a lexical analysis of the reading section of selected ETS practice materials for the new internet-based TOEFL®. Results suggest that given testing purposes involve the identifi cation of specifi c types of lexical links and that these links may account for the level of diffi culty of the questions.


Adolescent strategies for learning English: A Q-methodological studySonia de Paula Faria Magnus (E. E. “Dr. Sentaro Takaoka,” Brazil, [email protected]), Linda Gentry El-Dash (Universidade Estadual de Campinas, Brazil, [email protected]) ▪ This study investigates subjective views of Brazilian adolescents about the use of learning strategies using Q-methodology. This methodology involves a focal group discussion of the topic and a preliminary factor analysis to identify strategy types, as well as the use of Q-sorts and Q-factoring to identify shared points of view.


Réalités de jeunes linguistiquement mixtes ayant laissé la voie de l’immersion précoce en Ontario

Josée Makropoulos (Université de Toronto, Canada, [email protected]) ▪ Cette communication examine les réalités des jeunes linguistiquement mixtes ayant laissé la voie de l’immersion précoce, en portant une attention particulière aux façons dont un groupe de fi lles et de garçons en Ontario expliquent leurs réalités scolaires et leurs perspectives sur le maintien du français.


Investigating the dynamics of L2 learners’ use of composing strategies and their beliefs about FL writing

Rosa M. Manchón (University of Murcia, Spain, [email protected]), Liz Murphy (University of Murcia, Spain, [email protected]), Julio Roca de Larios (University of Murcia, Spain, [email protected]) ▪ This study aimed at (i) investigating the relationship between beliefs about FL writing and composing strategy implementation; and (ii) understanding the dynamics of beliefs and strategy use after a period of instruction in which an attempt was made to change students’ unproductive beliefs through the “cognitive confl ict” instructional strategy.


Que penses-tu de l’anglais et du français? Où les parles-tu? Représentations de jeunes élèves à Vancouver et à Montréal

Erica Maraillet (Université de Montréal, Canada, [email protected]), Françoise Armand (Université de Montréal, Canada, [email protected]), Diane Dagenais (Simon Fraser University, Canada, [email protected]) ▪ Après la présentation de la notion l’éveil aux langues, nous discuterons des données issues des observations et des entrevues réalisées durant la mise à l’essai du programme ÉLODiL. Plus spécifi quement, les représentations sur les langues française et anglaise, ainsi que sur leurs espaces linguistiques respectifs, seront étudiés dans les milieux pluriethniques québécois et d’immersion vancouverois.

Tuesday, June 20, 2006 ▪ 14:35 - 15:05 ▪ Alfred-Rouleau B ▪ PED

Doing avoidanceNuma Markee (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This paper analyzes how a learner avoids orally producing a lexical item during a class presentation, and how the learner and instructor subsequently deal with this issue during offi ce hours two weeks later. Issues concerning the legitimate use of cultural artifacts and exogamous contextual information in CA-for-SLA are discussed.


147




A hybrid Spanish course, online and in the classroomPhillip Markley (University of Washington, US, [email protected]), Joan Fox (University of Washington, US, [email protected]), Estefania Yanci (University of Washington, US, [email protected]), Natalia Morales (University of Washington, US, [email protected]) ▪ The paper will explain briefl y how a hybrid curriculum (online/in class) at a major university is constructed in order to enlarge classes, create a productive learning environment for students, and not to overload teachers with extra students. Finally, it will explain how the curriculum is meeting these seemingly contradictory goals.

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Picardie A ▪ TEC

A case study of compact core French models: A pedagogic perspectivePamela Marshall Gray (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ In this presentation the researcher will discuss her doctoral research project, in which she investigates different distributions of instructional time in Canadian French as a second language programs, and their role in promoting higher levels of language profi ciency and achievement among elementary core French students.


Standards at the crossroads: Local knowledge and national standards in ESL and FL teaching on the Texas-Mexico border

Glenn Martinez (University of Texas--Pan American, US, [email protected]), Yong Lang (University of Texas--Pan American, US, [email protected]) ▪ This paper explores the tensions between increasing uniformity of language pedagogy and escalating demands for recognition of local language practices. We study perceptions and implementations of national standards among ESL, foreign language, and bilingual education teachers along the Texas-Mexico border. We demonstrate how these teachers simultaneously uphold national standards while validating local language practices.


Language, politics, gender and identity in Quebec: A sociolinguistic investigation of language reform in two communities of practice

Stella Martinez (University of California, Davis, US, [email protected]) ▪ Feminization of occupational terms is a result of the concern for gender bias in linguistic practices. This study uses ethnographic methods including critical discourse analysis to frame the current linguistic practices in gendered workplaces in order to evaluate the usefulness of language planning in addressing the concerns of feminists and linguists.


Translating Brazilian culture-specifi c items into EnglishMarcia Martins (Pontifícia Universidade Católica do Rio de Janeiro, Brazil, [email protected]), Carla Bentes (Pontifícia Universidade Católica do Rio de Janeiro, Brazil, [email protected]) ▪ This paper aims to analyze the English translations of three Brazilian contemporary novels in order to (i) identify and categorize the strategies used to translate “culture-specifi c items,” and (ii) determine whether such translation strategies helped to create, reinforce, or challenge reductive, stereotyped representations of Brazilian culture in the Anglo-American system.


Syntactic processing as a predictor of L2 reading skills: Does L1 matter more than L2?

Gita Martohardjono (City University of New York Graduate Center, US, [email protected]), Ricardo Otheguy (City University of New York Graduate Center, US, [email protected]), Xuân-Nga Cao Kam (City University of New York Graduate Center, US, [email protected]), Amit Shaked (City University of New York Graduate Center, US, [email protected]) ▪ A study of the relationship between syntax and reading in bilingual 3rd graders shows that comprehension of complex sentences in the L1 is a predictor of reading abilities in the L2. Knowledge of the L1 must be fi rmly established before it can be applied to skills in the L2.


A place I can call my own: The discourse of resisting the ideology of dependence and homelessness.

Maureen Matarese (Teachers College, Columbia University, US, [email protected]) ▪ This linguistic and ethnographic study explores everyday resistance to the ideology of dependence as it is constructed through teacher-student interaction and student personal narratives in adult education classes. Classes were held in a supportive housing facility for ex-homeless people. Results illustrate the importance of “place” in resistance.


Recognition research of Chinese characters by L2 learners of Japanese: Beginner vs. intermediate and logographic L1 vs. alphabetic L1

Kazumi Matsumoto (Purdue University, US, [email protected]) ▪ The purpose of this presentation is to discuss L2 logographic recognition in Japanese through a brief review of previous recognition studies as well as an experiment conducted with a computer-based test, and to make attendees aware that further recognition studies are needed.


Tolerability and the contest over minority language rightsStephen May (University of Waikato, New Zealand, [email protected]), François Grin (University of Geneva, Switzerland, [email protected]) ▪ This paper focuses on the contest over language rights in three contexts where minority rights already exist: Quebec, Switzerland, and Wales. The organizing principle of the paper is the concept of “tolerability,” which relates to the degree to which majority language speakers’ support can be secured for minority language rights.


The nominal group in undergraduate writingAnne McCabe (Saint Louis University, Madrid, US, [email protected]), Christopher Gallagher (International Christian University, Tokyo, [email protected]) ▪ This paper provides results from an investigation of nominal groups in developing and profi cient undergraduate writing. The nominal groups were analyzed for: complexity, transitivity roles, and textual function. The results provide insights as to how writers develop a more “academic” use of nominal groups, and writing classroom activities are provided.


148




Open-ended activities in the second language classroomBede McCormack (Hunter College, City University of New York, US, [email protected]), Barbara Hawkins (Teachers College, Columbia University, US, [email protected]), Gabrielle Kahn (Teachers College, Columbia University, US, [email protected]) ▪ This paper questions interactionist fi ndings that closed-ended tasks provide the most ideal conditions for SLA. Employing Conversation Analysis, data from adult and child learners in L2 classrooms reveal that information gaps emerge spontaneously and productively through open-ended activities, leading to increasingly target-like language patterns.


The acquisition of the English present perfect in the L2 classroomDavid McCormick (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ An exploratory 8.5-hour study (pre-test, immediate post-test) that attempted to compare the relative effectiveness of either L1-based or L2-based metalinguistic instruction on the acquisition of the present perfect tense in an adult ESL classroom will be described.


Syntactic priming and ESL question developmentKim McDonough (Northern Arizona University, US, [email protected]), Alison Mackey (Georgetown University, US, [email protected]) ▪ This study explored the impact of syntactic priming on EFL question development with Thai learners. The results are discussed in terms of their contribution to ongoing efforts to explain how different interactional features impact ESL question development.


Rationales for proactive language-in-education policiesMary McGroarty (Northern Arizona University, US, [email protected]) ▪ Drawing on general formulations of language policy and scholarship on contemporary language-in-education policies in the U.S., this presentation articulates multiple rationales for proactive approaches to public discussions of educational language policy. Identifying these may help counter restrictive arguments that constrain understanding of and support for multilingual educational opportunities.


Language, ideology, and confl ict: Letters from the West BankSky McLaughlin (University of Liverpool, UK, [email protected]) ▪ This paper investigates how a group of West Bank children appraise their experiences living through the second Intifada. Analysis exploring themes of identity, nationality and confl ict, and discussion will identify possible reasons why certain entities or groups of social actors that appear frequently in the texts and might be expected to be described using highly evaluative language, are not.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Grand Salon A ▪ LID

Local tensions in ELT policy in the P.R.C. and the U.S.: Issues in globalizationPaul McPherron (University of California, Davis, US, [email protected]) ▪ This presentation addresses ELT policy at a university in southern China and through Chinese graduate students in the United States. The presentation maintains that universities in North America as well as foreign “experts” in the P.R.C. need to examine tensions in the “globalizing” currents of ELT.


Concept-based instruction and gesture: Can we change the way we gesture depending on the language we use?

Francisco Meizoso (University of Massachusetts, Amherst, US, [email protected]) ▪ Taking the Vygotskyan framework as a point of departure (see Lantolf 2000), this paper focuses on the behavior of the speech/gesture interface in advanced L2 speakers of English and Spanish. Can speakers change their gestures in an L2?


An emergentist approach to L2 syntax: The longitudinal development of dependency resolution

Dean Mellow (Simon Fraser University, Canada, [email protected]) ▪ In many English constructions, verbs do not combine immediately with their subjects and complements. Adopting an emergentist approach (e.g. O’Grady, 2005), this paper examines the longitudinal L2 acquisition of different kinds of resolution of these lexical dependencies. Acquisition was item-based and gradual. Non-fi nite complements were fundamental within syntactic development.


News bias: Using critical discourse analysis to teach media literacyLara Messersmith (Portland State University, US, [email protected]) ▪ Old news is still news. Blending SFL and CDA principles, this study looks at newspaper coverage of the 2004 U.S. presidential election and uses Thematic Analysis, as well as unconventional approaches to transitivity and markedness theory, to explore bias and recommend pedagogical applications for improved media literacy programs.

Monday, June 19, 2006 ▪ 14:00 - 14:30 ▪ Exécutif ▪ DIS

Global trends in EFL/ESL development: En route for a transnnational curriculum?Florin Mihai (Florida State University, US, [email protected]) ▪ The paper will identify and investigate global trends in EFL and ESL curriculum development by comparing the Common European Framework of Reference for Languages with proposed TESOL’s ESL Pre-K-12 standards and Florida’s Sunshine State Standards.


Dilemmas of identity for the non-native ESL teacherJenny Miller (Monash University, Australia, [email protected]) ▪ This paper presents a case study of a culturally and linguistically diverse teacher education cohort in an Australian university. The presenter explores the constructs of native and nonnative speaker in the context of ESL teaching and then focuses on the dilemmas faced by one Chinese preservice teacher during her ESL practicum.


Conceptual blending and personal oral narrative: The role of prosodic evaluation devices

James Mischler (Oklahoma State University, US, [email protected]), Rebecca Damron (Oklahoma State University, US, [email protected]) ▪ This presentation reports on a study of personal oral narratives produced in one conversation. Labov’s (1972) internal evaluation devices were employed for analyzing conceptual integration networks of Conceptual Blending Theory (Fauconnier, 1994, 1996; Fauconnier & Turner, 2002). Results indicate that internal evaluation devices signal blended spaces in narrative structure.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Été des Indiens ▪ DIS

149




From genres to genre systems: Teaching academic writing to graduate students across disciplines

Daniella Molle (University of Wisconsin at Madison, US, [email protected]) ▪ The presenter describes a genre systems approach to teaching academic writing to graduate students that involves multistage and multigenre activities with a unifi ed thematic focus. The presenter discusses the rationale, including her own research, behind this approach, its individual stages, and its application in different contexts.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Auteuil B ▪ RWL ▪ LEL

The language of critical thought: Or shewing the fl y out of the fl y bottleTim Moore (Monash University, Australia, [email protected]) ▪ This study uses a broadly Wittgensteinian approach to investigate academics’ conceptions of critical thinking, a somewhat ill-defi ned notion in higher education literature. Reporting of results focuses on certain key words that emerged from the data: “argument,” “theory,” “reason,” “evidence,” “source,” and “conclusion.” Teaching implications of these variable vocabularies are considered.


Task-essentialness in computer-mediated tasks: Its effects on L2 learners’ production and recognition of the Spanish preverbial clitic

Nina Moreno (Georgetown University, US, [email protected]) ▪ It has been argued that task-essentialness, by virtue of ensuring learners’ attention on the target structure during task completion, effectively promotes L2 development. The present study expands on this research strand by investigating the effects of task-essentialness, presented via a computerized task, on the development of a syntactic Spanish structure.


Participation in online contexts: The role of social presence, instructor presence, and identity

Tannis Morgan (University of British Columbia, Canada, [email protected]), Stephen Carey (University of British Columbia, Canada, [email protected]) ▪ In a case study of two graduate courses, we use Transactional Distance theory (Moore, 1973) and Lave and Wenger’s concept of Communities of Practice (1991) to look at how social presence, instructor presence, and identity infl uence the development of and participation within an online learning community.


Neural correlates of second language at low and high profi ciency: An artifi cial language study

Kara Morgan-Short (Georgetown University, US, [email protected]), Karsten Steinhauer (McGill University, Canada, [email protected]), Cristina Sanz (Georgetown University, US, [email protected]), Michael Ullman (Georgetown University, US, [email protected]) ▪ This paper explores the neurocognitive underpinnings of adult SLA by examining the learning of an artifi cial language to advanced levels of profi ciency under explicit and implicit training conditions. The study is designed to elucidate L2 neurocognitive correlates, and may allow competing neurocognitive and SLA models to be distinguished.

Tuesday, June 20, 2006 ▪ 15:10 - 15:40 ▪ Auteuil B ▪ COG

Language, culture, gender, and disciplinary socialization: A case study of a male Japanese doctoral student in education

Naoko Morita (University of British Columbia, Canada, [email protected]) ▪ This paper provides a longitudinal, in-depth analysis of the disciplinary socialization experiences of a male Japanese doctoral student at a Canadian university. Drawing from a constructivist notion of identity, it examines the role of language, culture, and gender and the complex relationships among them in second language academic discourse socialization.

Tuesday, June 20, 2006 ▪ 10:45 - 11:15 ▪ Picardie A ▪ LCSA contrastive cross-cultural study of the speech act of disagreement in English and Arabic

Nader Morkus (University of Texas at Austin, US, [email protected]), Tony Erben (University of South Florida, US, [email protected]) ▪ This paper presents the results of a cross-cultural investigation seeking to identify how and why native speakers of Arabic and American English differentially mitigate and aggravate their disagreements in different contexts.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Auteuil B ▪ LCS

The architectural presentation: A case of complementarity of image and text in a spoken academic genre

Janne Morton (University of Melbourne, Australia, [email protected]) ▪ This paper investigates the role of images and text in a spoken academic genre - the architectural design presentation. An analysis of ten fi rst-year student presentations revealed that the visual and verbal channels carried distinctly different but complementary discursive loads.


Negotiating ESOL teachers’ racial identitiesSuhanthie Motha (University of Maryland, US, [email protected]) ▪ This presentation examines the challenges that four fi rst-year ESOL teachers faced as they grappled with the signifi cance of their own racial identities in the process of negotiating the inherent racialization of ESOL in their U.S. K-12 public school language teaching contexts.


“Parce” (que) vs “à cause” (que) in Ontario FrenchRaymond Mougeon (Glendon College, York University, Canada, [email protected]), Terry Nadasdi (University of Alberta, Canada, [email protected]), Katherine Rehner (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This paper investigates sociolinguistic change by comparing the variable use of conjunctions “parce” (que) vs “à cause” (que) in the spoken French of adolescent Ontario Francophones from 1978 and 2004/5. We measure the discursive frequency of both variants and assess the effect of extra-linguistic and linguistic factors on such frequency.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Picardie A ▪ SOC

Promoting pushed output and noticing of linguistically complex structures through task complexity and task condition

Yuka Muraoka (International Christian University, Japan, [email protected]) ▪ It is proposed that cognitive complexity imposed by tasks promote pushed output and noticing and that task condition infl uences learners’ performance and attention in an important way. The present study attempted to investigate whether task complexity and task condition interactively prompt pushed output and noticing of linguistically complex structures.


Communicating in the workplace: ESL engineering students on professional internships

Johanne Myles (St. Lawrence College, Canada, [email protected]) ▪ This paper explores the challenges of ESL interns preparing for careers in the technical professions. Through analyzing the interns’ experiences, the study acknowledges the role of culture and linguistic difference in communicative behavior. Communicative competence is analyzed from an ecological perspective, and implications are provided for pedagogy in professional communication.


150




Le rôle du support oral et de la conscience morphosyntaxique dans la maitrise de l’écrit: étude comparative français-espagnol

Marie Nadeau (Université du Québec à Montréal, Canada, [email protected]), Esmeralda Matute (Universidad de Guadalajara, Mexico, [email protected]), Ana-Luisa Gonzalez-Reyes (Universidad de Guadalajara, Mexico, [email protected]) ▪ Les francophones sont-ils condamnés à l’analyse dès qu’ils écrivent? Dans quelle mesure l’oral fournit-il un support à la réalisation des accords? La comparaison de jeunes scripteurs francophones et hispanophones permet de mieux comprendre le rôle de l’oral et celui des connaissances grammaticales implicites ou explicites à l’écrit.


Different use of kinship terms in Japanese according to gender, formality of settings, and familiarity of interlocutors

Miyoko Nakajima (University of Oregon, US, [email protected]) ▪ This paper investigates how college-age native Japanese speakers of both genders address and refer to parents under different situations according to formality of settings and different interlocutors. The results indicate that it is important to incorporate social factors more vigorously in language classrooms.

Monday, June 19, 2006 ▪ 15:10 - 15:40 ▪ Picardie A ▪ SOC

Testing a latent factor model of non-linguistic factors among Japanese EFL learners

Akira Nakayama (Ashikaga Institution of Technology, Japan, [email protected]) ▪ In this presentation, I propose a latent factor model of non-linguistic factors, named the Belief-Mediation Model, and report whether the model fi t the data obtained from a self-report questionnaire on non-linguistic factors and an achievement test by using structural equation modeling. I also discuss implications and further research.


Study of effi cacy and effects of various types of teacher feedback on student writing in Japanese

Kazuaki Nakazawa (Purdue University, US, [email protected]) ▪ This study reports on the effects of various types of teacher feedback on writing by American university students enrolled in a third-semester Japanese course: 1) direct correction, 2) coded feedback, 3) revising criteria, and 4) no feedback serving as a control group. Discussions and implications will be provided.


Interactional focus on form in response to L2 written errorsHossein Nassaji (University of Victoria, Canada, [email protected]) ▪ This study examined the role of interactional focus on form as it occurred in response to L2 written errors in an adult ESL classroom. Results indicated that learners were more likely to benefi t from focus on form when it involved extended negotiation than when it involved limited or no negotiation.


A lifetime of reading: What Chinese teachers bring to the classroom when they teach English reading

Gretchen Nauman (Pennsylvania State University, US, [email protected]) ▪ This study of Chinese university-level EFL teachers’ understanding of their own L1 and L2 literacy and how they teach L2 reading shows how seven teachers have different approaches to reading, giving insight into the teaching of L2 reading in different cultures and effective professional development experiences for L2 reading teachers.


Representation of women’s issues in Kenya: A critical discourse analysisJacinta Ndambuki (University of the Witwatersrand, South Africa, [email protected]) ▪ This paper explores representation of women’s issues in Kenyan political discourse using data from focus group discussions in the prism of critical discourse analysis (CDA). It is based on work in progress for a PhD project. Emerging issues relating to CDA as a methodological framework in Applied Linguistics are explored.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Picardie B ▪ RES ▪ REC

The pragmatics of “making nice” in multimedia: Cooperation, relevance, and multimodal communication

Mark Evan Nelson (University of California, Berkeley, US, [email protected]) ▪ This paper begins to elucidate the empirical workings of Grice’s “Cooperative Principle” within the context of multimodal communication. Referencing multimedia narratives created by Japanese and American students, the presenter shows how multimodal communication may entail a form of “cooperation” other than that which may be obtained on the level of language alone.


Learning against the grain: The evolutionary adaptation of language to early learning and its consequences

Robert Nelson (Purdue University. US, [email protected]) ▪ Data from an artifi cial language learning measure (n=36) as well as from populations of connectionist networks in an iterated learning task will be presented to show that the cultural evolution of language has important implications for an explanation of the typical difference in L1 and L2 learning outcomes.


Requesting in medical discourse: A Japanese doctor’s use of politeness strategies

Takako Nishino (Temple University, Japan, [email protected]) ▪ This research attempts to show how one Japanese doctor uses politeness strategies when making requests to patients during his consultations. By analyzing fi ve hours of naturally occurring conversation data, I found that the doctor employed both positive and negative politeness strategies under the constraints of an honorifi c system.


Effects of collaborative output on second language vocabulary acquisition: A study from both information-processing and sociocultural perspectives

Ruiying Niu (University of Hong Kong, China, [email protected]) ▪ This study investigated the effects of collaborative output on second language vocabulary acquisition. Quantitative data analysis revealed the superior effect of collaborative output over reading comprehension. Mixed results were attained for collaborative oral and collaborative written output. Qualitative analysis manifested how sociocultural aspects of interaction contributed to cognitive word processing.


Semantic change of -nke construction in Korean conversational discourse: The emergence of subjectivity and intersubjectivity

Jini Noh (University of California, Los Angeles, US, [email protected]) ▪ This paper discusses the emergence of the subjectivity and intersubjectivity of the -nke + copula construction in Korean conversational discourse by examining how people manipulate the -nke construction for interactional purposes, and how this process expands the functions of the -nke construction.


151




Task complexity and linguistic output: Second language development and learning opportunities in communicative interaction

Ana-Maria Nuevo (Georgetown University, US, [email protected]) ▪ This study investigates learning opportunities afforded through output under different task complexity conditions. The study compares ESL learners engaged in high-complexity language-learning narrative tasks with those engaged in low-complexity narrative tasks. Approximately 100 learners participated in this experiment, which focused on learning of the English past tense.


The effects of assertiveness on performance in group oral assessmentsGary Ockey (University of California, Los Angeles, US, [email protected]) ▪ This paper reports on a study of a group speaking test which investigated the effects of the assertiveness of the members of one’s group, as measured by the Japanese version of the NEO-PI-R, on the performances of the other members of one’s group. The study employed a structured interview procedure.


Interactional uses of acknowledgment tokens in Korean conversationSun-Young Oh (Seoul National University, South Korea, [email protected]), Yong-Yae Park (Seoul National University, South Korea, [email protected]) ▪ Within the framework of conversation analysis, this paper investigates the use of two Korean acknowledgment tokens, ung and e, in spontaneous conversation. It will be demonstrated that these two seemingly comparable forms meaning “yes” are, in fact, deployed for different interactional purposes, and that there exists orderliness in their use.


On a sight-seeing bus: Language and identity of Japanese students in international schools in Japan

Hanako Okada (Temple University, Japan, [email protected]) ▪ What is it like to live in one’s own country and yet be educated entirely in a foreign language? This case study investigates language and identity of Japanese high-school students enrolled in international schools in Japan. Using narrative inquiry as a method, the students’ complex subjectivities are brought to light.


The “how” and “why” questions in the study of conversational code-switching revisited: A Taiwanese case study

Shigeko Okamoto (California State University, Fresno, US, [email protected]), Wen-Ping Chen (Legend Education Center, [email protected]) ▪ This paper examines code-switching behavior of bilingual Mandarin-Taiwanese speakers in two cities (Taipei and Kaohsiung) in Taiwan, an unstable multilingual society. We analyze ten audio-taped conversations to see how and why speakers code-switch. We then consider how best code-switching can be accounted for and propose a multi-dimensional approach.


Use of corpus and ethnography for the analysis of language and culture in scientifi c research articles

Akiko Okamura (Takasaki City University of Economics, Japan, [email protected]) ▪ This study combines both corpus and ethnographic approaches to examine the role of culture and language in science, and to highlight the diffi culties faced by Japanese novice scientists. The analysis indicates not only language diffi culties but also an understanding of different value systems for Japanese scientists to succeed in scientifi c discourse.


Grammatical metaphor in research articles: Linguistic and disciplinary contrastsLucia Oliveira (Pontifícia Universidade Católica do Rio de Janeiro, Brazil, [email protected]) ▪ This study contrasts grammatical metaphors in linguistics and nutrition research articles in American English and Brazilian Portuguese. The conversion of concrete ideas into abstract ones shows variation across disciplines and languages through the use of specifi c grammatical patterns. The need for language-specifi c, systemic-functional characterization of grammatical metaphor is discussed.


Telling stories about “Us:” Narrative construction and national identity in U.S. history textbooks

Mark A. Ouellette (University of Texas, Arlington, US, [email protected]) ▪ This paper reports on a study of three history textbooks, examining their deictics, pronouns, and other discourse structures in terms of how these indexicals construct narratives regarding national identity. The fi ndings suggest that historical narratives presuppose cultural ideologies and vary with respect to the purposes and target readers of textbooks.


Aspect from an input processing perspective: Evidence for the Aspect HypothesisMark Overstreet (Dickinson College, US, [email protected]) ▪ An Eyelink II was used to track participants’ eye movements as they read target sentences in Spanish. Each verb appeared in two sentences that were identical except for the grammatical aspect. Results reveal a signifi cant increase in reading time for NNS groups when grammatical and lexical aspect do not match.


Pre-listening is a must, but what kind of pre-listening activity for more effective listening comprehension?

Nilufer Ozgur (Anadolu University, Turkey, [email protected]) ▪ This study investigates the effectiveness of different pre-listening activities on students’ listening comprehension in a Turkish state university. The statistical analysis shows that all pre-listening activities have a signifi cant effect on students’ listening comprehension. However, doing research and discussing the topic beforehand increases students’ listening comprehension the most.


How to present knowledge politely: Korean-American families’ use of the evidential verb-suffi x –ji

Eunjin Park (New York University, US, [email protected]) ▪ This study examines how three-generational Korean-American families present their own knowledge, while simultaneously expressing their respect towards the knowledge of others. The presentation highlights how speakers strategically use the evidential verb-suffi x –ji to indicate shared ownership of information as well as to coerce and challenge other family members.


Category terms as resources for referring to speakers and recipientsJae-Eun Park (University of California, Los Angeles, US, [email protected]) ▪ Within a Conversation Analytic framework, this paper examines a type of complex reference, namely categorical reference that substitutes the default practices of “I/me” and “you.” This presentation will discuss how these marked and unmarked ways of referring to present persons fi gure in the development of unfolding arguments in English conversations.


152


The Infl uence of pretask instructions and planning on learner-generated incidental focus on form

Sujung Park (University of Illnois, US, [email protected]) ▪ The study investigated whether pretask instructions and planning time affect learner-generated incidental focus on form during task-based interaction. The results describe the individual and combined impact of instructions and planning on the occurrence of focus on form, and provide insight into learners’ planning processes.


Exploring the resources that students draw on as they develop conceptual understanding in economics

Moragh Paxton (University of Cape Town, South Africa, [email protected]) ▪ This paper will describe the fi ndings of a research project which used intertextual and linguistic tools to explore the intersection of the academic curriculum and student voice in fi rst-year university economic assignments, before proposing a theoretical and methodological framework for extending the project.


The role of oral dialogic speech (talk) with the use of computers in language classrooms: A digital video ethnography study

Martine Pellerin (University of Calgary, Canada, [email protected]) ▪ The discussion will focus primarily on the role of oral dialogic speech in fostering the second language learning process in peer interaction while using the computer. The discussion will be supported by the viewing of video segments of learners engaged in peer interaction (in French) while using the computer.

Tuesday, June 20, 2006 ▪ 10:45 - 11:15 ▪ Exécutif ▪ TEC

Challenging professional identity: Bilingual teachers’ experience of Language Arts policy change in an Oregon school district

Margaret Perrow (Southern Oregon University, US, [email protected]) ▪ This paper presents a critical discourse analysis of how a federally mandated change in a school district’s Language Arts policy challenged the professional identity of bilingual teachers. It explores the way teachers (re)position themselves through their discourse (in relation to curriculum, district, and students) and suggests implications for teacher education.


Acquiring vocabulary through reading comprehension tasks or through vocabulary tasks? The case of Flemish students studying German

Elke Peters (Katholieke Universiteit Leuven, Belgium, [email protected]) ▪ This study explores the interaction between vocabulary tasks, task-induced word relevance, and incidental/intentional vocabulary learning amongst Flemish students studying German. We wanted to investigate the effectiveness of the FonF and the FonF’s approach by having students do either a reading comprehension task (word relevance/FonF) or a comprehension task followed by a FonFs-vocabulary task.


Reasons for L2 learners’ miscalibrationAek Phakiti (University of Sydney, Australia, [email protected]) ▪ This study reports on a qualitative study looking at the reasons for miscalibration (mismatch between confi dence judgments of performance and actual performance). With 20 test takers retrieved for retrospective interviews, major reasons for miscalibration could be identifi ed. Discussion of the fi ndings, implications, and an agenda for further research are articulated.


In-class vs distance learning: Comparing anxiety profi les of language learnersFrancois Pichette (Université du Québec à Montréal, Canada, [email protected]) ▪ The study provides the fi rst comparison of anxiety profi les between in-class and distance language learners. First-semester French-speaking learners of English or Spanish were tested for general foreign language anxiety, reading anxiety, and writing anxiety. Implications for distance learning instructors and institutions are discussed.


Introspection of designers of video-listening tasksJuan Pino (Universidad Simón Bolívar, Mexico, [email protected]), Maria Milagros Antonini (Instituto Pedagogico de Caracas, Venezuela, [email protected]) ▪ The paper describes the result of the introspection of two designers of video-listening tasks. It was found that task choice was determined by the nature of the video segment and that designers tended to rely more on audio than visuals.


Test use in context: A study of placement decisions in a language programLia Plakans (University of Iowa, US, [email protected]), Maureen Burke (University of Iowa, US, [email protected]) ▪ This paper presents a study of test use in an intensive English program. The research focuses on how tests and other information interact with the decision-making process. Conclusions will discuss the implications for IEPs and for the fi eld of language testing.


“Mirando al norte:” The “narrative emplotment” of a Mexican English teacher professional development / Spanish language monitor program in Canada

John L. Plews (St. Mary’s University, Canada, [email protected]), Yvonne Breckenridge (University of Alberta, Canada, [email protected]), Carolina Cambre (University of Alberta, Canada, [email protected]) ▪ Our interpretive study concerns an international second language teacher professional development program. We ask what it is like for Mexican English teachers to work as Spanish teaching assistants in Canada as part of a professional development program. We emphasize the personal and professional successes as well as the program’s curricular and pedagogical shortcomings.


From measurement to cooperation: Dynamic Assessment and L2 developmentMatthew Poehner (Juniata College, US, [email protected]) ▪ Dynamic Assessment is based on Vygotsky’s Zone of Proximal Development and encourages assessor-learner interaction to understand and promote development. Traditional approaches to theorizing abilities and interpreting outcomes must be reconceptualized within a development-oriented framework. Arguments are supported with examples from a French L2 DA study.


Language-focused instruction in university content-based literature classes: A profi le of three Spanish classes

Charlene Polio (Michigan State University, US, [email protected]), Eve Zyzik (Michigan State University, US, [email protected]), Sarah Hodge (Michigan State University, US, [email protected]) ▪ This multiple case study of three university Spanish literature classes examines whether or not students in literature classes receive opportunities to focus on language. It compares students’ expectations in such content-based classes with their instructors’ perspectives on the course goals. Implications for advanced foreign-language instruction are addressed.




153


The messiness of language socialization in reading groups: Resistance to and participation in the values of essayist literacy

Deborah Poole (San Diego State University, US, [email protected]) ▪ This paper investigates several fi fth grade reading groups from the perspective of literacy socialization (Schieffelin & Ochs 1988). The interaction-focused analysis fi nds that although these groups constitute sites of socialization to an essayist view of literacy, there is also evidence of student resistance to such an orientation.

Monday, June 19, 2006 ▪ 8:15 - 8:45 ▪ Picardie A ▪ LCS

Stratégies, interaction et apprentissage lexical en FLS: Questions méthodologiques dans une recherche-action

Valérie Prat (Université Western Ontario, Canada, [email protected]), Jeff Tennant (Université Western Ontario, Canada, [email protected]) ▪ Notre étude expérimentale porte sur l’acquisition lexicale en FLS, et compare l’effi cacité du travail avec un partenaire et celle de la formation préalable aux stratégies d’apprentissage. Un codage détaillé de chaque variable nous permet d’observer le degré de succès individuel des traitements pendant la collecte de données, et d’affi ner les résultats.

Saturday, June 17, 2006 ▪ 10:45 - 11:15 ▪ Auteuil B ▪ RES ▪ REC

Corrective feedback and repair in e-mail tandem exchangesSabrina Priego (Université Laval, Canada, [email protected]) ▪ In this paper, I will present the results of a study that examined the provision of corrective feedback and learner repair following feedback in the interactional context of email tandem exchanges between undergraduate students of Spanish and French as a foreign language.


Korean graduate students’ perspectives on their writing in EnglishJeongsoo Pyo (Ohio State University, US, [email protected]) ▪ The presenter investigates Korean graduate students’ perspectives on their writing in English in an academic context. The presentation will explore their experiences in writing and their awareness of rhetorical differences between Korean and English via data obtained through a questionnaire and interviews.


Measuring rater consistency: An investigation into the effects of two testing instruments on raters’ scores

Marcello Quintieri (Concordia University, Canada, [email protected]) ▪ This study investigates the effects of model compositions on the consistency of raters’ scores. Two equal groups of ESL teachers, where one group used models, graded sixteen compositions. Findings from a T-test analysis and a multi-faceted Rasch analysis suggest that the use of models improves inter-rater consistency.


L’automatisation de la terminométrie: Premiers résultatsJean Quirion (Université du Québec en Outaouais, Canada, [email protected]), David Nadeau (Canada National Research Council, Gatineau, Canada, [email protected]), Caroline Barrière (Canada National Research Council (CNRC), Gatineau, Canada, [email protected]) ▪ L’aménagement terminologique doit comporter une phase d’évaluation et de contrôle, encore négligée. La terminométrie rend cette phase possible. Un protocole terminométrique récent a fait l’objet d’une application logicielle appelée Barçah. Les perspectives nouvelles qu’offrent la terminométrie informatisée pour la terminométrie, l’aménagement terminologique et les technologies langagières seront discutées.

Saturday, June 17, 2006 ▪ 12:00 - 12:30 ▪ Auteuil B ▪ LPP ▪ APL

Degree adverbs ending in -ly in an English-Spanish parallel corpus: Implications in foreign language teaching and translation

Noelia Ramón (University of León, Spain, [email protected]), Belen Labrador (University of León, Spain, [email protected]) ▪ The ACTRES parallel corpus (English-Spanish) was used to provide an inventory of translation possibilities for transferring the meaning conveyed by English –ly degree adverbs. The aim is to unveil regularities between formal resources and meaning functions. These cross-linguistic correspondences will be useful in the FLT classroom and in translator training.


“With a little help from my friends?” Social networks and L2 fl uency developmentLeila Ranta (University of Alberta, Canada, [email protected]) ▪ This paper examines the relationship among social network, exposure, and fl uency variables in data gathered in a longintudinal study of Chinese graduate students at a Canadian university. Discussion focuses on the relative impact of quantity vs. quality of exposure in L2 fl uency development in naturalistic settings.


Digital transmission of language and cultureVictoria Rau (Providence University, Taiwan, [email protected]), Meng-chien Yang (Providence University, Taiwan, [email protected]) ▪ Computers and the Internet present new opportunities for preservation and transmission of language and culture, both inside the language community and around the world. Steps in the process, including gathering materials, digital archiving, and production of multilingual interactive resources will be described for the Yami language of Orchid Island.


Differences in the implicit learning of simple and complex syntactic rulesPatrick Rebuschat (University of Cambridge, UK, [email protected]) ▪ This paper focuses on the question of whether there are differences in the implicit learning of simple and complex syntactic rules. The results of an experimental study, which employed a semi-artifi cial grammar consisting of English words and German syntax, suggests that there are. Observed patterns and possible reasons will be discussed.

Monday, June 19, 2006 ▪ 16:30 - 17:00 ▪ Auteuil A ▪ COG

The impact of task complexity and recasts on L2 acquisitionAndrea Revesz (Teachers College, Columbia University, US, [email protected]) ▪ This study explored the effects of recasts, task content familiarity, and the presence-versus-absence of visual support on adult learners’ acquisition of the past simple and past progressive forms. The results are discussed in terms of the predictions of the single-resource versus multiple-resources view of attention.


A causal model of factors affecting EFL reading performance among Iranian EFL college students

Abdolmehdi Riazi (Shiraz University, Iran, [email protected]), Saeed Mehrpour (Shiraz University, Iran, [email protected]) ▪ Based on the analyses of data collected from three tests and three questionnaires administered to 131 male and female Iranian EFL university students, a causal model of factors affecting participants’ reading performance in English is proposed. Direct, indirect, and interactive relationships among the factors are depicted in the model.




154


Summary writing: A comparative study of French-Immersion and francophone students’ grammatical competencies

Léonard Rivard (Collège universitaire de Saint-Boniface, Canada, [email protected]) ▪ This study compares the French-language grammatical competencies of secondary students with those of university students on the basis of written summaries. The analysis of data focused on differences related to program (FL1 or FL2) and level (grades 9-12 and university) for each of 38 grammatical variables.


Bilinguisme et apprentissage de la traduction font-ils toujours bon ménage?Carmen Roberge (Collège Universitaire de Saint-Boniface, Canada, [email protected]), Moses Nyongwa (Collège Universitaire de Saint-Boniface, Canada, [email protected]) ▪ Le bilinguisme actif et le « paradoxe identitaire » qu’il provoque pourraient-ils nuire à l’apprentissage de la traduction chez des étudiants en situation minoritaire ? Si tel est le cas, l’enseignement de la traduction doit être repensé en tenant compte de la mobilité identitaire des apprenants.


The acquisition of sociolinguistic variation by toddlersJulie Roberts (University of Vermont, US, [email protected]) ▪ This presentation explores the acquisition of local dialect by toddlers. The emergence of both back and front vowels in New York and Vermont two year olds demonstrates that vowel differences begin early, with intervowel acquisition preceding intravowel learning. Both “naturalness” and lexical learning provide scaffolds for the child’s early dialect acquisition.


Language policy and linguistic variation in a West African context: Bridging the past and the future

Joao Rosa (University of Wisconsin-Madison, US, [email protected]) ▪ This paper presents an historical look at linguistic policy in a newly independent West African country (Cape-Verde) and attempts to move beyond the colonizer/colonized language debates through data gathered in focus group sessions, life history interviews, and document analysis.


Modeling rater disagreement on task based assessmentsSteven Ross (Kwansei Gakuin, Japan, [email protected]) ▪ Rater disagreement in identifying task-fulfi llment on performance assessments has been the Achilles Heel of task-based assessment. Diagnosis of potential disagreement factors has not kept pace with methods of statistical adjustment of bias and inconsistency. The present study features multilevel analyses of rater disagreement designed to identify factors that increase the odds that combinations of raters are likely to misidentify assessment criteria and hence depress inter-rater reliability.


“Speaks fl uently”: English language profi ciency tests and oral fl uency rating criteria

Marian Rossiter (University of Alberta, Canada, [email protected]) ▪ In this presentation I examine the varying fl uency criteria used in rating scales in English language oral profi ciency tests, compare them with temporal factors that infl uence perceptions of fl uency in SLA research, assess implications for L2 learners and teachers, and make recommendations for English language oral profi ciency testing.


Formulaic language development: The effect of profi ciency and type of inputSusanne Rott (University of Illinois at Chicago, US, [email protected]) ▪ This study compared learners’ ability to a) use formulaic sequences in context (essay task) and b) provide an L1 to L2 translation (uncontextualized task). Participants learned the targeted sequences in one of the following conditions: a) underlined in a sentence (enhanced condition), or b) as an abstract, dictionary-like expression.


Représentations d’apprenants et utilisation de la langue de référence (L1) en contextes institutionnels universitaires

Cécile Sabatier (Simon Fraser University, Canada, [email protected]), Rachel Varshney (Macquarie University, Australia, [email protected]) ▪ La présente communication s’ancre dans une étude plus large qui vise à mettre en lumière les facteurs contextuels qui entrent en jeu d’une part, dans l’élaboration des représentations et attitudes d’étudiants apprenant le français en contextes institutionnels universitaires (en Australie et au Canada) et d’autre part, dans leurs stratégies d’apprentissage langagière. La communication sera une communication bilingue français/anglais.


English as a medium of instruction in Turkey: Benefi t or threat?Mehmet Sahin (Iowa State University, US, [email protected]) ▪ This paper focuses on English-medium instruction in Turkish educational institutions and discusses linguistic hegemonic process and disempowerment of the society through English-medium education. It also provides insights as to how the insinuation of English-medium education into the society jeopardizes the nation’s cultural identity and language and how curricula must be reconstructed, taking those risks into consideration.


Communication strategies in instructional contexts: The washback of a task-based test of spoken language on learners’ use of communication strategies

Shahrzad Saif (Laval University, Canada, [email protected]) ▪ This presentation discusses the washback effect of a needs-based spoken language test designed for screening International Teaching Assistants (ITAs) on ITAs’ use of oral production and comprehension communication strategies in interactional teaching contexts. The results reveal an indirect yet positive impact of the test on ITAs’ use of compensatory strategies.


The war of appropriate pricing: The discursives of agenda of reforms in NigeriaOladipo Salami (Obafemi Awolowo University, Nigeria, [email protected]) ▪ This paper analyzes the discourses emanating from government-driven increases in the price of petroleum products in Nigeria. Using the framework of critical historical discourse analysis to analyse the contrasting contructs of development in these discourses, the paper concludes that they represent contending ideological orientations ranging from nationalist, neo-liberal to international/global capitalism.


In with the old, out with the new: Indigenous French versus nativized English in Guernsey

Julia Sallabank (Lancaster University, UK, [email protected]) ▪ This research uses a combination of matched guise and personal construct psychology techniques to compare attitudes toward a nativized variety of English in Guernsey and the indigenous variety of French. Discussion is encouraged, especially of comparisons with the sociolinguistic situation in Canada. La communication peut être bilingue si voulu.




155


Teaching to the task: Exploring the boundaries between task-as-workplan and task-in-process

Virginia Samuda (Lancaster University, UK, [email protected]) ▪ This paper reports an empirical case study of different teachers implementing the same task, and focuses on the design elements of the workplan that they exploit. Differences are compared with fi ndings from recent studies of task design expertise, and implications for the distinction between task-as-workplan and task-in-process are discussed.


Framing transfer in narrative discourse: “Footprints” of L1-based perspectivesLaura Sanchez (University of Barcelona, Spain, [email protected]), Scott Jarvis (Ohio University, US, [email protected]) ▪ The present investigation examines the effi cacy of three competing hypotheses about the relationship between language and crosslinguistic infl uence. We evaluate the ability of these hypotheses to account for patterns of L1-based framing transfer in the narrative discourse of L2 users of English who are bilingual in Spanish and Catalan.


Language and Latino academic achievementRaquel Sanchez (Stanford University, US, [email protected]) ▪ Do Latino students with a positive attitude toward Spanish demonstrate fewer risk factors for dropping out of school? Are positive attitudes toward the minority language associated with higher rates of achievement? This paper examines the relationship between linguistic assimilation and academic achievement among U.S. middle school students of Mexican origin.


Heritage language and second language speakers: A study of transfer across linguistic situations

Ana Sanchez-Muñoz (University of Southern California, US, [email protected]) ▪ This study examines transfer in the Spanish progressive constructions in heritage language speakers and in second language speakers of Spanish. The goal is to investigate possible differences between the two groups and explain how transfer relates to formal vs. informal exposure to the language.


The rearticulation of textual voices and the joint construction of interactional alignments in literacy events mediated by the textbook

Denise Santos (Reading University, UK, [email protected]) ▪ This paper explores the ways participants in an educational community rearticulate the voices in the textbook and discusses the interactional opportunities emerging from these rearticulations. It argues that particular positionings might create limited learning opportunities and suggests pedagogical applications that might enhance individuals’ conceptualisation of learning.


Textual borrowing and source attribution in L2 writers’ summariesZuzana Sarikova (University of Utah, US, [email protected]) ▪ This pilot research investigates the amount of textual borrowing and the nature of source attribution in ten L2 writers’ summaries at two points in time, at the beginning and at the end of a university writing course. Signifi cant differences in means suggest a positive effect of instructional intervention.


Modifi ed output of Japanese EFL learners: Variable effects of interlocutor vs. feedback types

Masatoshi Sato (McGill University, Canada, [email protected]), Roy Lyster (McGill University, Canada, [email protected]) ▪ This study compared how Japanese EFL learners interacted with other learners or with native speakers in four learner-learner dyads and eight learner-NS dyads. Comparisons of learner responses containing modifi ed output following different types of feedback (elicitation or reformulation) revealed that conversational partner was a more infl uential variable than feedback type.


Interpreter training at the U.S. Department of State: Heritage speakers as course participants

David Sawyer (United States Department of State, [email protected]) ▪ This study examines the language acquisition background of interpreters participating in training courses for hard-to-staff languages at the Offi ce of Languages Services of the U.S. Department of State. The discussion of data derived from needs analyses focuses on the potential role of heritage speakers in meeting the demand for interpreters.

Saturday, June 17, 2006 ▪ 10:10 - 10:40 ▪ Été des Indiens ▪ TRI

Beyond criteria and standards: Teacher judgment of student performance in second language learning

Angela Scarino (University of South Australia, [email protected]) ▪ Based on data from a longitudinal introspective and retrospective study of teacher judgment of student performance in writing, the paper addresses the inherently interpretive process of making judgments and calls for a re-conceptualisation of validity through the re-introduction of human judges.

Monday, June 19, 2006 ▪ 8:50 - 9:20 ▪ Alfred-Rouleau A ▪ ASE ▪ MEV

Which strategy? Language learners’ pragmatic choices in a study-abroad and EFL context.

Gila A. Schauer (Lancaster University, UK, [email protected]) ▪ This paper presents the results of an investigation into the request strategy choices by learners in two different learning contexts and by English native speakers. The study examines whether the learning environment infl uences learners’ strategy choices and how the learners in Britain develop over a period of nine months.


Matrix assessment: Online second language dialogueUlf Schuetze (University of British Columbia, Canada, [email protected]) ▪ This paper presents a matrix of assessment criteria based on the praxis of an online second language course (German/English). An analysis of 2,247 messages generated by students showed that students who drew on personal experience and emotion, created w-questions, gave examples, and found new material developed an intercultural communicative competence.


The teaching and culture of Household Spanish: Understanding racist reproduction in “domestic” discourse

Adam Schwartz (University of Arizona, US, [email protected]) ▪ Beginning with a survey/analysis of Anglo uses of Spanish (Hill), the presentation will be principally dedicated to developing defi nitions of Household Spanish, as well as how/where it is used and spoken. I will also discuss ideas of indexicality and Whiteness, followed by close analyses of particular HS examples.




156


The role of the nature of the bilingual in lexical selectionJohn Schwieter (Florida State University, US, [email protected]) ▪ In this paper, I discuss the Concept Selection Hypothesis (La Heij, 2005) and the Inhibitory Control Model (Green, 1986; 1998). Both address how activation spreads during lexical access (non-selectively or selectively). Experiments to test how the nature of the bilingual affects the selection processes are also posed.


A multimodal perspective on interactional practices in ESL teaching and learning: A conversation analytic study on ESL tutoring

Mi-Suk Seo (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ This study examines the multimodal character of interactional practices in ESL teaching and learning from a conversation analytic perspective. It describes how ESL teachers and learners coordinate verbal and nonverbal resources to achieve teaching and learning as well as intersubjective understanding, and presents implications for SLA studies and ESL pedagogy.


The continued problems with Arabization campaigns: From colonization to globalization

Kassim Shaaban (American University of Beirut, Lebanon, [email protected]), Ghazi Ghaith (American University of Beirut, Lebanon, [email protected]) ▪ The Arabization campaigns that were launched in the Arab world have failed to achieve their goals, leaving Arabic as a national language and medium of instruction lagging behind the foreign language in education, science and technology, and business. This paper analyses the reasons behind the failure and suggests solutions.


Do individual learner factors mediate the effect of corrective feedback on L2 acquisition?

Younghee Sheen (University of Nottingham, UK, [email protected]) ▪ This paper examines the differential effects of oral corrective feedback on L2 acquisition in relation to two individual learner factors. Metalinguistic feedback was found to be superior to recasts in promoting learning and was also benefi cial for learners with strong language aptitude and a positive attitude towards error correction.


Cultivating cross-cultural communicative competence through intercultural language socialization

Xingsong Shi (University of Texas at San Antonio, US, [email protected]) ▪ Through ethnographic research, and by integrating language socialization theory with intercultural communication theory, the study intends to seek answers for what are the most infl uential languacultural factors and how they function to socialize international students to communicate effectively in cross-cultural communication settings. Educational implications are sequentially drawn.


Authentic femininity in two dialects of JapaneseJanet S Shibamoto Smith (University of California, Davis, US, [email protected]), Debra J Occhi (Miyazaki International College, Japan, [email protected]) ▪ This paper addresses questions of “authentic” linguistic femininity in Japan. It examines representations of women in the NHK drama Wakaba, residing in Miyazaki and Kobe. Female characters’ dialect and SJ “women’s language” use are analyzed in order to highlight problems with the direct linkage of linguistic femininity to Standard Japanese.


The effects of different lexical processing strategies on reading comprehension and vocabulary learning

Wenyuh Shieh (Ming-Hsin University of Science and Technology, Taiwan, [email protected]) ▪ The study investigates the various lexical processing strategies that EFL intermediate learners employ when reading authentic English material for comprehension, and the effects of the strategy use on vocabulary learning. The data of the post-reading interviews reveal the strategy choices of the learners when they encounter unknown words.


Why the Japanese cannot put forward their point of view: Two cultures of literacyKikuko Shiina (Chiba University, Japan, [email protected]), Toru Tadaki (Meijo University, Japan, [email protected]) ▪ This paper reports on the results of an ongoing research project, which explores the reason(s) why Japanese learners of English often cannot put forward their point of view, question, argue or discuss. The study compares Japanese and British L1 literacy education using questionnaires, interviews, and classroom observations.


Supporting ESL students’ linguistic and social lives through computer-mediated communication

Dong-Shin Shin (University of Massachusetts, US, [email protected]) ▪ This study examines how a group of ESL students utilized synchronous computer-mediated communication (CMC) for their social gatherings. Drawing on ecological perspectives of second language learning, it highlights how the participants as active social agents of their learning appropriated the CMC activities for linguistic, social, and academic needs.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Picardie A ▪ TEC

Heritage language development in an era of high-stakes testingSarah Shin (University of Maryland Baltimore County, US, [email protected]) ▪ This study examines the impact of testing-driven educational policies on heritage language maintenance by U.S. immigrant students through interviews of parents, ESL teachers, and HL teachers. It considers how parents’ and teachers’ fear of “failing” contributes to language shift and offers suggestions for raising awareness of the value of HLs.


Does implementing critical literacy have to confl ict with EAP reading curriculum?Woomi Shin (University of Hawai’i at Manoa, US, [email protected]) ▪ Teaching academic reading in EAP has a problem. The materials in EAP reading textbooks often lack texts that develop integrated, situated, and dialogic way of learning. This paper will discuss one possible way to address this defi ciency.


Contrasting paradigms of EFL pupils learning to retell and recreate English stories

Sandy So Po Shum (Education and Manpower Bureau, Hong Kong, China, [email protected]), Gertrude Tinker Sachs (Georgia State University, US, [email protected]) ▪ Can the adoption of a social constructivist model and differentiated scaffolding promote or hinder EFL/ESL children’s oral retelling, story writing, and creative expression? Answers to these questions based on an 18-month investigation will be offered.




157


Hands down: The effect of hand gestures on learner comprehensionDeborah Siegrist (Ohio University, US, [email protected]) ▪ Although nonverbal communication is integral to verbal communication, we do not understand the value of NVC in the language classroom. Two groups of language learners viewed the same video clips that a) used, or b) did not use hand gestures. Participant comprehension increased when gestures accompanied the spoken material.


Do we talk chess by the same rules? Chess metaphors in Hungarian and English: A cross-cultural study

Judit Simo (Oklahoma State University, US, [email protected]) ▪ A cross-linguistic study on American and Hungarian metaphors used to describe chess events and games will be presented. An investigation of newspaper articles revealed an approximate 50 percent overlap in source domain usage between the two languages. The results suggest that the subculture might play a crucial role here.


Multiple identities, multiple competencies: Bi/multilingual speakers in JapanAndrea Simon-Maeda (Nagoya Keizai University, Japan, [email protected]) ▪ This presentation highlights the complexity of bi/multilingual speakers’ displays of multiple identities and linguistic competencies accomplished through talk-in-interaction among NNSs of English and Japanese. As part of a larger ethnographic case study of six international students, the report explores how micro-level discourses constitute participants’ inter/intra- cultural identity work in Japan.


Race, class, and gender: Immigrant identity in an English as a second language college writing class

Esther Smidt (University of Minnesota, US, [email protected]) ▪ This study investigates four immigrant students’ refl ections on their racial, class, and gender identities as they engage with the multicultural content of their ESL college composition class. Results suggest that students’ racial identities are most salient and that participants deal with cultural and gender confl icts and religious discrimination.


Directing curricular content: ELF (English as a lingua franca) in professional education

Ute Smit (University of Vienna, Austria, [email protected]) ▪ In view of the fact that professional education in Europe increasingly uses English as medium of instruction, this paper will discuss the impact lingua franca usage has on curricular content development, based on detailed analyses of the directives used in classroom interactions collected ethnographically in an Austrian hotel management school.


The impact of choice provision and interactiveness on students’ affective engagement in tasks

Bill Snyder (Hanyang University, South Korea, [email protected]), Selin Alperer (Middle East Technical University, Turkey, [email protected]) ▪ This study examines the effect of choice and interactiveness on affective response to 19 tasks in a Turkish EFL writing class. Results show signifi cant positive effects for choice and group work, the latter stronger, but limited interaction of effect. Claims of Self-Determination Theory regarding motivation in tasks are supported.


Using off-line listening and transcription to enhance noticing of language form: A pilot study

Margaret So (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This pilot study reports on the use of off-line listening and transcription as a means of directing “noticing” (Schmidt, 1990) to inaccurate forms produced in speaking, and is a conceptual replication of Lynch (2001) with particular focus on language form.


Discourse analysis and students’ use of eye gazing during peer group discussion: A case study

Eun Hye Son (Ohio State University, US, [email protected]) ▪ This case study examined how students in a small discussion group reacted to hierarchical social relations through verbal and nonverbal behaviors, especially their use of eye gaze. Discourse analysis showed that students’ eye gazing was used to gain turns to talk, to obtain teacher’s acknowledgement, and to marginalize other students.


Creative potential of children’s active participation in language socialization: Korean-English bilinguals’ code-switching in addressing practices

Juyoung Song (Ohio State University, US, [email protected]) ▪ This paper explores how four Korean-English bilingual children are socialized in addressing practices in Korean in a bilingual environment. The results shed light on the creative potential of children’s active participations in the socialization process by showing their novel linguistic practices as the manifestation of their undergoing identity construction.

Tuesday, June 20, 2006 ▪ 14:00 - 14:30 ▪ Auteuil B ▪ LAA ▪ AAL

The Case for integrated or isolated form-focused instruction: Views from L2 teachers and learners

Nina Spada (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Colette Peters (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), So Margaret (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]), Antonella Valeo (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This presentation addresses questions about whether there are advantages to drawing learners’ attention to language form in lessons that are isolated from communicative instruction or in activities where form focus is integrated within communicative interaction. Questionnaire and post-instructional feedback data exploring teacher and learner preferences are compared and discussed.


Generic moves in doctoral dissertation introductions: History and sociologySue Starfi eld (University of New South Wales, Australia, s.starfi [email protected]), Louise Ravelli (University of New South Wales, Australia, [email protected]) ▪ This paper examines the generic moves in the introductory chapters of 20 recent doctoral dissertations from the disciplines of history and sociology at an Australian university, drawing on the CARS framework. Recycling and complex embedding are identifi ed and a “refl exive” rhetorical move discussed. Complexity is correlated to dissertation macrostructure.




158


Working memory, presentation format, pronunciation ability, and the acquisition of diacritical marks in L2 learners of French.

Jessica Sturm (University of Illinois at Urbana-Champaign, US, [email protected]), Peter Golato (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ The present study explores the confl icting results of Gascoigne-Lally (2000) and Sturm and Golato (in press) concerning the effect of keyboarding vs. writing on spelling, specifi cally diacritic recall, in L2 French. The effects of pronunciation ability, working memory, and linguistic context (isolated word vs. sentence) on recall were investigated.


Diachronic relevance of imperial identity: Exploring the origin of how to quote the Japanese imperial family

Noriko Sugimori (Boston University, US, [email protected]) ▪ Direct quotes of the Japanese emperor in newspapers are currently regarded as constructing the “imperial identity,” but the emperor did not receive direct quotes until 1877. This paper examines the origin of direct quotes in Japanese newspapers and explores the reasons why this change in quoting practice took place.


Negotiation processes and text changes in Japanese learners of self-revisions and peer revisions of their written compositions in English

Manami Suzuki (University of Toronto, Japan, [email protected]) ▪ The purpose of the present study was to compare the processes and effects on the products (written texts) of second language writers’ (a) self-revisions and their (b) peer revisions of their writing without any teacher instruction or feedback, as evaluated for quality by native speakers’ holistic and specifi c assessments.


Teacher talk, knowledge construction, and the development of personal pedagogies for teaching English language learners

Jill Swavely Gardner (Temple University, US, [email protected]) ▪ This study investigates the language teaching pedagogies teachers developed through a language teacher education program. I used critical discourse analysis to examine the ways teachers positioned themselves in relation to the content in their TESOL courses and to the English language learners in their classrooms as they constructed new pedagogies.


“Rhetorical life of scientifi c fact,” continuedTosh Tachino (Iowa State University, US, [email protected]) ▪ The presentation summarizes preliminary fi ndings of a study that examines the transformation of “scientifi c facts” as they travel from the experimental article to popular media to policy debates.

Monday, June 19, 2006 ▪ 8:50 - 9:20 ▪ Picardie B ▪ TXT

Cognition, listening profi ciency, and comprehension of implied intentionsNaoko Taguchi (Carnegie Mellon University, US, [email protected]) ▪ This study examined pragmatic comprehension in listening among Japanese EFL learners. It addressed the development of pragmatic comprehension, and the extent to which accurate and speedy comprehension of implied speaker intentions is associated with general listening abilities (phonemic discrimination, listening profi ciency) and cognitive processing abilities (working memory, semantic access skill) that may underlie L2 listening performance.

Monday, June 19, 2006 ▪ 15:55 - 16:25 ▪ Auteuil A ▪ COG

Subjective objectivity, grammatical metaphor, and force dynamics in L2 legal memoranda: A cognitive-functional look at modality in legal discourse

Hiroshi Takahashi (Georgetown University, US, [email protected]) ▪ This is a genre-based study of how advanced learners of English express modalized meanings in legal memoranda. In corpus-based and in-depth textual analyses, stronger writers were found to exhibit greater tendencies to use “grammatical metaphors,” concessive constructions with particular modals, and “implicitly objective” modal expressions.


Recasts as explicit corrective feedback: Noticing, interpretation, and subsequent modifi ed output

Nobuaki Takahashi (University of Iowa, US, [email protected]) ▪ Using data from high-beginner Japanese learners, this study proposes a new typology of recasts by investigating the effectiveness of different types of recasts compared to negotiation moves in triggering learners’ noticing and interpretation of corrective intent, as well as the quality of the pushed output that follows the feedback.


Pragmatic and grammatical awareness in different learning environmentsYumi Takamiya (Purdue University, US, [email protected]) ▪ In order to examine the developmental stages of grammatical competence and pragmatic competence, this study explores the extent to which instructed L2 learners of Japanese are aware of differences in learners’ target-language grammar and pragmatics. This study examined how learner awareness is related to production.


The effects of task-based instruction on the development of Japanese learners’ pragmatic profi ciency

Masahiro Takimoto (Tezukayama University, Japan, [email protected]) ▪ The following points will be focused on in my presentation: 1. The effectiveness of task-based instruction (e.g., structured input task and consciousness raising tasks) in teaching polite requestive forms; 2. The effectiveness of proactive and reactive explicit information in teaching requestive forms.


Attitudes towards English accents: Four cases of Japanese ESL learners with multicultural experiences

Shoko Tanaka (Otani Junior and Senior High School, Japan, [email protected]) ▪ The purpose of this project is to investigate how exposure to a variety of English accents leads to attitudinal changes toward these varieties among Japanese adult learners of English. I will present fi ndings from the individual interviews with four Japanese ESL learners staying in a multicultural city in Canada.


Guessing games: The rhetorical construction of voice in blind peer reviewChristine Tardy (DePaul University, US, [email protected]), Paul Kei Matsuda (University of New Hampshire, US, [email protected]) ▪ This research explores the role of voice in academic writing by focusing on how readers construct a voice for authors as they read. Specifi cally, we examine the rhetorical construction of voice in the context of the blind peer review process for an academic journal.

Saturday, June 17, 2006 ▪ 14:00 - 14:30 ▪ Alfred-Rouleau B ▪ Other



159


The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis

Alan Taylor (Brigham Young University-Idaho, US, [email protected]) ▪ This meta-analytic study examines how much effect explicit reading strategy training has on L2 reading comprehension. If was found that explicit reading strategy training, often irrespective of the combinations of strategies used, generally facilitates L2 reading comprehension.


A multidimensional approach to crosslinguistic vowel similarityRon Thomson (University of Alberta, Canada, [email protected]) ▪ Acoustic measurements from English and Mandarin vowel productions were used to train a multidimensional statistical pattern recognition model. The model’s classifi cation of new English vowel productions were found to better predict L1 Mandarin English learners’ behavior than traditional approaches, which rely on F1 and F2 frequency values alone.


Metacognitive and metalinguistic development of generation 1.5 writersTerese Thonus (California State University, Fresno, US, [email protected]) ▪ Generation 1.5 writers, fl uent English speakers educated in the U.S., are frequently evaluated as academically and linguistically defi cient, though literate only in English. A program combining metacognitive and metalinguistic development with writing skills was found to improve the qualitative evaluation of high school students’ essays submitted to a testing service.


Effects of frequency on the learning of the English primary verb “be” in an EFL context: Thought process analyses

Tomoko Tode (Niigata University of Health & Welfare, Japan, [email protected]) ▪ To analyze how type frequency and token frequency contribute to the learning of the English primary verb “be,” verbal protocol data from eight Japanese EFL adolescent learners were examined. Results showed that type frequency encouraged learners to analyze exemplars to learn general rules, while token frequency did not.


Can a grass-roots bilingual program elicit social change?: An ethnographic study of fi rst grade English immersion classrooms in Japan

Waka Tominaga (University of Hawai’i at Manoa, US, [email protected]) ▪ This study investigates the possibility and diffi culty of achieving social change through bilingual education, namely, a grass-roots English immersion school in Okinawa. The school, which hosts bilingual and monolingual Amerasian children, was established by parents in order to empower Amerasian children and counter discrimination against Amerasians in local sociopolitical contexts.


Focus on form during task-based SCMCAngkana Tongpoon (Northern Arizona University, US, [email protected]), Chomraj Patanasorn (Northern Arizona University, US, [email protected]) ▪ What is the occurrence of focus on form during task-based SCMC and learners’ uptake and acquisition of linguistic targets? In order to investigate this, a case study was conducted. The preliminary results and suggestions for the use of SCMC in research and classroom will be discussed.


The effects of a study-abroad program context on language learning: Evidence from a study of clitics in L2 Spanish

Jenna Torres (St. Lawrence University, US, [email protected]) ▪ This study examines the differences in linguistic gain over one semester by study-abroad L2 learners of Spanish and classroom-only learners, as evidenced by an analysis of object and middle voice clitic use and non-use patterns. Study-abroad learners are more native-like in both clitic use and NP-distribution patterns.


Articulating L2 metalinguistic rules under inductive versus deductive instructed conditions

Paul Toth (University of Wisconsin-Madison, US, [email protected]) ▪ This paper investigates rules that L2 Spanish learners articulate during tasks requiring an inductive analysis of target structures, versus those that only require target structure use after hearing an explicit, deductive rule. It assesses the importance of learner involvement in L2 rule articulation and the need for effective instructor facilitation


“Real Spanish”: The ideological construction of a (foreign) languageRobert Train (Sonoma State University, US, [email protected]) ▪ This paper provides a multidisciplinary perspective on the complex relationality between foreign language education and the historical production and reproduction of language ideologies in the construction of “Spanish” as “a language” which is problematically “foreign” in the United States.


A “pathological” case of language policy and planning: State-building through linguistic means in Taiwan

Pei Ju Tsai (Teachers College, Columbia University, US, [email protected]) ▪ The nation-state or the nation without a state is conventionally used as the unit of analysis in language policy and planning theorization. This discourse analysis makes the case that Taiwan, arguably neither a state nor a nation, can be taken as a pathological case of language policy and planning.


Le paradoxe linguistique au Bélarus: Le Bélarus sans le bélarussienKanstantsin Tsedryk (University of Western Ontario, Canada, [email protected]), Mikalai Kliashchuk (University of Western Ontario, Canada, [email protected]) ▪ Dans notre communication nous abordons le sujet de la situation langagière au Bélarus, le seul pays de l’ex-URSS où le russe est doté du statut offi ciel à côté de la langue nationale (le bélarussien). Le Bélarus est un pays offi ciellement bilingue, mais ce bilinguisme porte un caractère paradoxal.


Fail again, fail better: Ethics and participation in interpreting researchGraham H. Turner (Heriot-Watt University, UK, [email protected]) ▪ This paper addresses researchers in interpretation/translation in particular, and wider questions of Applied Linguistics research methodology. It describes and critiques an innovative, socio-culturally and ethnographically literate approach to interpreting analysis. The implications for various audiences, in the context of recent concerns about “power and method” in language research, are explored.




160


Applying Cognitive Linguistics to instructed L2 learning: An experimental investigation

Andrea Tyler (Georgetown University, US, [email protected]) ▪ This paper reports on a quasi-experimental study examining the relative effi cacy of applying a Cognitive Linguistics approach to instructed L2 learning of the semantics of four English prepositions. Gain scores indicate that the group receiving instruction based on a CL perspective experienced signifi cantly more improvement than the traditional group.


Request-response sequences in cooks’ task-oriented activities at a restaurant: a case study

Viviana Unda (University of California, Los Angeles, US, [email protected]) ▪ I explore request-response sequences performed by cooks working at a Chilean restaurant in Southern California. I describe some aspects of the set of norms, values, and beliefs that confi gure the participation frameworks within which workers interact, their social organization, and the roles/identities that cooks build when they perform requests.


Coherence cues in online-learning environmentsTobias Unger (University of Marburg, Germany, [email protected]), Frauke Intemann (University of Brunswick, Germany, [email protected]) ▪ Local and global coherence cues in texts have been well discussed, but what about coherence cues in a virtual learning environment? How can coherence-building be supported by multimedia elements? And how can coherence cues help prevent becoming disorientated in a virtual world of texts, hyperlinks, and complex learning environments?


CMC discourse: Toward a pedagogical frameworkNelleke Van Deusen-Scholl (University of Pennsylvania, US, [email protected]), Edward Dixon (University of Pennsylvania, US, [email protected]) ▪ Expanding on an earlier study of technology-mediated discourse among learners of German, this paper outlines a model of CMC classroom interaction. Using a longitudinal corpus of student data, we present an analysis of CMC discourse within the context of the proposed framework and make recommendations for pedagogical practice.

Saturday, June 17, 2006 ▪ 11:25 - 11:55 ▪ Grand Salon C ▪ TEC

A place in educational narrative: Reported speech in personal accounts about schooling and literacy

Anneke AJ van Enk (Simon Fraser University, [email protected]) ▪ This study of reported speech shows how adult learners place themselves in relation to the already-spoken-about theme of education in personal narratives. It asks what learners are able to “do” through such accounts and thereby seeks a more nuanced understanding of the opportunities narrative-based pedagogy presents for democratic education.


“Just kidding!” - Playing within L2 in CMCIlona Vandergriff (San Francisco State University, US, [email protected]), Carolin Fuchs (University of California, Berkeley, US, [email protected]) ▪ Our paper compares types of L2 pragmatic play in computer-mediated versus face-to-face discussions. Specifi cally, we look at how groups of advanced learners of German play with identity and script in the two media.

Sunday, June 18, 2006 ▪ 10:10 - 10:40 ▪ Picardie A ▪ TEC

Relationships between metacognitive awareness and successful L2 listening: Some empirical evidence

Larry Vandergrift (University of Ottawa, Canada, [email protected]), Marzieh H. Tafaghodtari (University of Ottawa, Canada, [email protected]) ▪ Three hundred and forty-one beginner-level French students completed a listening test and the Metacognitive Awareness Listening Questionnaire (MALQ). Listening scores were correlated with each of the 1) 21 items (listening behaviours) of the MALQ individually; and 2) fi ve factors underlying the MALQ (problem-solving, planning and evaluation, directed attention, person knowledge, and mental translation).

Saturday, June 17, 2006 ▪ 8:15 - 8:45 ▪ Alfred-Rouleau A ▪ Other

Apologies in academic emailsRoberta Vann (Iowa State University, US, [email protected]) ▪ This presentation describes results of a study of over 500 apologies in written academic emails, including their syntactic, semantic, and sociolinguistic features, and compares them with earlier studies of oral apologies. I also examine the effect of age, gender, and English profi ciency, drawing implications for written and cross-cultural communication.


The function of silence in confl ict talkCaroline Vickers (California State University, US, [email protected]), Wendy Smith (California State University, [email protected]) ▪ The purpose of this study is to examine the role of silence in situations of confl ict in face-to-face interaction. Findings demonstrate that even in contexts where silence is associated with subordination, silence can be employed as an interactional resource taken up to gain the upper hand in situations of confl ict.


Quels sont les besoins langagiers d’anglophones qui veulent enseigner le français langue seconde?

Marie-Josée Vignola (Université d’Ottawa, Canada, [email protected]), Doreen Bayliss (University of Ottawa, Canada, [email protected]) ▪ Résultats d’une étude sur les besoins langagiers d’étudiants anglophones qui se destinent à l’enseignement du FLS. Évaluation du niveau de satisfaction de leur compétence en FLS et de leurs besoins langagiers pendant et après leur programme universitaire. Pistes de réfl exion pour l’amélioration de la formation des enseignants de FLS.

Tuesday, June 20, 2006 ▪ 14:00 - 14:30 ▪ Alfred-Rouleau B ▪ PED

Procedures and criteria for assessing learners’ discourse competence in Content and Language Integrated Learning (CLIL)

Helmut J. Vollmer (University of Osnabrueck, Germany, [email protected]) ▪ The paper will discuss the relationship between content knowledge (representations of reality) and their linguistic realizations in L1/L2 within subject-specifi c contexts (geography): Comparing monolingual and bilingual learners, both neglect the role of discourse in constructing meaning; they lack academic literacy, especially considerations of audience, purpose, and text organization. Editing helps!


L2 video listening tests: An investigation of test-taker viewing behaviorElvis Wagner (Teachers College, Columbia University, US, [email protected]) ▪ While taking an L2 video listening test, do the test-takers even watch the video monitor? Thirty-six test-takers were videorecorded taking a video listening test. The amount of time they made eye contact with the video monitor was computed, and their viewing behavior was analyzed.




161


Match or mismatch? Language policies implementation in the Chinese tertiary context

Hong Wang (Queen’s University, Canada, [email protected]) ▪ This study explores match or mismatch of the EFL policies formulated by the national policymakers and implemented by teachers in the tertiary context of China. With data collected from interviews and classroom observations, the fi ndings revealed a huge discrepancy between policymakers’ intentions and teachers’ executions.


The Foreign Language Teacher Talk Survey/Inventory: A tool for discourse analysis and refl ective inquiry in the foreign language classroom

Mark Warford (Buffalo State College, US, [email protected]) ▪ A major focus of discourse analysis in the language classroom is teachers’ use of the native or target language. This session reports on the Foreign Language Teacher Talk Survey/ Inventory (FLTTS/I), designed to measure teachers’ beliefs and practices with regard to their use of the native vs. target language.


Using accounts in advice giving: The case of graduate peer tutoringHansun Waring (Teachers College, Columbia University, US, [email protected]) ▪ Based on a detailed look into fi fteen peer tutoring sessions gathered from a graduate writing center, this conversation analytic study examines the use of accounts in advice giving.


The role of saliency, text comprehension, and topic familiarity in second language incidental vocabulary acquisition

Mary Watts (University of North Carolina at Wilmington, US, [email protected]) ▪ This paper investigates the infl uence of saliency, text comprehension, and topic familiarity on incidental gain of grammatical class and word meaning by a cross-section of L2 Spanish learners. It examines the relationship between saliency and the variables of text comprehension and topic familiarity in L2 incidental vocabulary acquisition.


Japanese learners’ willingness to seek assistance to further their interlanguage development in an EFL classroom

Christopher Weaver (Tokyo University of Agriculture and Technology, Japan, [email protected]) ▪ This paper presents the results of a large-scale survey-based study investigating Japanese university students’ willingness to seek help from others when they encounter gaps in their interlanguage. The study found that students’ willingness varied with different interlocutors; however, instruction on how to seek help in the L2 increased their willingness.


Pour ou contre? Prépositions, TIC et préférences technologiquesAlysse Weinberg (Universíté d’Ottawa, Canada, [email protected]), Martine Peters (Université du Québec à Montréal, Canada, [email protected]), Nandini Sarma (Carleton University, [email protected]) ▪ Cette communication présentera les résultats d`une recherche visant à déterminer: - la préférence d’étudiants universitaires de niveau avancé quant aux formats et aux tâches d’activités grammaticales technologiques; - les formats qui semblent favoriser l`apprentissage en français langue seconde; - les facteurs qui pourraient infl uencer les perceptions et les pratiques des étudiants.

Monday, June 19, 2006 ▪ 10:10 - 10:40 ▪ Anjou B ▪ TEC

The European language portfolio as an instrument for formative assessment of linguistic and pedagogic competence of L2 teachers

Gerard Westhoff (Utrecht University, Netherlands, [email protected]), Dick Meijer (SLO, Netherlands, [email protected]) ▪ This presentation reports on the development and evaluation of a portfolio geared to the specifi c linguistic and pedagogic competences of language teaching professionals. The presentation discusses the rationale behind this portfolio and a case study aiming at testing the acceptability and usability of the portfolio by target users.


Sorting out personal pronouns in English: I say to him mom, “excuse my”Joanna White (Concordia University, Canada, [email protected]) ▪ Participants were 250 grade 6 students in intensive ESL programs in Quebec. The presentation will report on pronoun use over 400 hours of instruction on three tasks: written narratives, oral narratives, and role plays. Patterns observed in the oral and written tasks will be compared.


Examining the effects of socialization on second language writingJulie Whitlow (Salem State College, US, [email protected]), Sarah Dietrich (Salem State College, US, [email protected]) ▪ In order to best understand how college-level second language writers become members of the academic written discourse community, this paper examines the effects of various socialization practices on their academic writing abilities. Results suggest varied effects and discrete ways to enhance successful participation in the academic written discourse community.


Are two heads better than one? Collaborative versus individual writingGillian Wigglesworth (University of Melbourne, Australia, [email protected]), Neomy Storch (University of Melbourne, Australia, [email protected]) ▪ This paper reports on a study which investigated both the processes and products of collaborative writing tasks by graduate ESL students working individually or in pairs. The results suggest an advantage for students working in pairs on accuracy measures but not on fl uency or complexity measures.


The translation of academic discourse between languagesRosemary Wildsmith-Cromarty (University of KwaZulu-Natal, South Africa, [email protected]) ▪ This presentation explores the effect of an isiZulu translation of science and math concepts in English on the core meaning of the original. Various translation techniques and the translation process itself are examined, especially where the languages are non-cognate and culturally distant.


A diachronic view of translation teaching methods: Message in an archiveDonna A. Williams (University du Québec en Outaouais, Canada, [email protected]) ▪ Qualitative corpus-based study of a Canadian translation school’s 30-year archive of course materials shows teaching methods in the classroom generally remaining static despite dramatic changes taking place in the professional translators’ work environment. Computerized classroom settings and introduction of 2L writing theory and instructional techniques are proposed toward a solution.




162


Using activity theory to cxplore student learning during study abroadHeather Willis Allen (University of Pittsburgh, US, [email protected]), Veronica Dristas (University of Pittsburgh, US, [email protected]) ▪ This investigation takes an activity theory perspective on student learning during study abroad and explores the roles of motive, agency, social formations, and language play. Data sources include questionnaires and writing journals with 22 students abroad.


“The in-between crowd:” Representing inner city students’ literacy possibilitiesLynne Wiltse (Thompson Rivers University, Canada, [email protected]) ▪ This presentation utilizes the construct of learner identity to explore how minority language learners’ identities affect their experience in school. The research site for this study was a linguistically diverse junior high language arts classroom in an “inner city” school in Western Canada with a large number of Cambodian students.


Annotating English Creole literatureLise Winer (McGill University, Canada, [email protected]), Mary Rimmer (University of New Brunswick, Canada, [email protected]) ▪ Interest in reclaiming and restoring older Caribbean literature is greatly increasing. As new editions are prepared for republication, questions arise as to what kind of language in the novels needs annotation for contemporary readers. This paper discusses questions of archaic English, “creolisms,” authenticity of language, and translation.


Tuning into tones: The effect of memory on L2 Chinese learners’ tonal production at different levels of development

Paula Winke (Michigan State University, US, [email protected]), Xiaoqing (Andy) Chen (Michigan State University, US, [email protected]) ▪ This study investigates relationships among memory, L2 tone production, and L2 development. Subjects took tonal production tests; a listening comprehension test; and tests of associative, rote, and phonological working memory. Results show tonal production is related to memory and L2 development.


Validity issues on English language learners’ performance in high-stakes testingHui-Jeong Woo (University of Illinois at Urbana-Champaign, US, [email protected]) ▪ The purpose of this study is to identify indicators of ELL students’ achievement on the Illinois State Achievement Test (ISAT) for the fourth-grade reading test and identify validity issues of the annual yearly progress (AYP) requirements of the No Child Left Behind Act of 2001 (NCLB). This presentation will address the context of the problem, the objectives of the present study, and the educational contribution this study will make.

Tuesday, June 20, 2006 ▪ 15:55 - 16:25 ▪ Anjou A ▪ ASE ▪ MEV

Functions of formulaic sequences in second language speechDavid Wood (Carleton University, Canada, [email protected]) ▪ This paper is a report on a longitudinal investigation of the role of formulaic sequences in the development of second language speech fl uency. Five categories of such use and functions of formulaic sequences are explained and illustrated.


The development of learner use of “estar + adjective” in contexts of speaker reaction to immediate experiences with the referent

Daniel Woolsey (Hope College, US, [email protected]) ▪ The present study examines learner use of “estar + adjective” in contexts where a speaker reaction is possible due to unusual or surprising attributes in a familiar referent. University students at four different levels of profi ciency participated in a picture-description task and contextualized grammatical preference task.

Sunday, June 18, 2006 ▪ 10:45 - 11:15 ▪ Anjou B ▪ LAA ▪ AALUnits of analysis for language socialization

Stanton Wortham (University of Pennsylvania, US, [email protected]) ▪ Socialization draws on resources from various timescales. We must attend not only to the “macro” and the “micro” but also to the contingent ways group practices emerge and individuals encounter them in local settings. This paper analyzes the socialization of one student into a science lab group across two months.


Sheltered English immersion or sink-or-swim? An analysis of educational language policy in post-Proposition 203 Arizona

Wayne Wright (University of Texas at San Antonio, US, [email protected]) ▪ This paper provides an analysis of English-only instruction in Arizona by reporting the fi ndings of a state-wide survey of teachers of ELL students. Teachers provide ample evidence that sheltered English immersion differs little from mainstream sink-or-swim instruction, and that English-only test-driven instruction is failing to meet students’ linguistic needs.


The role of form-focused instruction on the acquisition of relative clauses in Japanese-as-a-foreign-language classrooms

Noriko Yabuki-Soh (Ontario Institute for Studies in Education of the University of Toronto, Canada, [email protected]) ▪ This study investigates the effects of three types of classroom-based instructional treatment on the learning of second language (L2) relative clauses, involving 60 young adult Japanese-as-a-foreign-language learners. The test results suggest that the learners’ attention to detailed analysis of form promoted the comprehension and production of L2 relative clauses.


Exploring social identity in heteroglossic narrative discourseMiwako Yanagisawa (Tokyo Christian University, Japan, [email protected]) ▪ This study will explore complexity of social identity within Gee’s (1989, 1996, 1999) framework of a Discourse. Defi ning social identity as membership in a Discourse, this research will examine how one’s social identity is defi ned and negotiated in relationships of complicity and contestation with other Discourse membership.

Sunday, June 18, 2006 ▪ 15:10 - 15:40 ▪ Hospitalité ▪ DISInteractional feedback and learner uptake in Chinese EFL classrooms

Yingli Yang (McGill University, Canada, [email protected]) ▪ My study investigated how teachers in Chinese EFL classrooms provided feedback and how students responded. Six hours of classroom interaction were analyzed qualitatively. Episodes of teacher-student interaction will be presented to interpret the relationship between the focus of the lesson, teachers’ intention, and the effectiveness of feedback.


Mitigation and mateship: Negotiating diffi cult requests at workLynda Yates (La Trobe University, Australia, [email protected]) ▪ In this paper we report on an analysis of the mitigation and solidary devices used by NS and NNS in the negotiation of two complex request roleplay tasks in a workplace context. The considerable pragmalinguistic and sociopragmatic differences between the two groups suggest directions for explicit classroom instruction and cross-cultural discussion.




163


The infl uence of standard-English-only communication ideology: A case studyLing-Miao Yeh (Chinese Culture University, Taiwan, [email protected]) ▪ This presentation focuses on how the ideology of Standard-English-Only affects adult ESL learners’ motivation, tendencies, and self-perceptions for English communication. The related concerns of the claim to English, the complexity of English varieties, the symbolic domination (Heller, 1995), and the inevitability and intelligibility of Standard English are discussed and evaluated.


Emphasizing “key points:” a comparison of “R” gesture use in native and non-native academic English presentations

Keli Yerian (Stanford University, US, [email protected]) ▪ This paper fi rst identifi es the use of the “R” gesture (index fi nger and thumb held together) to emphasize key points in academic presentations by eight native English speakers, then compares the relative infrequency of this gesture in academic presentations by over 30 non-native (primarily Asian) presenters in English.


Language learning strategies in relation to attitude, motivation, and learner beliefs: Investigating learner factors in the Chinese EFL context

Chengbin Yin (University of Maryland College Park, US, [email protected]), Rebecca Oxford (University of Maryland College Park, US, [email protected]) ▪ This paper presents a mixed-method study that unfolds in the EFL (English as a Foreign Language) context in People’s Republic of China. It focuses on language learning strategies (LLS) and explores the relationship between LLS and other important learner variables that include attitude, motivation, and learner beliefs.


Korean university students’ attitudes toward varieties of EnglishCheongmin Yook (Georgia State University, US, [email protected]) ▪ This study reports the results of a speaker evaluation task and a survey conducted to examine the extent of American English’s domination of English education in Korea. A major fi nding is that Korean students have a “dichotomous way of thinking,” or split respect for American English and British English.


The effects of think-aloud protocols on L2 reading performanceMami Yoshida (Kyoto University of Foreign Studies, Japan, [email protected]) ▪ This study investigated the effects of think-aloud protocols on L2 reading performance in terms of reading time, comprehension, and interaction with while-reading tasks. The think-aloud condition and no-think-aloud condition will be compared for Japanese EFL learners’ text comprehension, reading time, and the effects of while-reading tasks.


Characteristics of locally dependent item clusters in English language tests for university entrance selection purposes in Japan

Kiyomi Yoshizawa (Kansai University, Japan, [email protected]) ▪ The study aimed to examine to what extent local item dependence (LID) was involved in English language tests used for university entrance selection purposes in Japan. Further, this study was to identify item and contextual characteristics that differentiated item clusters with high LID from those with less interdependent items.


Making inquiries: Toiawase by Japanese learners and native speakers to educational institutions in Japan

Lindsay Yotsukura (University of Maryland, US, [email protected]) ▪ This paper investigates toiawase (“general inquiries”) made by or for Japanese language learners by telephone to three educational institutions in Japan. Bakhtin’s notion of speech genres is used to compare the linguistic styles and rhetorical strategies adopted by non-native learners (prospective/current students) and native speakers (inquiring for prospective students).

Saturday, June 17, 2006 ▪ 15:55 - 16:25 ▪ Anjou B ▪ DIS

Multicompetence and the structure of the mental lexicon of L2 learners of EnglishAlla Zareva (Bourgas Free University, UK, [email protected]) ▪ The study investigates whether there are differences in the way L2 learners organize their mental lexicon, compared to native speakers’ organization, and how L2 lexicon connectivity is infl uenced by certain L2 learners’ characteristics, in particular, learners’ language profi ciency, word familiarity, and native language (L1) associative connections.


Others’ history, others’ languageYing Zhang (University of Maryland, US, [email protected]) ▪ This presentation shows fi ndings which illustrate the effects of students’ prior education and knowledge on their perceptions of teaching content in the US, and the impact of students’ social beliefs formed through prior education and individual social experience on their academic performance. Field work experience and implications will be discussed.

Tuesday, June 20, 2006 ▪ 8:50 - 9:20 ▪ Anjou A ▪ LLC ▪ LCA

ESL students’ computer use, family SES status, and literacy performanceYing Zheng (Queen’s University, Canada, [email protected]) ▪ Traditional literacy activities have been facing challenges posed by the rapid emergence of e-literacy activities. How ESL students being molded by the infl uence of e-literacy activities and how would this infl uence be refl ected in family SES status and literacy test performance are the major concerns of this presentation.

Tuesday, June 20, 2006 ▪ 8:15 - 8:45 ▪ Anjou A ▪ LLC ▪ LCA



164


Poster Abstracts

Résumés - affichages

Learning Arabic in America post 9/11: Ideologies, agencies, and identities in confl ict

Sawsan Abbadi (University of Massachusetts, US, wildfl [email protected]) ▪ The purpose of this study is to analyze the teaching and learning of Arabic at the university level in a post-9/11 context. Using a combination of ethnographic methods and the tools of critical discourse analysis, this study explores the interplay between agencies and students’ identities.

Sunday, June 18, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ LID

Informed assessment in foreign languages – working towards consensusClara I. Arias (Universidad de Antioquia, Columbia, [email protected]), Liliana Maturana (Fundación Universitaria Luis Amigó, Columbia, [email protected]) ▪ This study conducted in two Colombian universities revealed imprecisions in summative and formative assessment and the linguistic construct, emphasis on organizational language knowledge, importance of non-linguistic aspects, and scant attention to assessment task qualities. A foreign language evaluation system designed by teachers and researchers is being implemented, monitored, and evaluated.

Tuesday, June 20, 2006 ▪ 12:45 - 17:00 ▪ Salon des Arts ▪ ASE ▪ MEV

Going to sleep in the cave: Mytho-ideological contexts in the Soviet EFL textbookAndrew Ball (Northeastern Illinois University, US and Malcolm X College, US, [email protected]) ▪ Through examination of Soviet ideological constraints operating within several English as a Foreign Language (EFL) textbooks from the 1970’s Soviet bloc, this presentation calls into question the argument that all EFL materials are only conducive to privileging anglophonic, imperialistic ideology and demonstrates how alteration of texts along Soviet ideological lines can allow English instructional materials to transmit cultural myths counter to anglophonic hegemony, while simultaneously replicating myths about citizenship, gender, and labor.


Task-prompted variability: What do time and length constraints have to offer?Shahabaddin Behtary (Islamic Azad University, Iran, [email protected]), Massoud Yaghoubi-Notash (The University of Tabriz, Iran, [email protected]) ▪ This study attempts to investigate variability as a factor of time and length constraints. It seeks to establish whether or not time and length constraints bring about any variations in ESL learners’ performance. It focuses on learners’ performance on a single task which is constrained by time and length limits.

Tuesday, June 20, 2006 ▪ 12:45 - 17:00 ▪ Salon des Arts ▪ PED

Contact-induced instability at the interfaces: Vulnerable structures in incomplete bilingual L1 acquisition

Agnes Bolonyai (North Carolina State University, US, [email protected]) ▪ This study investigates the production of complex predicates in imperfect bilingual L1 acquisition. It is argued that complex predicates that represent an interface between syntax and semantics/pragmatics constitute an unstable domain and are particularly vulnerable to incomplete acquisition in bilingual children.

Monday, June 19, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ LAA ▪ AAL

Foreign language classroom anxiety: A classroom perspectiveKatalin Brózik-Piniel (Eötvös Loránd University, Hungary, [email protected]) ▪ This presentation summarises the results of a study of mixed design focusing on foreign language classroom anxiety. The procedures and the most interesting results will be discussed from the quantitative and the qualitative phases. Conclusions and implications for language teaching and recommendations for further research will be made.

Monday, June 19, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ LLC ▪ LCA

Phonological awareness in English-French bilingual childrenPi-Yu Chiang (McGill University, Canada, [email protected]), Susan Rvachew (McGill University, Canada, [email protected]) ▪ This study examined the contribution of vocabulary skills in a fi rst and second language to phonological awareness skills in both languages by testing forty-four English-speaking children attending French immersion schools. Results support Metsala & Walley’s (1988) “lexical restructuring hypothesis” which posits that phonological awareness emerges as the vocabulary grows.

Sunday, June 18, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ BIH ▪ BIP

Effects of studying abroad on oral profi ciencyJeff Connor-Linton (Georgetown University, US, [email protected]), Meg Malone (Center for Applied Linguistics, US, [email protected]) ▪ This study reports the results of the effects of studying abroad on the oral profi ciency of learners of Arabic, Chinese, French, German, Japanese, Russian, and Spanish (N=1090). The study also assessed the relationship between oral profi ciency gain and different types of study abroad experiences.


Using multimodal communication to teach writing strategies to dyslexic high school students--A case study

Thomas Coughlin (Teachers College, Columbia University, US, [email protected]) ▪ This presentation will feature text analysis of interview transcripts and artifacts (written as well as visual/photographic) to examine the roles that multimedia tools may play to encourage multimodal discourse among language-disabled high school students attending a private high school, and investigate to what extent such instructional activities contribute to improvements in the students’ ability to write.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ TEC

Typical accent features of adult Bosnian English language learners in VermontMichelle Davis (Missisquoi Valley Middle and High School, US, [email protected]) ▪ The Arizona 3 (Fudala, 2000) articulation test was used to survey participants’ productions of the major speech sounds of American English. Normative data from this project can be used to guide health professionals, teachers, and others in their work with members of this important minority population.


A choreography of talk: Overlaps, interruptions, and break-insAndrea DeCapua (New York University, US, [email protected]), Diana Berkowitz (Queensborough Community College, US, [email protected]) ▪ We investigate the conversational style of two groups of American women in the New York City area to ascertain how they engage in the choreography of speaking. We examine the use of three features: overlaps, interruptions, and break-ins. Data analysis reveals many similarities between the two groups but also differences.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ DIS

Dominican Americans in Washington Heights, NY: Transnationalism and language use

Sue Dicker (Hostos Community College, City University of New York, US, [email protected]) ▪ Many immigrant communities in the US today are transnational, maintaining ties to their homelands while establishing roots in their adopted home. An ethnographic study of Dominican Americans in Washington Heights, NY asks whether the transnational nature of this population has an effect on its members’ linguistic and cultural orientation.

Sunday, June 18, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ LCS

165


Poster Abstracts


Test takers’ strategy use for the CAEL assessmentChristine Doe (Carleton University, Canada, [email protected]) ▪ The poster displays the results of a research study on test takers’ strategy use for the CAEL Assessment. The presenter analyzed interview transcriptions and post-test questionnaires to see whether increased strategy awareness resulted in higher scores.


What an analysis of the discursive infl uences and the footings of participants at academic presentations reveals for intercultural communication research

Terrence Doyle (City College of San Francisco, US, [email protected]), Hui-fang Song (City College of San Francisco, US, [email protected]) ▪ This poster will report on analysis of questions and comments at a “TESOL conference” for MA-TESL students to show the importance of the discourse structures infl uencing these participants and especially changes in their footing (multiple senses of self). Implications for intercultural communication research and for language teaching will be explored.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ SOC

Effect of bilingual input on the stability of grammatical schemasCaroline Erdos (McGill University, Canada, [email protected]), Fred Genesee (McGill University, Canada, [email protected]), Martha Crago (Université de Montréal, Canada, [email protected]), Karen Debas (McGill University, Canada, [email protected]) ▪ The version by Matthews et al. (2004, 2005) of the Weird Word Order paradigm (Akhtar, 1999) was used to test monolingual and bilingual English- and French-learning children’s (2;0- to 4;6-year-olds) productivity with word order as a function of verb familiarity. Bilinguals’ representations of word order knowledge were found to be less stable than monolinguals’.


Professional identity development of teacher candidates from diverse backgrounds: Perceptions of experiences, role of language, and teaching responsibilities

Farahnaz Faez (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ This study focuses on the experiences of teacher candidates as they develop their professional identities within a Bachelor of Education (B.Ed.) program at a large metropolitan Canadian University. Pedagogical implications of the fi ndings for teacher preparation programs that include candidates from diverse backgrounds will be highlighted.


Possibilités et limites de l’analyse de la narration dans le dépistage du trouble primaire du langage chez les enfants francophones

Andréanne Gagné (McGill University, Canada, [email protected]), Julia Levy (University of Plattsburg State, US, [email protected]) ▪ L’étude présentée s’intéresse à l’utilisation de la version française du Edmonton Narrative Norms Instrument (ENNI) dans le dépistage du trouble primaire du langage chez les enfants francophones du Québec âgés entre 4 et 6 ans. La discussion traitera des différences notées entre la population normale et la population à risque.


Expressive language skills in cross-language adopted childrenKarine Gauthier (McGill University, Canada, [email protected]), Kristina Kasparian (McGill University, Canada, [email protected]) ▪ The present study examined the language development of children adopted from China in order to determine their profi ciency after 2-3 years of exposure to their new language. Our results indicate that the adopted children’s expressive vocabulary and language skills were signifi cantly lower than those of the non-adopted controls.


Two late partial immersion students’ verbal jousting during a history task in French.

Margaret Gearon (Monash University, Australia, [email protected]) ▪ This poster will present examples from the dialogue between two students in the second year of a late partial immersion program. These examples will illustrate the use of their second language (French) to react to the presence of the tape recorder and to deviate from the lengthy history task they must complete.


The role of universal and language-specifi c factors in children’s referential choices

A M Sonia Guerriero (McGill University, Canada, [email protected]), Yuriko Oshima-Takane (McGill University, Canada, [email protected]), Yoko Kuriyama (International Christian University, Japan) ▪ The learning of argument choice and its distribution in syntax was investigated in monolingual English-speaking and Japanese-speaking children. Results revealed that universal strategies are in place from early stages of language development, but that language-specifi c referential choices develop over time via learning from parental input.


Computational linguists and applied linguists: Bridging the gapMohammad Haji-Abdolhosseini (Iowa State University, US, [email protected]) ▪ How do we teach computational linguistics (CL) to applied linguists? Teaching CL to applied linguists is important for their understanding of intelligent CALL/CAT. We report on a course in CL for doctoral students in Applied Linguistics and Technology. We discuss our approach to teaching CL and evaluate the results.


Applying a conceptual framework in teaching English defi nite articlesKimiko Hinenoya (McGill University, Canada, [email protected]) ▪ Usages of the defi nite article ‘the’ can be categorized as either conceptual-contextual or anaphoric. This study investigated the link between article usages and the diffi culty that they pose to Japanese ESL learners. Learners were less accurate in applying conceptual usages of ‘the,’ indicating that ESL teachers should emphasize it in their instruction.


School-based programming for multilingual and multicultural Canadian families: Toward a policy model for intergenerational literacy programs

John Ippolito (York University, Canada, [email protected]) ▪ Drawing on an ongoing, multi-year action research initiative to create and sustain a community-referenced venue for language and literacy instruction for immigrant parents and children in public elementary schools in Mississauga, Canada, this study explores methods and means for converting these successful practices into school-based policy, public policy, and infrastructure.


166


Poster Abstracts


The English gerund-participle and translational options in SpanishMarlén Izquierdo (Universidad de León, Spain, [email protected]) ▪ I will comment on the inventory of the translational options identifi ed and emphasize the role of the Spanish gerund in the translations. I will explain the methodology followed, focusing on the combination of two types of translational corpora, and I will fi nally comment on the implications and applications of the results.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ RES ▪ REC

International students’ teaching and learning practice in U.S. academic institutions

Youngkyong Jong (Temple University, US, [email protected]), Eunhee Seo (Temple University, US, [email protected]) ▪ This presentation outlines two research studies, which investigated 80 international students’ classroom interaction in U.S. academic contexts. Using questionnaires, interview transcriptions, and fi eld notes from class observations during one academic year, the two studies looked at international students’ and TAs’ learning and instructional practices.


The relative effectiveness of explicit and implicit feedback in correcting “kitchen” Korean

Hyun-Sook Kang (University of Pennsylvania, US, [email protected]) ▪ This study investigates the relative effectiveness of explicit vs. implicit feedback in improving Korean heritage learners’ accuracy. The explicit-implicit distinction was made based on the presence of metalinguisitic instruction. Thirty-three learners were randomly assigned to the two conditions, and their performance on grammaticality judgment and picture description was compared.


Learner identity and attitudes toward Anglophone pronunciation varietiesOkim Kang (University of Georgia, US, [email protected]) ▪ Various Anglophone accents carry differing social meanings and are associated with differing identities. Students in New Zealand EFL institutes were surveyed and interviewed regarding their preferred pronunciation styles and instructions. American English was rated highest. Curricula teaching other pronunciation models dissatisfi ed students. These attitudes were linked to students’ identity aspirations.


Asynchronous group learning in online EFL courses with minimal instructor presence

Goh Kawai (Hokkaido University, Japan, [email protected]) ▪ We designed an online English language course that allows asynchronous online collaboration. Students work together to improve pronunciation and writing without an instructor coaching them. Students comment on other teams’ work. We developed supporting technologies that entice bonding. Cohesive student groups can positively infl uence non-group behavior as well.


The effectiveness of adaptive computer use for learning vocabularyTadayoshi Kaya (Northern Arizona University, US, [email protected]) ▪ Do language learners benefi t from an adaptive computer application that provides appropriate materials according to learners’ learning styles? In order to investigate this issue, an empirical study was conducted after creating two types of learning-style based computer applications. Results will be provided and discussed.


Task effects on ratings of non-native speechSarita Kennedy (McGill University, Canada, [email protected]) ▪ Can ratings of L2 learners’ isolated sentences tell us anything about how their extended speech is rated? L1 Chinese ESL learners’ isolated sentences and extended spontaneous speech were judged by native English speakers on two nine-point scales of comprehensibility and accentedness. The results address the generalizeability of ratings across tasks.


Interactive activity space: How bilingual writers use the “space” created within an activity system

Penny Kinnear (University of Toronto, Canada, [email protected]) ▪ This paper argues that biracial, bilingual youth writing for publication in Japan created and used a kind of third space where, through the mediating activity of writing and artifacts of successive drafts, they examined, refl ected on and manipulated their understanding, behaviors, and identities enacted and recognized in their everyday spaces.


The roles of output and task interactions on L2 vocabulary acquisitionSunhee Kwon (University of Florida, US, shkwon@ufl .edu) ▪ This study investigates the roles of output and task interactions on L2 vocabulary acquisition by conducting a controlled experiment in which vocabulary treatments vary in terms of (a) the task types, (b) the task sequences, and (c) the task performance modes.


International teaching assistants and identity construction: Politeness in classroom interactions

Virginia LoCastro (University of Florida, US, [email protected] .edu), Gordon Tapper (University of Florida, US, gt@ufl .edu) ▪ The presentation reports on a subset of a larger study concerning international teaching assistants’ identity construction in U.S. academic communities. One ITA’s videotaped interactions with students is analyzed for the co-construction of politeness in the institutional talk. The analysis demonstrates how the ITA signals respect for students.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ DIS

Foreign language use outside the classroom: The sense of progress learners perceive

Annina Löffl er (aloeffl [email protected]) ▪ This poster shows how three foreign language learners judge their own progress by language use outside the classroom. The results were obtained through triangulated data collection and display the language learner profi les, including questionnaire results, interview excerpts, and graphs illustrating the learners’ sense of progress. Finally, implications for foreign language pedagogy are provided.


Instant Messaging: A written or an oral genre?Mojdeh Majidi (Carleton University, Canada, [email protected]) ▪ This study aims to investigate Instant Messaging from the new rhetorical genre perspective. Considering IM as a primary genre, I intend to examine its social motive and social and textual features. Also, using Vygotsky’s concept of situated learning, I will explain how IM users learn the genre to communicate through it.


167


Poster Abstracts


Connaissances lexicales chez les apprenants du français langue seconde de niveau intermédiaire-avancé

Jasmina Milicevic (Dalhousie University, Canada, [email protected]), Marie-Josee Hamel (Dalhousie University, Canada, [email protected]) ▪ Notre communication portera sur les connaissances lexicales d’apprenants du français L2 dégagées à travers une analyse des erreurs lexicales dans un corpus de 60 000 mots. Les types d’erreurs relevées ainsi que des statistiques portant sur la densité et la fréquence de ces erreurs dans le corpus seront présentées.


The effects of pre-task and on-line planning on L2 oral performance in JapaneseTakako Nakakubo (University of Iowa, US, [email protected]) ▪ Research has been conducted to investigate the interaction between planning and second language (L2) performance in order to fi nd out what aspect of language L2 learners attend to during oral production. The current study will report how pre-intermediate-level Japanese learners performed an oral narrative task under different planning conditions.


Superordination and lexical depth in L1 and L2: Bilinguals vs. monolingualsParto Pajoohesh (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ This paper presents a quantitative and qualitative report on “superordination” as a measure of lexical depth and mental semantic network. It investigates how a sample population of sixth graders, i.e., bilinguals (Farsi L1/English L2) and monolinguals (English L1), performed on tasks of superordinate recognition and production for words/concepts.


Echange linguistique et culturel en ligne et enrichissement de la classe d’immersion

Mathy Ritchie (University of Victoria, Canada, [email protected]) ▪ Nous avons utilisé une plate-forme web pour mettre en relation des élèves en immersion avec des francophones du même âge. Les élèves ont effectué une série de tâches en collaboration dans le but de découvrir l’autre culture. Notre poster présente la plate-forme web ainsi que les premiers résultats d’une étude qualitative.


EFL students as learning advisors in a peer online writing centreChristine Rosalia (Kanda University of International Studies, Chiba, Japan and New York University, US, [email protected]) ▪ This presentation tracks and evaluates an online peer writing centre at a language university in Japan where EFL students are employed as 1) online peer writing advisors to other EFL students, 2) facilitators of online chat rooms, 3) evaluators/ recommenders of language learning websites, and 4) web designers.


Reactivity of concurrent think-alouds in synchronous computer-mediated L2 interaction

Rebecca Sachs (Georgetown University, US, [email protected]), Bo Ram Suh (Georgetown University, US, [email protected]) ▪ This study investigated the reactivity of thinking aloud during one-on-one computer-mediated interactions between Korean learners of English and an interlocutor who provided recasts of backshifting errors. Despite mentions of being distracted, the think-aloud group performed signifi cantly better on a text completion post-test, but not on a test of interactive production.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ RES ▪ REC

How can practitioners promote learning opportunities in the L1 reading class? Answers from research within a socio-cognitive perspective

Tânia Saliés (Universidade do Estado do Rio de Janeiro, Brazil, [email protected]) ▪ This presentation addresses the L1 reading classroom anchored on a sociocognitive perspective. Data from questionnaires, interviews, classroom activities and interaction are analyzed to open some windows toward the design of pedagogical practices geared toward autonomy and literacy.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ RWL ▪ LEL

Are Japanese college students motivated to learn English?Natsuko Sato (Tohoku Institute of Technology, Japan, [email protected]) ▪ This is an empirical study of the motivation of Japanese college students to learn English. A questionnaire was administered to examine students’ learning actions and desire to learn English, and assess learners for intrinsic and extrinsic motivation. The relationship among learning actions and motivation and profi ciency were examined using questionnaire results and TOEIC test results.


Reading and decision-making in pre-translationIrina Smirnova-Godoy (University of Ottawa, Canada, [email protected]) ▪ This study explores the initial stage in the translation process, when translators are presented with the original text. When asked to assess the delivery time for the translation of the text, translators mainly evaluate the possible readership and the availability of terminological resources alongside with perfunctory reading of the source text.

Tuesday, June 20, 2006 ▪ 12:45 - 17:00 ▪ Salon des Arts ▪ TRI

Non-native ESL teachers’ zone of thinking: a socio-cultural theoretical perspectiveAmir H. Soheili-Mehr (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ My doctoral study seeks to explore non-native ESL teachers’ zone of thinking within a socio-cultural theoretical framework. The basic research question is: How does non-native ESL teachers’ new professional environment affect their self-perception and zone of thinking? I will present the preliminary data collected from my two groups of participants.


Dialect speakers and academic achievement: First Nations children in standard English classrooms

Andrea Sterzuk (McGill University, Canada, [email protected]) ▪ Indigenous English is a variety of English spoken by many Indigenous Peoples in Canada. This poster presentation will put forward preliminary results of a qualitative study examining the use of story telling and silence by its speakers as well as adult educators’ perceptions of the discourse behaviour of Indigenous English-speaking students.


How do type of exercise and level of L2 profi ciency alter written metalinguistic refl ection? An empirical study

Wataru Suzuki (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]), Nobuya Itagaki (Miyagi University of Education, [email protected]) ▪ Relying on the theoretical and empirical studies of the Output Hypothesis, this study explores complex interactions among the type of metatalk, the type of grammar exercise, and the level of L2 profi ciency by analysing the written retrospective reports of 108 intermediate and advanced Japanese EFL learners.


168


Poster Abstracts


A qualitative study of reading strategies in foreign language Internet readingUlrike Tallowitz (University of British Columbia, Canada, [email protected]) ▪ While Internet texts in foreign language classrooms promote intercultural learning, they present reading diffi culties for language learners. This study uses think-aloud protocols to better understand this process. Reading tasks include scanning, skimming, and detailed reading. Data analysis reveals different reading strategies for each task-type and shows signifi cant individual differences.


“Because being a housewife has a lot of things to learn, too” - A literacy case study

Matilda Hui-jung Tang (University of Rochester, US, [email protected]) ▪ This study explores the literacy practices of a Chinese woman from Malaysia living in the United States. The analysis reveals the sociocultural nature of literacy, the infl uence of pedagogy on literacy development, construction of identity with literacy, and the political nature of languages.


Specifi c language impairment in Icelandic and English-speaking school-age children

Elin Thordardottir (McGill University, Canada, [email protected]) ▪ Language performance was examined in English- and Icelandic-speaking school-age children with specifi c language impairment and normal language development using measures of working memory, sentence imitation, and spontaneous language samples in three different contexts (conversation, narration, and expository discourse). Cross-linguistic similarities and differences were noted.

Monday, June 19, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ COG

Form-focused instruction in Japanese high school: A case study of two EFL classrooms

Yasuyo Tomita (Ontario Institute for Studies in Education, University of Toronto, Canada, [email protected]) ▪ The presenter will present the results of the use of form-focused instruction in English as a foreign language (EFL) classrooms in a Japanese public high school. On the assumption that form-focused instruction promotes grammar learning, suggestions will be made for enhancing learner motivation in form-focused instruction in the EFL context.


“Robot Kungfu:” Gender in philosophical book reviewsPolly Po Ting Tse (Hong Kong Institute of Vocational Education, China, [email protected]) ▪ Drawing on the concept of metadiscourse and subject interviews, this study examines interactive strategies in a corpus of philosophical book reviews and discusses the ways male and female philosophers negotiate writer-reader interactions. Implications for the construction of disciplinary knowledge and gender variations in the use of evaluative language are discussed.

Saturday, June 17, 2006 ▪ 12:45 - 19:00 ▪ Salon des Arts ▪ TXT

Corpus linguistics and materials development: Pragmatically appropriate service encounters

Heidi Vellenga (Saginaw Valley State University, US, [email protected]) ▪ This study reports on design and implementation of pragmatically appropriate instructional materials for teaching service encounters. Corpus-based analysis of service encounters showed a mismatch between published learning materials and naturally-occurring language samples. Discussion of the analysis, design and implementation of instructional materials will be followed by distribution of sample materials.

Tuesday, June 20, 2006 ▪ 12:45 - 17:00 ▪ Tuesday, June 20, 2006 ▪ PED

A picture of vocabulary knowledge and use in ESL learnersJoDee Walters (University of Nottingham, UK, [email protected]) ▪ The presenter will report on the results of a study that examines the vocabulary size, both receptive and productive, of a group of ESL learners, and relates vocabulary size to variables such as language profi ciency, language aptitude, reading ability, language background, learning context, and length of English study.


Automated spoken English test results compare favourably with human ratings of L2 speakers in France for pronunciation and fl uency

Martin Walton (Université Montesquieu Bordeaux 4, France, [email protected]), Karen De Talencé (French Civil Aviation Authority, France, [email protected]) ▪ Analysis of results after testing an automatic Spoken English test for reliability in the Département des Langues, Université Montesquieu Bordeaux 4 in cooperation with Ordinate, California, will be discussed in the more general context of assessing L2 speakers in France using the Council of Europe CEFR grid.

La présentation analysera les résultats d’une évaluation de la validité d’un test de langue anglaise automatisé au département des langues de l’Université Montesquieu-Bordeaux IV en coopération avec la société Ordinate, Californie, dans le contexte de l’évaluation des locuteurs de L2 en France selon la grille du CECR.


Language policy implications and the Sovereignty in Education Act, Navajo Nation 2005

Larisa Warhol (Arizona State University, US, [email protected]) ▪ This paper evaluates the Sovereignty in Education Act passed by the Navajo Nation on July 19, 2005, by examining the historical circumstances of education and language policy on the Navajo Nation and in light of recent education legislation that has been passed by the federal and state governments.

Sunday, June 18, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ LPP ▪ APL

Do late native-like L2 speakers differ from native speakers at the neural level?Erin White (McGill University, Canada, [email protected]) ▪ This study is one of the fi rst to separate the confounding roles of age of acquisition and profi ciency in L2 acquisition. Event related potentials elicited by syntactic violations were recorded in late intermediate and highly profi cient L2 learners. Results indicate that profi cient, late L2 learners display similar neural activation as native speakers.

Monday, June 19, 2006 ▪ 12:45 - 18:30 ▪ Salon des Arts ▪ COG

A comparative study of International English Language Testing System (IELTS) preparation classes in the U.K. and Taiwan

I-Hsin Wu (University of Edinburgh, UK, [email protected]) ▪ This presentation will summarize the fi ndings, focusing in particular on differences and similarities between the IELTS preparation courses in Taiwan and the UK. The fi ndings may contribute to teachers and organisations running the preparation courses and may improve the design of a class syllabus and methodology as well as provide referential information for learners.


A cross-cultural, gender-based comparison of creaky voice usage between Americans and the Japanese Ikuko Patricia Yuasa (University of Iowa, US, [email protected]) ▪ The sound spectrographic images and waveforms of creaky voice samples acoustically examined will be presented along with the statistical results of the investigation.


169


Poster Abstracts


Legitimizing violence: Ethnic stereotyping in news about Israeli-Palestinian violence

Ahmed Zaheed (The University of Texas at Austin, US, [email protected]) ▪ News wire reports, also known as “hard news” reports, are purported to be a straight reporting of facts, sans interpretation or editorializing. However, the fi ndings of this study of news reports about Israeli-Palestinian violence reveal that hard news in fact encodes a highly biased interpretation of the events being reported.


Exploring vocabulary learning strategies among adult foreign language learnersBo Zhang (University of Wisconsin--Milwaukee, US, [email protected]), Chanyu Li (Taiyuan University of Science and Technology, China, [email protected]) ▪ This research studies two important questions on vocabulary learning: 1) what strategies do adult foreign learners use to acquire new vocabulary, and 2) what factors affect the effectiveness of these strategies? An adapted vocabulary learning inventory was conducted along with a survey on the background of language learning.


170


Index of Presentations by Strand

Index des présentations par volet thématique

ASE ▪ MEV Assessment and evaluation ▪ Mesure et évaluation ▫ 42, 50, 52, 57, 59, 64, 67, 70, 71, 77, 81, 84, 87

BIH ▪ BIP Bilingual, immersion, heritage, and language minority education ▪ Éducation bilingue, immersive, patrimoniale et minoritaire ▫ 35, 40, 53, 56, 64, 66, 68, 72, 78, 82, 85, 86, 88

DIS Analysis of discourse and interaction ▪ Analyse du discours et interaction ▫ 33, 42, 43, 45, 50, 54, 57, 60, 64, 65, 71, 73, 77, 78, 85

LAA ▪ AAL Language acquisition and attrition ▪ Acquisition et attrition de la langue ▫ 34, 35, 44, 52, 53, 57, 59, 62, 65 68, 70, 71, 74, 79, 86, 88

COG Language cognition and brain research ▪ Recherche sur le langage, la cognition et le cerveau ▫ 34, 51, 58, 70, 72, 75, 80, 86

LCS Language, culture and socialization ▪ Langue, culture et socialisation ▫ 34, 36, 41, 43, 44, 47, 56, 61, 65, 66, 69, 72, 73, 74, 79, 86, 87, 88, 90

LID Language and ideology ▪ Langue et idéologie ▫ 38, 40, 48, 51, 56, 60, 75, 83

LLC ▪ LCA Language and learner characteristics ▪ Langue et caractéristiques de l’apprenant ▫ 35, 44, 47, 65, 70, 80

LPP ▪ APL Language, planning and policy ▪ Aménagement et politique linguistique ▫ 35, 37, 45, 52, 56, 58, 59, 73, 78

PED Second and foreign language pedagogy ▪ Pédagogie de la langue seconde et étrangère ▫ 33, 34, 38, 39, 43, 46, 53, 54, 60, 67, 68, 73, 74, 84, 88, 89

RES ▪ REC Applied linguistics research methodology ▪ Méthodologie de recherche en linguistique appliquée ▫ 35, 36, 42, 45, 53, 60, 65, 66, 76, 82

RWL ▪ LEL Reading, writing, and literacy ▪ Lecture, écriture et littératie ▫ 39, 42, 46, 51, 52, 58, 59, 61, 67, 71, 72, 78, 80, 87

SOC Sociolinguistics ▪ Sociolinguistique ▫ 37, 42, 45, 52, 59, 66, 72

TEC Language and technology ▪ Langue et technologie ▫ 34, 41, 42, 43, 50, 51, 57, 60, 67, 69, 72, 78, 83, 89

TXT Text analysis ▪ Analyse textuelle ▫ 36, 42, 66, 72, 79

TRI Translation and interpretation ▪ Traduction et interprétation ▫ 33, 34, 65, 66, 73, 80, 84, 87

171


Index

Index

AAbbadi, Sawsan ▪ 56, 164Abdi, Klara ▪ 61, 111Abrahamsson, Niclas ▪ 40, 80, 97,123Abrams, Zsuzsanna ▪ 65, 123 Achugar, Mariana ▪ 34, 123Adams, Rebecca ▪ 54, 123Ahn, Kyungja ▪ 89, 123Ahn, Hyunkee ▪ 80, 129Al Zidjaly, Najma ▪ 71, 110Alanen, Riikka ▪ 89, 123Alarcón, Irma ▪ 52, 123Albert, Ágnes ▪ 62, 113Allard, Doris ▪ 82, 117Allard, Elaine ▪ 90, 116Allen, Dawn ▪ 47, 99Alperer, Selin ▪ 64, 157Altarriba, Jeanette ▪ 75, 118Alvarez, Albert ▪ 65, 123Amer, Mahmoud ▪ 78, 123Amireault, Valérie ▪ 73, 123Ammar, Ahlem ▪ 57, 145Anderson, Christopher ▪ 60, 123Angelelli, Claudia V. ▪ 70, 123Antonini, Maria Milagros ▪ 50, 152Appleby, Roslyn ▪ 36, 124Arias, Clara I. ▪ 84, 164, Armand, Françoise ▪ 47, 88, 99, 146Aronin, Larissa ▪ 47, 108Artemeva, Natasha ▪ 36, 124Athanasopoulos, Panos ▪ 51, 124Attarian, Hourig ▪ 75, 108Avni, Sharon ▪ 88, 124

BBaba, Kyoko ▪ 87, 124Bachman, Lyle ▪ 65, 124Back, Michele ▪ 73, 124Bailey, Benjamin ▪ 60, 124Baker, Wendy ▪ 76, 115Ball, Andrew ▪ 56, 164Ballenger, Cynthia ▪ 86, 120

Balogh, Jennifer ▪ 89, 109Bandi-Rao, Shoba ▪ 34, 124Banke, Sandra ▪ 73, 136Barbaud, Philippe ▪ 63, 103 Barbereau, Danielle ▪ 78, 124Barcroft, Joe ▪ 68, 107Barkaoui, Khaled ▪ 50, 124Barkhuizen, Gary ▪ 36, 124Barletta, Norma ▪ 38, 125Barrière, Caroline ▪ 35, 153Barto, Karen ▪ 66, 125Basturkmen, Helen ▪ 71, 125Bauwens, Daniel ▪ 66, 132Bayliss, Doreen ▪ 88, 160Beauregard, Coralie ▪ 82, 117Beckett, Tracy ▪ 69, 120Behtary, Shahabaddin ▪ 84, 164Belcher, Diane ▪ 32, 98Bell, Nancy ▪ 77, 125Belz, Julie ▪ 75, 104Bentes, Carla ▪ 66, 147Berkowitz, Diana ▪ 42, 164Bernstein, Jared ▪ 89, 109Berthiaume, Rachel ▪ 35, 125Bhatia, Vijay ▪ 32, 98Bigot, Davy ▪ 63, 103Birdsong, David ▪ 47, 118Bitchener, John ▪ 71, 125Black, Amanda ▪ 72, 125Black, Rebecca ▪ 69, 114Blain, Sylvie ▪ 61, 114Blake, Robert ▪ 63, 75, 89, 104, 109Blaser, Christiane ▪ 46, 125Bloch, Joel ▪ 50, 125Block, David ▪ 81, 107Bloom, Melanie ▪ 74, 125Boers, Frank ▪ 66, 132Bolden, Galina ▪ 33,125Bolonyai, Agnes ▪ 70, 164Bongartz, Christiane ▪ 78, 136Borer, Linda ▪ 53, 125Boudreau, Sylvie ▪ 73, 146Bowker, Lynne ▪ 66, 125

Bowles, Melissa ▪ 36, 126Bown, Jennifer ▪ 35, 126Bradley, Christopher ▪ 53, 126Brantmeier, Cindy ▪ 78, 126Brau, Maria ▪ 50, 146Breckenridge, Yvonne ▪ 45, 152Brisk, Maria ▪ 80, 126Brissaud, Catherine ▪ 35, 126Brogden, Lace Marie ▪ Brooks, Lindsay ▪ 54, 112Brown, Jonathan ▪ 39, 140Brózik-Piniel, Katalin ▪ 70, 164Brua, Chas ▪ 69, 120Bu, Ai Ping ▪ 58, 140Buckley, Leigh ▪ 75, 118Burke, Brigid ▪ 39, 126Burke, Maureen ▪ 84, 152Byrnes, Heidi ▪ 49, 54, 62, 102, 112Byrd Clark, Julie ▪ 47, 108

CCall, Mary ▪ 58, 126Callan, Daniel E. ▪ 58, 138Callan, Jaime ▪ 39, 140Cambre, Carolina ▪ 45, 152Cameron, Lynne ▪ 81, 106Campbell, Michael ▪ 53, 115Canagarajah, Suresh ▪ 48, 119Cao Kam, Xuân-Nga ▪ 67, 147Cardoso, Walcir ▪ 37, 126Carey, Stephen ▪ 43, 149Carroll, Sherrie ▪ 45, 126Catlett, Shawna ▪ 45, 143Caughlan, Samantha ▪ 51, 113Caws, Catherine ▪ 67, 127Cetto, María ▪ 89, 109Chan, Yuet Hung Cecilia ▪ 85, 127Chang, Ching-Fen ▪ 72, 127Chang, Marion ▪ 74, 127Chang, Sunmee ▪ 85, 127Chang, Yu-Ying ▪ 79, 127Chao, Mei Chueh ▪ 58, 127Charles, Maggie ▪ 54, 112

172


Index

Index

Chartrand, Suzanne-G ▪ 46, 127Chaudron, Craig ▪ 60, 127Chen, Ching-Yi ▪ 87, 137Chen, Hsin Chin ▪ 75, 118Chen, Louis ▪ 34, 127Chen, Xiaoqing (Andy) ▪ 65, 162Chen, Yiching ▪ 58, 127Chen, Zhaohui ▪ 78, 127Chen, Wen-Ping ▪ 85, 151Cheng, Fei-Wen ▪ 39, 128Cheng, Liying ▪ 57, 128Cheng, Stephanie Weijung ▪ 79, 128Chevrot, Jean-Pierre ▪ 35, 126Chiang, Pi-Yu ▪ 56, 164Chiang, Yung-nan ▪ 80, 128Chin, Diana Hsien-jen ▪ 74, 128Cho, So-Eun ▪ 85, 128Cho, Yeonsuk ▪ 67, 128Cho, Young Woo ▪ 33, 128Choi, Hyun ▪ 75, 118Choi, Soojung ▪ 43, 128Choo, Jinhee ▪ 90, 109Chosé, Anita ▪ 59, 141Chou, Sylvia Wen-ying ▪ 45, 128Christison, MaryAnn ▪ 72, 128Chu, Huimei ▪ 78, 128Chuk, Joanne Yim Ping ▪ 35, 129Chun, Dorothy ▪ 77, 83, 96Chung, Hyun-Sook ▪ 80, 129Clément, Nathalie ▪ 61, 114Cleverly, Cassie ▪ 51, 113Cohen, Andrew D. ▪ 20, 49, 129Cohen, Sarah ▪ 39, 129Colby-Kelly, Christian ▪ 70, 129Cole, KimMarie ▪ 90, 116Coleman, Jim ▪ 68, 129Collins, Laura ▪ 77, 131Colombi, M. Cecilia ▪ 62, 102Compton, Lily ▪ 35, 129Connor, Ulla ▪ 17, 52, 129Connor-Linton, Jeff ▪ 84, 164Cook, Haruko ▪ 79, 129Cook, Guy ▪ 17, 83, 121Cooke, Melanie ▪ 81, 107Cortez, Nolvia ▪ 38, 125Costino, Kimberly ▪ 80, 138Coughlin, Thomas ▪ 42, 164Cowan, Ron ▪ 89, 109Crabbe, David ▪ 54, 123Crago, Martha ▪ 70, 165Cray, Ellen ▪ 58, 111

Crisfi eld Burr, Eowyn ▪ 74, 129Cross, Russell ▪ 74, 130Csomay, Eniko ▪ 79, 130Cummings, Jill ▪ 68, 130Cummins, Jim ▪ 47, 99Curdt-Christiansen, Xiao Lan ▪ 75, 108Curran, Mary ▪ 68, 130Curry, Mary Jane ▪ 51, 113

DDagenais, Andrée ▪ 82, 117Dagenais, Diane ▪ 47, 88, 99, 146Dahlman, Anne ▪ 46, 130Daigle, Daniel ▪ 46, 130Dailey-O’Cain, Jennifer ▪ 40, 122Dalley, Phyllis ▪ 41, 119Damron, Rebecca ▪ 33, 148Dankova, Natalia ▪ 73, 130Dapretto, Mirella ▪ 58, 138DaSilva Iddings, Ana Christina ▪ 78, 130David, Annabelle ▪ 82, 117Davis, Kathryn ▪ 86, 120Davis, Lawrence ▪ 42, 144Davis, Michelle ▪ 56, 164Davison, Chris ▪ 57, 130de Bot, Kees ▪ 15, 17, 77, 81, 105, 106, De Florio-Hansen, Inez ▪ 33, 130de Graaff, Rick ▪ 72, 130de Haan, Pieter ▪ 72, 130de Jong, Nivja ▪ 62, 113De Talencé, Karen ▪ 84, 168De Villiers, Jessica ▪ 64, 116Debas, Karen ▪ 70, 165DeCapua, Andrea ▪ 42, 164Dejmek, Theresa ▪ 75, 108DeKeyser, Robert ▪ 15, 32, 40, 97,DelliCarpini, Margo ▪ 52, 131Derwing, Tracey ▪ 76, 115Deters, Ping ▪ 36, 131Diallo, Ibrahima ▪ 37, 131Dicker, Sue ▪ 56, 164Dietrich, Sarah ▪ 87, 161Dixon, Edward ▪ 41, 160Doe, Christine ▪ 84, 165Doucet, Rachelle ▪ 41, 119Doyle, Terrence ▪ 42, 165Drescher, Nancy ▪ 65, 131Dristas, Veronica ▪ 36, 162Ducar, Cynthia ▪ 50, 131Ducasse, Ana Maria ▪ 71, 131Dudley-Evans, Tony ▪ 32, 98

Duff, Patricia A. ▪ 17, 47, 68, 74, 99, 109, 121Duquette, Lise ▪ 55, 101Durand, Catherine ▪ 59, 131Duvall, Emily ▪ 42, 131Dyson, Bronwen ▪ 70, 131

EEdstrom, Anne ▪ 77, 131Edwards, Roderick ▪ 77, 131Ehlers-Zavala, Fabiola ▪ 36, 133Ehrich, John ▪ 65, 131Eisterhold, Jodi ▪ 78, 132El-Dash, Linda Gentry ▪ 44, 146Ellis, Dyana ▪ 34, 132Ellis, Nick ▪ 68, 81, 106, 107Ellis, Rod ▪ 40, 97Engelking, Marina ▪ 57, 139Epting, Christine ▪ 85, 132Erben, Tony ▪ 65, 149Erdos, Caroline ▪ 70, 165Erdősy, Muhammad Usman ▪ 50, 132Erlam, Rosemary ▪ 68, 132Eskenazi, Maxine ▪ 39, 140Eslami, Zohreh ▪ 51, 132Etherington, Sian ▪ 39, 132Ewald, Jennifer ▪ 77, 131Eyckmans, June ▪ 66, 132

FFaez, Farahnaz ▪ 56, 165Farley, Andrew ▪ 68, 107Farr, Marcia ▪ 68, 109Farrell, Thomas S. C. ▪ 54, 112Farrell Whitworth, Kathleen ▪ 87, 132Feak, Christine ▪ 32, 98Fei, Fei ▪ 50, 132Fennema-Bloom, Jennifer ▪ 85, 132Fernandez-Garcia, Marisol ▪ 33, 132Feuer, Avital ▪ 64, 133Fischer, Robert ▪ 89, 109Fish, Sarah ▪ 64, 133Flahive, Douglas ▪ 36, 133Fleischer, A. Alkistis ▪ 37, 133Florijn, Arjen ▪ 62, 113Forrester, Clive ▪ 66, 133Fox, Janna ▪ 57, 128Fox, Joan ▪ 72, 147Fraser, Carol ▪ 67, 133Frazier, Stefan ▪ 77, 133

173


Index

Index

Freedgood, Laura ▪ 87, 133Freedman, Sarah ▪ 86, 120Freitas, Lúcia ▪ 66, 133French, Leif ▪ 58, 133Friedman, Michael ▪ 75, 118Fries, Peter H. ▪ 16, 64, 116Friginal, Eric ▪ 73, 133Fuchs, Carolin ▪ 51, 160Fusari, Sabrina ▪ 66, 133

GGagné, Andréanne ▪ 84, 165Gagnon, Odette ▪ 55, 100Galasinski, Dariusz ▪ 53, 75, 115, 118Gallagher, Christopher ▪ 39, 147Garcia, Prospero ▪ 77, 134García Frazier, Elena ▪ 53, 134Garcia-Bayonas, Mariche ▪ 36, 134Gardner, Dee ▪ 50, 134Garrett, Paula ▪ 35, 134Garrido, Miguel ▪ 52, 129Gatbonton, Elizabeth ▪ 76, 115Gauthier, Karine ▪ 70, 165Gearon, Margaret ▪ 56, 165Gebhard, Meg ▪ 39, 134Genesee, Fred ▪ 70, 165Gentil, Guillaume ▪ 87, 134Germain, Claude ▪ 32, 48, 55, 91, 101Ghaith, Ghazi ▪ 73, 156Gholami Mehrdad, Ali ▪ 84, 134Giampapa, Frances ▪ 83, 110Gibson, Kari ▪ 60, 134Gilbert, Kara ▪ 36, 134Godard, Lucie ▪ 82, 117Goddard, Angela ▪ 57, 134Goertzen, Phil ▪ 43, 143Golato, Peter ▪ 51, 158Gonzalez-Reyes, Ana-Luisa ▪ 46, 150Goodman, Bridget ▪ 59, 134Gordon, Cynthia ▪ 71, 110Granfeldt, Jonas ▪ 82, 117Gray, Jerry ▪ 57, 135Grim, Frédérique ▪ 38, 135Grin, François ▪ 45, 147Guardado, Martin ▪ 61, 111Guerrero, Roger Gilabert ▪ 62, 113Guerriero, A M Sonia ▪ 70, 165Guilbault, Christian ▪ 35, 135Gunesch, Konrad ▪ 47, 108Gunning, Pamela ▪ 44, 135

Guo, Yan ▪ 65, 135Gutierrez, Xavier ▪ 46, 135Gutiérrez Estrada, María Rebeca ▪ 88, 135

HHaji-Abdolhosseini, Mohammad ▪ 42, 165Halleck, Gene ▪ 85, 135Hallett, Richard ▪ 38, 135Hamada, Megumi ▪ 51, 135Hamel, Marie-Josee ▪ 84, 167Hamers, Josiane ▪ 55, 100Hamp-Lyons, Liz ▪ 57, 130Han, Han ▪ 53, 135Han, Huamei ▪ 58, 111Hanauer, David ▪ 59, 135Haneda, Mari ▪ 59, 136Hansen, Rachel ▪ 52, 136Hanson, Joleen ▪ 34, 136Haque, Eve ▪ 58, 111Hardison, Debra ▪ 58, 136Harris, Kathryn ▪ 73, 136Harris, Vee ▪ 53, 136Hasegawa, Atsushi ▪ 79, 136Hashimoto, Yuria ▪ 45, 136Hatasa, Yukiko ▪ 38, 136Hawkins, Barbara ▪ 85, 148Hayes-Harb, Rachel ▪ 72, 128He, Agnes ▪ 68, 109Hébert, Manon ▪ 61, 114Heift, Trude ▪ 89, 109Heller, Monica ▪ 49, 62, 93Hellermann, John ▪ 78, 136Helmer, Kimberly ▪ 53, 136Helms-Park, Rena ▪ 74, 136Helt, Marie ▪ 52, 137Higgins, Christina ▪ 86, 137Hinenoya, Kimiko ▪ 84, 165Hinrich, Sally ▪ 45, 137Hocking, Darryl ▪ 72, 137Hodge, Sarah ▪ 33, 152Hoffmeister, Robert ▪ 64, 133Holmes, John ▪ 52, 137Hong-Nam, Kyungsim ▪ 78, 137Hood, Susan ▪ 54, 112Horai, Tomoko ▪ 84,137Horn, Bradley ▪ 80, 137Horst, Marlise ▪ 67, 137Hsieh, Chia-Ling ▪ 87, 137Hu, Hsueh-chao Marcella ▪ 46, 137Hu, Jim ▪ 36, 137

Hu, Yuanyuan ▪ 59, 138Huang, Li-szu ▪ 88, 138Huang, Shu-chen ▪ 65, 138Hubbard, Amy L. ▪ 58, 138Hudelot-Gabillas, Christian ▪ 73, 138Hudson, Thom ▪ 40, 97Hulstijn, Jan ▪ 63, 69, 94Hult, Francis M. ▪ 37, 138Hung, Chia Yuan ▪ 72, 138Huot, Diane ▪ 49, 55, 100Hur, Hyunsoo ▪ 45, 138Hyland, Ken ▪ 32, 98Hyltenstam, Kenneth ▪ 80, 123Hyon, Sunny ▪ 80, 138

IIberri-Shea, Gina ▪ 59, 138Ibrahim, Awad ▪ 44, 138Ikeda, Keiko ▪ 45, 138Ilia, Nikos ▪ 58, 126Ilieva, Roumiana ▪ 40, 139Imai, Junko ▪ 57, 139Ingold, Catherine W. ▪ 89, 109Intemann, Frauke ▪ 57, 160Ippolito, John ▪ 56, 165Isaacs, Talia ▪ 71, 139Ismailova, Baktygul ▪ 86, 139Istifci, Ilknur ▪ 71, 139Isurin, Ludmila ▪ 34, 139Itagaki, Nobuya ▪ 84, 167Iwashita, Noriko ▪ 79, 139Izquierdo, Jesús ▪ 57, 139Izquierdo, Marlén ▪ 42, 166

JJackson, Jane ▪ 87, 139James, Mark Andrew ▪ 73, 139Jamieson, Joan ▪ 60, 139Jang, Eunice Eunhee ▪ 60, 139Jang, Eun-Young ▪ 78, 130Jarvis, Scott ▪ 52, 155Jean, Gladys ▪ 55, 100Jeon, K. Seon ▪ 44, 140Jernigan, Justin ▪ 43, 140Jessner, Ulrike ▪ 81, 105Ji, Eunjung ▪ 85, 140Jiang, Nan ▪ 68, 107Jiang, Xiangying ▪ 58, 140Jimenez, Juan Pablo ▪ 39, 134

174


Index

Index

Jimenez, Karleen ▪ 86, 120John, Paul ▪ 37, 140Johns, Ann ▪ 15, 32, 98Johnson, David ▪ 59, 140Johnson, Jeff ▪ 77, 140Johnson, Rebekah ▪ 65, 140Jong, Youngkyong ▪ 84, 166Juffs, Alan ▪ 39, 140Jung, Ji-Young ▪ 85, 140Jung, Sei-Hwa ▪ 72, 140

KKahn, Gabrielle ▪ 85, 148Kandil, Magdi ▪ 38, 140Kang, Hyun-Sook ▪ 56, 166Kang, Okim ▪ 56, 166Kanno, Kazue ▪ 44, 140Kanno, Yasuko ▪ 54, 112Karmani, Sohail ▪ 83, 121Kasparian, Kristina ▪ 70, 165Kassaee, Seyed Mehrdad ▪ 84, 134Kato, Kazue ▪ 74, 141Kawai, Goh ▪ 42, 166Kaya, Tadayoshi ▪ 42, 166Ke, Jinyun ▪ 70, 141Kelleher, Ann ▪ 85, 141Li, Xuemei ▪ 72, 145Kennedy, Sarita ▪ 84, 166Kephart, Kerrie ▪ 51, 113Kerekes, Julie ▪ 85, 141Khalaf, Roseanne ▪ 38, 141Kiely, Richard ▪ 36, 141Kim, Doe-Hyung ▪ 89, 109Kim, Hae-Young ▪ 44, 140Kim, Jean ▪ 61, 111Kim, Ji Hyun ▪ 51, 141Kim, Mary ▪ 43, 141Kim, Min Sook ▪ 59, 141Kim, Mi-Young ▪ 61, 111Kim, Stephanie Hye Ri ▪ 43, 141Kim, Sung-Yeon ▪ 43, 141Kim, Tae-Eun ▪ 46, 141Kim, Tae-Young ▪ 86, 142Kim, Yiyoung ▪ 39, 142Kim, YouJin ▪ 52, 142Kim Yoon, Keumsil ▪ 59, 142King, Kendall ▪ 60, 142Kinginger, Celeste ▪ 53, 115Kinnear, Penny ▪ 56, 166Kissinger, Donald ▪ 54, 142Kitade, Keiko ▪ 41, 142

Kliashchuk, Mikalai ▪ 73, 159Knoch, Ute ▪ 50, 142Knouzi, Ibtissem ▪ 50, 124Kobayashi, Chiho ▪ 34, 142Koike, Chisato ▪ 50, 142Komiyama, Reiko ▪ 46, 142Kondo-Brown, Kimi ▪ 73, 142Konidaris, Ephie ▪ 75, 108Koopman, Gerrit Jan ▪ 72, 130Kormos, Judit ▪ 62, 113Kostouli, Triantafi llia ▪ 87, 143 Kramsch, Claire ▪ 74, 83, 121Krase, Ethan ▪ 90, 116Kristjansson, Carolyn ▪ 43, 143Kristmanson, Paula ▪ 67, 143Kubota, Ryuko ▪ 45, 143Kuiken, Folkert ▪ 73, 143Kumagai, Yuri ▪ 50, 143Kuo, Sai-hua ▪ 85, 143Kurihara, Yuka ▪ 86, 143Kuriyama, Yoko ▪ 70, 165Kwon, Eun-Young ▪ 34, 143Kwon, Sunhee ▪ 70, 166

LLabelle, Marie ▪ 82, 117Labrador, Belen ▪ 87, 153Lafontaine, Lizanne ▪ 61, 114Lafontaine, Marc ▪ 35, 143Lai, Chun ▪ 43, 143Lam, Wan Shun Eva ▪ 69, 114Lam, Wendy Y.K. ▪ 74, 143Lambert, Sylvie ▪ 80, 144Lamoureux, Sylvie ▪ 58, 111Lampe, Gerald ▪ 89, 109Lang, Yong ▪ 60, 147Langman, Juliet ▪ 53, 115Lapkin, Sharon ▪ 32, 47, 69, 99, 121Laplante, Line ▪ 82, 117Larsen-Freeman, Diane ▪ 17, 40, 81, 97, 106Laufer, Batia ▪ 54, 144Laurier, Michel ▪ 55, 101Lazaraton, Anne ▪ 42, 144Le, Fushun ▪ 37, 144Le Pichon-Vorstman, Emmanuelle ▪ 88, 144Leavell, Alexandra ▪ 78, 137Lechuga, Julia ▪ 43, 144Leclerc, Martine ▪ 61, 114Lee, Ena ▪ 54, 112Lee, Eun-Hee ▪ 36, 144

Lee, Gabseon ▪ 44, 144Lee, Jamie Shinhee ▪ 59, 144Lee, Wendy ▪ 77, 144Lee, Yo-An ▪ 36, 144Leeser, Michael ▪ 78, 144Lehmil, Linda ▪ 37, 145Lemonnier, France H. ▪ 55, 100 Lépine, Isabelle ▪ 82, 117Lessard-Clouston, Michael ▪ 65, 145Leung, Y.-K. Ingrid ▪ 88, 145Levine, Glenn ▪ 40, 122Levis, John ▪ 76, 115Levy, Julia ▪ 84, 165Lew, Marna ▪ 52, 145Li, Chanyu ▪ 84, 169Li, Danli ▪ 86, 145Li, Duanduan ▪ 68, 109Li, Jie ▪ 58, 145Li, Shaofeng ▪ 44, 145

Liang, Wenxia ▪ 44, 145Liang, Xiaoping ▪ 46, 145Liaw, Meei-Ling ▪ 57, 145Liebscher, Grit ▪ 40, 122Lightbown, Patsy M. ▪ 57, 145Lim, Gad ▪ 64, 145Lindemann, Stephanie ▪ 60, 146Little, Sabine ▪ 50, 146Liu, Hsin-min ▪ 52, 146Lo, Adrienne ▪ 74, 121LoCastro, Virginia ▪ 42, 166Löffl er, Annina ▪ 70, 166Logan-Terry, Aubrey ▪ 60, 142Lotherington, Heather ▪ 47, 99Loureiro-Rodriguez, Veronica ▪ 85, 146Low, Bronwen ▪ 51, 113Lowie, Wander ▪ 81, 105Lubin, Leslie ▪ 73, 146Luke, Christopher ▪ 74, 125Lunde, Rachel ▪ 50, 146Luoma, Sari ▪ 67, 128Lussier, Denise ▪ 55, 101Lyster, Roy ▪ 32, 33, 47, 99, 155

MMacaro, Ernesto ▪ 40, 122Mackey, Alison ▪ 44, 148MacMillan, Fabiana ▪ 77, 146Mady, Callie ▪ 47, 99Magnus, Sonia de Paula Faria ▪ 44, 146Magurie, Mary ▪ 75, 108

175


Index

Index

Majidi, Mojdeh ▪ 42, 166Makoni, Sinfree ▪ 69, 120Makropoulos, Josée ▪ 88, 146Malone, Meg ▪ 84, 164Malvern, David ▪ 82, 117Manchón, Rosa M. ▪ 80, 146Mancini, Simona ▪ 58, 126Maraillet, Erica ▪ 88, 146Margaret, So ▪ 42, 157Marinova-Todd, Stefka H. ▪ 47, 118Markee, Numa ▪ 50, 146Markley, Phillip ▪ 72, 147Marshall Gray, Pamela ▪ 33, 147Marshman, Elizabeth ▪ 73, 146Martin, James R. ▪ 62, 102Martin, Peter ▪ 81, 107Martinez, Glenn ▪ 60, 147Martinez, Stella ▪ 57, 147Martins, Marcia ▪ 66, 147Martohardjono, Gita ▪ 67, 147Matarese, Maureen ▪ 38, 147Matsuda, Paul Kei ▪ 46, 158Matsumoto, Kazumi ▪ 80, 147Maturana, Liliana ▪ 84, 164Matute, Esmeralda ▪ 46, 150Maurais, Jacques ▪ 63, 103May, Stephen ▪ 45, 147McCabe, Anne ▪ 39, 147McCormack, Bede ▪ 85, 148McCormick, David ▪ 53, 148McCoy, Jennifer ▪ 52, 137McDonough, Kim ▪ 44, 148McGroarty, Mary ▪ 17, 52, 148McLaughlin, Sky ▪ 40, 148McPherron, Paul ▪ 60, 148Meara, Paul ▪ 81, 105Medzerian, Star ▪ 38, 125Mehmedbegovic, Dina ▪ 38, 125Mehrpour, Saeed ▪ 67, 153Meijer, Dick ▪ 79, 161Meizoso, Francisco ▪ 68, 148Mellow, Dean ▪ 44, 148Menezes de Souza, Lynn Mario ▪ 48, 119Meng, Yaru ▪ 72, 140Meng, Qingtao ▪ 40, 122Messersmith, Lara ▪ 71, 148Meuter, Renata ▪ 75, 118Mihai, Florin ▪ 52, 148Mihaljevic Djigunovic, Jelena ▪ 47, 118Milicevic, Jasmina ▪ 84, 167Miller, Jenny ▪ 39, 148

Miller, Elizabeth ▪ 90, 116Mischler, James ▪ 33, 148Mitchell, Rosamond ▪ 82, 118Mohan, Bernard ▪ 64, 116Molle, Daniella ▪ 72, 149Moore, Tim ▪ 39, 149Morales, Natalia ▪ 72, 147Moreno, Nina ▪ 45, 149Morgan, Tannis ▪ 43, 149Morgan, Brian ▪ 48, 54, 112, 119Morgan-Short, Kara ▪ 86, 149Morita, Naoko ▪ 79, 149Morkus, Nader ▪ 65, 149Morris, Lori ▪ 82, 117Mortimer, Katherine ▪ 90, 116Morton, Janne ▪ 33, 149Motha, Suhanthie ▪ 38, 149Mougeon, Raymond ▪ 66, 149Muńoz, Carmen ▪ 47, 118Munro, Murray ▪ 76, 115Muraoka, Yuka ▪ 45, 149Murphy, Liz ▪ 80, 146Mutonyi, Harriet ▪ 48, 119Myles, Florence ▪ 82, 117Myles, Johanne ▪ 43, 149

NNadasdi, Terry ▪ 66, 149Nadeau, David ▪ 35, 153Nadeau, Marie ▪ 46, 150Nagy, Krisztina ▪ 40, 122Nakajima, Miyoko ▪ 72, 150Nakakubo, Takako ▪ 70, 167Nakayama, Akira ▪ 44, 150Nakazawa, Kazuaki ▪ 39, 150Nassaji, Hossein ▪ 38, 150Nauman, Gretchen ▪ 78, 150Navarre, Amber ▪ 69, 120Ndambuki, Jacinta ▪ 66, 150Nelson, Mark Evan ▪ 57, 150Nelson, Robert ▪ 86, 150Netten, Joan ▪ 32, 55, 48, 91, 101Newton, Jonathan ▪ 54, 123Ng, Jacqueline ▪ 83, 110Nicolas, France ▪ 61, 114Nikolov, Marianne ▪ 47, 118Nishino, Takako ▪ 37, 150Niu, Ruiying ▪ 89, 150Norris, John M. ▪ 40, 97Noh, Jini ▪ 43, 150Norton, Bonny ▪ 48, 119

Nuevo, Ana-Maria ▪ 74, 151Nyongwa, Moses ▪ 88, 154

OO’Brien, Irene ▪ 58, 133Occhi, Debra J ▪ 60, 156Ockey, Gary ▪ 42, 151Oh, Sun-Young ▪ 79, 151O’Hara, Yumiko ▪ 53, 115Okada, Hanako ▪ 79, 151Okamoto, Shigeko ▪ 85, 151Okamura, Akiko ▪ 44, 151O’Laoire, Muiris ▪ 47, 108Oliveira, Lucia ▪ 79, 151Ortega, Lourdes ▪ 17, 40, 97Oshima-Takane, Yuriko ▪ 70, 165Otheguy, Ricardo ▪ 67, 147Ouellette, Mark A. ▪ 79, 151Overstreet, Mark ▪ 51, 151Oxford, Rebecca ▪ 44, 135, 163Ozgur, Nilufer ▪ 42, 151

PPajoohesh, Parto ▪ 56, 167Paltridge, Brian ▪ 32, 98Papen, Robert A. ▪ 15, 63, 103Park, Eunjin ▪ 87, 151Park, Jae-Eun ▪ 43, 151Park, Sujung ▪ 38, 152Park, Yong-Yae ▪ 79, 151Patanasorn, Chomraj ▪ 43, 159Patrick, Donna ▪ 58, 111Pavlenko, Aneta ▪ 53, 75, 115, 118Paxton, Moragh ▪ 33, 152Payne, Scott ▪ 75, 104Pellerin, Martine ▪ 78, 152Pelletreau, Tim ▪ 39, 140Pennycook, Alastair ▪ 48, 119Perrow, Margaret ▪ 45, 152Peters, Colette ▪ 34, 157Peters, Elke ▪ 46, 152Peters, Jacqueline ▪ 41, 119Peters, Martine ▪ 67, 161Petrescu, Maria ▪ 74, 136Petreus, Maria ▪ 82, 117Phakiti, Aek ▪ 64, 152Pichette, Francois ▪ 35, 152Pino, Juan ▪ 50, 152Plakans, Lia ▪ 84, 152Plaza Pust, Carolina ▪ 81, 106

176


Index

Index

Plews, John L. ▪ 45, 152Poehner, Matthew ▪ 64, 152Poirier, Claude ▪ 63, 103Polio, Charlene ▪ 33, 152Pomerantz, Anne ▪ 90, 116Poole, Deborah ▪ 66, 153Potts, Diane ▪ 69, 114Prat, Valérie ▪ 35, 153Priego, Sabrina ▪ 50, 153Priego-Valverde, Béatrice ▪ 78, 132Purpura, James ▪ 15, 32, 40, 97Pyo, Jeongsoo ▪ 80, 153

QQuinn, Paul ▪ 60, 139Quintieri, Marcello ▪ 84, 153Quirion, Jean ▪ 35, 153

RRahnama, Akbar ▪ 84, 134Ramanathan, Vaidehi ▪ 48, 119Ramón, Noelia ▪ 87, 153Ranta, Leila ▪ 71, 153Rau, Victoria ▪ 57, 153Ravelli, Louise ▪ 79, 157Rea-Dickins, Pauline ▪ 17, 40, 97Rebuschat, Patrick ▪ 72, 153Rehner, Katherine ▪ 66, 149Reinke, Kristin ▪ 63, 103Revesz, Andrea ▪ 89, 153Riazi, Abdolmehdi ▪ 67, 153Richards, Brian ▪ 82, 117Riley, Kathleen ▪ 41, 119Rimmer, Mary ▪ 72, 162Rimrott, Anne ▪ 89, 109Ritchie, Mathy ▪ 56, 167Rivard, Léonard ▪ 53, 154Roberge, Carmen ▪ 88, 154Roberts, Julie ▪ 37, 154Robinson, Peter ▪ 62, 113Roca de Larios, Julio ▪ 80, 146Roots, Robin ▪ 43, 143Rosa, Joao ▪ 37, 154Rosalia, Christine ▪ 84, 167Ross, Steven ▪ 64, 154Rossiter, Marian ▪ 59, 154Rott, Susanne ▪ 71, 164Roy, Chantal ▪ 82, 117Roy, Sylvie ▪ 41, 119

Rozycki, William ▪ 52, 129Rule, Sarah ▪ 82, 117Rvachew, Susan ▪ 56, 164Rymes, Betsy ▪ 74, 90, 116, 121

SSabatier, Cécile ▪ 35, 154Sachs, Rebecca ▪ 42, 167Saft, Scott ▪ 53, 115Sahin, Mehmet ▪ 37, 154Saif, Shahrzad ▪ 67, 154Salami, Oladipo ▪ 38, 154Saliés, Tânia ▪ 42, 167Sallabank, Julia ▪ 59, 154Samraj, Betty ▪ 54, 112Samuda, Virginia ▪ 67, 155Sanchez, Laura ▪ 52, 155Sanchez, Raquel ▪ 78, 155Sanchez-Muñoz, Ana ▪ 88, 155Sanders, James ▪ 39, 140Santos, Denise ▪ 65, 155Sanz, Cristina ▪ 86, 149Sarikova, Zuzana ▪ 67, 155Sarma, Nandini ▪ 67, 161Sato, Masatoshi ▪ 33, 155Sato, Natsuko ▪ 70, 167Sawyer, David ▪ 33, 155Scarino, Angela ▪ 67, 155Schachter, Jacquelyn ▪ 82, 118Schauer, Gila A. ▪ 37, 155Schecter, Sandra R. ▪ 61, 72, 86, 111,129Schleppegrell, Mary J. ▪ 54, 112Schoonen, Rob ▪ 62, 113Schrauf, Robert ▪ 69, 120Schuetze, Ulf ▪ 70, 155Schulze, Mathias ▪ 89, 109Schwartz, Adam ▪ 43, 155Schwartz, Ana ▪ 68, 107Schwarzer, David ▪ 74, 125Schwienhorst, Klaus ▪ 7, 104Schwieter, John ▪ 80, 156Scott, Laura DiGiorgio ▪ 59, 151Seegmiller, Steve ▪ 58, 126Segalowitz, Norman ▪ 75, 115Seo, Eunhee ▪ 84, 166Seo, Mi-Suk ▪ 77, 156Seror, Jeremie ▪ 61, 111Shaaban, Kassim ▪ 73, 156Shaked, Amit ▪ 67, 147Shaw, Moira ▪ 68, 107

Sheen, Younghee ▪ 52, 156Shi, Jie ▪ 47, 108Shi, Xingsong ▪ 66, 156Shibamoto Smith, Janet S ▪ 60, 156Shieh, Wenyuh ▪ 58, 156Shiina, Kikuko ▪ 79, 156Shin, Dong-Shin ▪ 51, 156Shin, Sarah ▪ 53, 156Shin, Woomi ▪ 58, 156Shum, Sandy So Po ▪ 46, 156Siegrist, Deborah ▪ 79, 157Silberstein, Sandra ▪ 83, 121Simard, Daphnée ▪ 55, 100Simo, Judit ▪ 43, 157Simon-Maeda, Andrea ▪ 60, 157Simpson-Vlach, Rita ▪ 32, 98Sinclair, John ▪ 49, 55, 92Slater, Tammy ▪ 64, 116Smidt, Esther ▪ 44, 157Smirnova-Godoy, Irina ▪ 84, 167Smit, Ute ▪ 33, 157Smith, Bryan ▪ 75, 104Smith, Sara W. ▪ 46, 145Smith, Wendy ▪ 50, 160Snyder, Bill ▪ 64, 157So, Margaret ▪ 42, 157Soheili-Mehr, Amir H. ▪ 42, 167Son, Eun Hye ▪ 34, 157Song, Hui-fang ▪ 42, 165Song, Juyoung ▪ 86, 157Sotillo, Susana ▪ 75, 104 Spada, Nina ▪ 34, 157Starfi eld, Sue ▪ 79, 157Steinel, Margarita ▪ 62, 113Steinhauer, Karsten ▪ 86, 149Stelluto, Donna ▪ 68, 130Stengers, Hélène ▪ 66, 132Sterzuk, Andrea ▪ 56, 167Stockburger, Inge ▪ 71, 110Storch, Neomy ▪ 46, 161Stuart, Christian ▪ 54, 112Sturm, Jessica ▪ 51, 158Su, Fu-hsing ▪ 88, 138Sugimori, Noriko ▪ 45, 158Suh, Bo Ram ▪ 42, 167Sunderman, Gretchen ▪ 68, 107Suzuki, Manami ▪ 39, 158Suzuki, Masa ▪ 89, 109Suzuki, Wataru ▪ 84, 167Swain, Merril ▪ 69, 121Swales, John M. ▪ 15, 32, 98

177


Index

Index

Swavely Gardner, Jill ▪ 35, 158Sykes, Julie ▪ 34, 129

TTachino, Tosh ▪ 66, 158Tadaki, Toru ▪ 79, 156Tafaghodtari, Marzieh H. ▪ 38, 160Taguchi, Naoko ▪ 72, 158Takahashi, Hiroshi ▪ 45, 158Takahashi, Nobuaki ▪ 54, 158Takamiya, Yumi ▪ 35, 158Takimoto, Masahiro ▪ 67, 158Tallowitz, Ulrike ▪ 42, 168Talmy, Steven ▪ 74, 121Tanaka, Shoko ▪ 59, 158Tang, Matilda Hui-jung ▪ 42, 168Tapper, Gordon ▪ 42, 166Tardy, Christine ▪ 46, 158Taylor, Alan ▪ 67, 159Taylor, Lisa ▪ 83, 110Tennant, Jeff ▪ 35, 153Teruya, Kazuhiro ▪ 2, 102Tetahiotupa, Edgar ▪ 41, 119Thomson, Ron ▪ 60, 159Thonus, Terese ▪ 87, 159Thordardottir, Elin ▪ 70, 168Thorne, Steven ▪ 69, 114Tidball, Françoise ▪ 82, 117Tinker Sachs, Gertrude ▪ 46, 156Tode, Tomoko ▪ 38, 159Tominaga, Waka ▪ 53, 159Tomita, Yasuyo ▪ 84, 168Tongpoon, Angkana ▪ 43, 159Torres, Jenna ▪ 88, 159Toth, Paul ▪ 74, 159Tovares, Alla V. ▪ 71, 110Townsend, David ▪ 58, 126Train, Robert ▪ 60, 159Treffers-Daller, Jeanine ▪ 82, 117Trester, Anna Marie ▪ 71, 110Triano-López, Manuel ▪ 36, 134Trofi movich, Pavel ▪ 76, 115Tsai, Pei Ju ▪ 37, 159Tse, Polly Po Ting ▪ 42, 168Tsedryk, Kanstantsin ▪ 73, 159Turnbull, Miles ▪ 40, 122Turner, Graham H. ▪ 66, 159Tyler, Andrea ▪ 39, 160

UUllman, Michael ▪ 86, 149Unda, Viviana ▪ 33, 160Unger, Tobias ▪ 57, 160

VVaid, Jyotsna ▪ 75, 118Valeo, Antonella ▪ 34, 157Van Deusen-Scholl, Nelleke ▪ 41, 160van Enk, Anneke AJ ▪ 51, 160van Esch, Kees ▪ 72, 130Vandaele, Sylvie ▪ 73, 146Vandergriff, Ilona ▪ 51, 160 Vandergrift, Larry ▪ 38, 160van Geert, Paul ▪ 81, 105Vann, Roberta ▪ 37, 160Varghese, Manka ▪ 54, 112Varshney, Rachel ▪ 35, 154Vedder, Ineke ▪ 73, 143Vellenga, Heidi ▪ 84, 168Verspoor, Marjolijn ▪ 81, 105Vickers, Caroline ▪ 50, 160Vignola, Marie-Josée ▪ 88, 160Vitanova, Gergana ▪ 53, 115Vollmer, Helmut J. ▪ 66, 160Vyatkina, Nina ▪ 69, 120

WWagner, Elvis ▪ 52, 160Wallace, Catherine ▪ 81, 107Walters, JoDee ▪ 70, 168Walton, Martin ▪ 84, 168Wang, Hong ▪ 45, 161Warford, Mark ▪ 39, 161Warhol, Larisa ▪ 56, 168Waring, Hansun ▪ 34, 161Warriner, Doris ▪ 90, 116Watts, Mary ▪ 51, 161Waugh, Linda ▪ 50, 131Weaver, Christopher ▪ 54, 161Weber, Michele ▪ 57, 139Weinberg, Alysse ▪ 67, 161Wells, Gordon ▪ 62, 63, 76, 95, 102Westhoff, Gerard ▪ 77, 161White, Cynthia ▪ 35, 126White, Erin ▪ 70, 168White, Joanna ▪ 79, 161Whitlow, Julie ▪ 87, 161Wigglesworth, Gillian ▪ 46, 161Wildsmith-Cromarty, Rosemary ▪ 80, 161Wiley, Terrence ▪ 68, 109

Willett, Jerri ▪ 86, 120Williams, Carol ▪ 69, 121Williams, Donna A. ▪ 87, 161Williams, Geoff ▪ 64, 116Williams McVey, Rebecca ▪ 64, 133Willis Allen, Heather ▪ 36, 162Wilson, Lois ▪ 39, 140Wiltse, Lynne ▪ 88, 162Winer, Lise ▪ 73, 162Winke, Paula ▪ 65, 162Wong, Wynne ▪ 55, 101Woo, Hui-Jeong ▪ 87, 162Wood, David ▪ 71, 162Woolsey, Daniel ▪ 52, 162Wortham, Stanton ▪ 66, 71, 110, 162Wright, Wayne ▪ 78, 162Wu, I-Hsin ▪ 84, 168

XXie, Yi Qin ▪ 58, 140Xu, Xingren ▪ 69, 120

YYabuki-Soh, Noriko ▪ 34, 162Yaghoubi-Notash, Massoud ▪ 84, 164Yanagisawa, Miwako ▪ 57, 162Yanci, Estefania ▪ 72, 147Yang, Meng-chien ▪ 57, 153Yang, Yingli ▪ 46, 162Yates, Lynda ▪ 73, 162Yeh, Ling-Miao ▪ 60, 163Yerian, Keli ▪ 34, 163Yin, Chengbin ▪ 44, 163Yook, Cheongmin ▪ 59, 163Yoshida, Mami ▪ 36, 163Yoshizawa, Kiyomi ▪ 57, 163Yotsukura, Lindsay ▪ 45, 163Young, Richard ▪ 35, 134Yuasa, Ikuko Patricia ▪ 42, 168

ZZaheed, Ahmed ▪ 56, 169Zappa-Hollman, Sandra ▪ 61, 111Zareva, Alla ▪ 80, 163Zhang, Bo ▪ 84, 169Zheng, Ying ▪ 80, 163Zisselsberger, Margarita ▪ 80, 126Zuengler, Jane ▪ 74, 121Zyzik, Eve ▪ 33, 152

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Honoring the career of John M. Swales

“[It] would be difficult to find a writing textbook that provides a more expansive view of the universe of academic discourse than Academic Writing for Graduate Students does.” ESPJ

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Launching our new publication:

FOUNDATIONS OF BILINGUAL EDUCATION ANDBILINGUALISM 4TH EDITIONColin Baker (University of Wales, Bangor)

The fourth edition of this best-selling book provides a comprehensive introduction to bilingualism andbilingual education. Written as an introductory text from a cross-disciplinary perspective, 19 chapterscover individual and societal issues in minority and majority languages.

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RAISING BILINGUAL- BILITERATE CHILDREN INMONOLINGUAL CULTURES

Stephen J. Caldas (University of Louisiana—Lafayette)

This book is a longitudinal case study carefully detailing the French/English bilingual and biliteratedevelopment of three children in one family beginning with their births and ending in late adolescence.The book focuses most specifically on the children’s acquisition of French and English during their earlythrough late adolescence, in both their Louisiana and Québec home environments.

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BILINGUAL MINDSEmotional Experience, Expression, and Representation

Edited by Aneta Pavlenko (Temple University)

Do bi- and multilinguals perceive themselves differently in their respective languages? Do theyexperience different emotions? How do they express emotions and do they have a favourite languagefor emotional expression? How are emotion words and concepts represented in the bi- and multilinguallexicons? This ground-breaking book opens up a new field of study, bilingualism and emotions, andprovides intriguing answers to these and many related questions.

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ForthcomingUltimate

Attainment in Second

LanguageAcquisitionA Case Study

Donna Lardiere

Edited by Diane August Timothy Shanahan

Joshua A. Fishman

Edited by Kassem M. Wahba Zeinab A. Taha

Liz England

The Second Language Acquisition Research SeriesTheoretical and Methodological IssuesSeries Editors Susan M. Gass, Jacquelyn Schachter, Alison Mackey

New Second Language ResearchAlison Mackey, Susan M. Gass

ThePsychology of the Language LearnerZoltán Dornyei

InterlanguagePragmaticsEdited by KathleenBardovi-HarligBeverly S. Hartford

ForthcomingTheories in Second Language AcquisitionEdited by Bill VanPatten, Jessica Williams

ForthcomingProblems in SLAMichael H. Long

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Speech Production and Second Language AcquisitionJudit Kormos

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SPEAKING OUTThe Female Voice in Public ContextsEdited by Judith BaxterFocusing on the female voice in public contexts, a stellargroup of language and gender specialists consider both thebarriers and opportunities encountered by women in gainingrecognition in politics, law, the church, education, the businessworld and the media.256 pp. / 1-4039-9407-2 / $95.00 cl.1-4039-9408-0 / $32.95 pb.

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THE SOCIOLOGY OF AFRICAN AMERICAN LANGUAGEA Language Planning PerspectiveCharles DeBoseThe current state of knowledge of African American languageis examined from a broad, multidisciplinary perspective thatincludes its structure, history, social role and educationalimplications, as well as the linguistic scholarship from whichit derives, as a case study of language planning. Diverse topicsincluding hip-hop culture, the African American church, andthe Ebonics controversy are unified by a pervasive theme oflatent conflict between academic knowledge of AfricanAmerican language and “real world” knowledge of the same.260 pp. /: 1-4039-3970-5 / $74.95 cl.

ALZHEIMER TALK, TEXT AND CONTEXTEnhancing CommunicationEdited by Boyd H. DavisInternational contributors representing linguistics,gerontology, geriatric nursing, computer science, and communications report on empirically-based investigations of social and pragmatic language competencies and strategiesretained by Alzheimer's patients which could ground communication enhancements or interventions.280 pp. / 1-4039-3532-7 / $80.00 cl.

KEY CONCEPTS IN LANGUAGE AND LINGUISTICSSecond EditionGeoffrey FinchPreviously published as Linguistic Terms and Concepts, this isan invaluable glossary of significant language and linguisticterms and concepts designed for students of English Languageand Linguistics. This book also provides a very useful overviewof the subject as well as covering principal figures in linguisticcriticism and their contribution. Organized into the core subject areas of language and linguistics, it enables the reader to contextualize each particular definition and gain awider understanding of each topic. This edition has beenupdated to include more extensive coverage, particularly oflanguage terms.Palgrave Key Concepts264 pp. / 1-4039-3391-X /$24.95 pb.

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LITERATURE IN LANGUAGE EDUCATIONGeoff HallThis is a resource for researchers and practitioners in arange of applied linguistics fields, including TESOL,language education and more generally, discourse analysisand stylistics. Pedagogically, this translates into recognitionthat students can be helped to develop a critical understanding of literary discourse as linguistic communication to the mutual enrichment of their literary,linguistic and cultural understandings. A conceptual map ofthe field, relevant researchable topics, research guidanceand resources, and illustrative case studies drawn widelyfrom real life teaching and research contexts are provided.Research and Practice in Applied Linguistics272 pp. / 1-4039-4335-4 / $85.00 cl.1-4039-4336-2 / $29.95 pb.

PROGRAM EVALUATION IN LANGUAGE EDUCATIONRichard Kiely and Pauline Rea-DickinsCase studies illustrate the diversity of evaluation contexts,functions and approaches, documenting the ways in whichevaluation processes and outcomes inform and facilitateprogram development, and contribute to explaining howlanguage and teacher education programs constituteopportunities for learning. The ways in which evaluationpractice can be researched and developed to maximize policy, institutional and program effectiveness is included,and a comprehensive set of resources for those commissioning, undertaking or researching language program evaluations concludes the text.Research and Practice in Applied Linguistics272 pp. / 1-4039-4570-5 / $85.00 cl.1-4039-4571-3 / $29.95 pb.

CLASSROOM MANAGEMENT INLANGUAGE EDUCATIONTony WrightThis book develops an understanding of practices at thevery center of language education—the classroom. Theauthor explores key concepts in unpacking the complexityof classroom life; examines existing research and practicethrough a series of research case studies; provides a template for research activity and suggestions for projectsand methodologies; and collects resources for readers keento follow up the themes developed in the book.Research and Practice in Applied Linguistics272 pp. / 1-4039-4088-6 / $95.00 cl.1-4039-4089-4 / $35.95 pb.

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The Arabic Language TodayA. F. L. BeestonForeword by Clive Holes

"[A] landmark in Arabic linguistic thought because of the unsurpassed economy and sophistication of its description, and the deep erudition of its author."

—From the Foreword, by Clive Holes1-58901-084-1, paperback, $19.95Georgetown Classics in Arabic Language and Linguistics Rights: U.S. and Canada

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Answer Key to Al-Kitaab, Part TwoSecond Edition 1-58901-097-3, paperback, $6.95

The Arabic Linguistic TraditionGeorges Bohas, Jean-Patrick Guillaume, and Djamel KouloughliForeword by Michael G. Carter

A concise overview of the most important issues in theoretical and speculative linguistics in the Arabic tradition, from their origins in the eighth century through the codification of grammar in the tenth century to its decline in the fifteenth century.1-58901-085-X, paperback, $29.95Georgetown Classics in Arabic Language and LinguisticsRights: U.S. and Canada

A Dictionary of Turkish VerbsIn Context and By ThemeRalph Jaeckel and Gülnur Doganata Erciyes

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Mind and Context in Adult Second Language AcquisitionMethods, Theory, and PracticeCristina Sanz, Editor

“At a moment in time when the need to apply the tools and findings of basicresearch on learning processes to language instruction is crucial, the introductionprovided by [this book] . . . will generate the sort of cross-disciplinary enthusiasmthat will lead the field of applied linguistics into the next stage of scholarship.”

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CHILD LANGUAGE A Resource Book for Students Jean Stilwell PecceiR O U T L E D G E E N G L I S H L A N G U A G E I N T R O D U C T I O N S

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CORPUS-BASEDLANGUAGE STUDIESAn Advanced Resource Book Tony McEnery,Yukio Tono and Richard Xiao

LANGUAGE AND GENDERAn Advanced Resource Book Jane Sunderland

SECOND LANGUAGEACQUISITIONAdvanced Resource BookKees de Bot, Wander Lowie, and Marjolijn Verspoor

DISCOURSE ADJECTIVES Gina Taranto

ENGLISH GRAMMARA University Course Second Edition Angela Downing and Philip Locke

ESSENTIALS OF EARLYENGLISHSecond Edition Jeremy Smith

EXPLORING LANGUAGECHANGEIshtla Singh and Mari Jones

INTRODUCING LANGUAGEIN USE Aileen Bloomer, Andrew Merrison and PatrickGriffiths

INTRODUCING METAPHOR Murray Knowles and Rosamund Moon

INTRODUCINGPERFORMATIVE PRAGMATICS Douglas Robinson

LANGUAGE AND HISTORYIntegrationist Perspectives Nigel Love, Editor

THE LANGUAGE ANDSEXUALITY READER Deborah Cameron and Don Kulick, Editors

ON LANGUAGE ANDSEXUAL POLITICS Deborah Cameron

THE LANGUAGE OFSCIENCECarol Reeves

READING IMAGESThe Grammar of Visual Design Second Edition Gunther Kress and Theo Van Leeuwen

WORD FROM THE MOTHERLanguage and African Americans Geneva Smitherman

Language teachers needed for: Arabic, Chinese, Dari, Hebrew, Hindi, Korean, Kurdish, Pashto, Persian, Russian, Tagalog, AND MORE.

The Defense Language Institute Foreign Language Center (DLIFLC) teaching methodology is proficiency-oriented, team teaching has been implemented, and the average staffing ratio is two instructors per six or ten-student sections. The DLIFLChas established itself as a national pacesetter in foreign language education, resident and nonresident, using cutting-edge educational technology such as computers,interactive video, and video tele-training to train and support military linguists.

The DLIFLC hires foreign language teachers and other faculty with strong language skills & academic experience. Our tenure-track, full-time faculty are offered Federal benefits and competitive salaries. Occasionally we have opportunities in other faculty positions; check our web site for current openings.

To learn more about DLIFLC and the career opportunities we offer, please visit our website at www.dliflc.edu or stop by our booth at the AAAL Conference. To apply for teaching positions see our vacancy announcements at www.dliflc.edu. Other faculty positions will redirect you to www.usajobs.opm.gov when available. Applicants must beU.S. Citizens, permanent resident or have valid U.S. work authorization for our Monterey location. Contact us via email at [email protected] or 831-242-4403. Our main campus is in Monterey, CA. See website for other locations and current language need. DLIFLC is an EEO employer. All information subject to change.

Foreign Language Teaching Career Opportunities

www.dliflc.edu

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