A B S T R A CT B O O KL ET - University of Warwick · Anastasia Stavridou Chair, The 20th WICAL Organising Committee. ... Erika Darics is a linguist-slash-communication scholar interested

ABSTRACT BOOKLET

27 -29 JUNE, 2017

www.warwick.ac.uk/pgcal2017

https://twitter.com/WarwickAppLing #wical2017

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TABLEOFCONTENTS

WELCOMENOTEBYTHEDIRECTOR............................................................... 1

WELCOMENOTEBYTHECHAIR…………………………………………………………………. 2

CONFERENCEPROGRAMME–DAYONE(27June,2017).............................. 3

CONFERENCEPROGRAMME–DAYTWO(28June,2017).............................. 4

CONFERENCEPROGRAMME–DAYTHREE(30June,2017)........................... 5

KEYNOTESPEAKERS....................................................................................... 6

WORKSHOPSPEAKERS................................................................................... 9

LANGUAGELEARNING,TEACHINGANDASSESSMENT................................... 12

PAPERABSTRACTS.......................................................................................... 13

POSTERABSTRACTS....................................................................................... 21

PROFESSIONALANDACADEMICDISCOURSE................................................. 22

PAPERABSTRACTS.......................................................................................... 23

POSTERABSTRACTS....................................................................................... 30

WORKINGANDCOMMUNICATINGACROSSCULTURES.................................. 31

PAPERABSTRACTS.......................................................................................... 32

WELCOMENOTE

20thWarwickInternationalConferenceinAppliedLinguistics 1

Averywarmwelcometoour20thWarwickInternationalConferenceinAppliedLinguistics!

ResearchinAppliedLinguisticscoversawiderangeoftopics,andinourconferenceweparticularlyfocuson

those that relate to our department’s three main research groups: Language Learning, Teaching and

Assessment (LLTA), Professional andAcademicDiscourse (PAD) andWorking andCommunicating across

Cultures(WACC).Wehavefourrenownedplenaryspeakerswhowillbeexploringtheseareasfromdifferent

anglesandI’dliketoconveyaspecialwelcometothemandexpressourthanksfortakingthetimetodothis.

Inour20yearhistory,wehavehadavarietyofnewdevelopmentsandthisyearwe’redelightedtowelcome

ourundergraduatestudentstojointheevent.Thisisawonderfulinitiative.

Iwisheveryonearewardingandenjoyablefewdays,notonlylisteningtotalksanddiscussingideasbutalso

buildingnewfriendships!

ProfessorHelenSpencer-Oatey,Director

CentreforAppliedLinguistics,UniversityofWarwick

WELCOMENOTE


Wearepleasedtowelcomeyoutothe20thWarwickInternationalConferenceinAppliedLinguistics,asuccessful

traditionofourCentre!

Yearbyyear,theconferenceisgainingmorepopularityamongpostgraduatestudents,bothMastersandPhD,

withinandoutsidetheUK.Thelongtraditionoftheconferencewastheprimingforustowelcomeundergraduate

studentstojointheconferenceforthefirsttimethisyear.

Itisanhonourforustohavefourkeynotespeakerswhowillprovidepracticaladvicetoparticipantsbyleveraging

ontheirexpertiseandexperience.ThepresenceofCALAlumnitoconducttheworkshopsisanotherfacetofthe

conference,whichaimstobuildrelationshipsamongCALgraduatesandcurrentstudents.

Lastly,IshouldthankthepresentersandthedelegatesoftheconferenceandIwishthemallthebestfortheir

career,thestaffmembersoftheCentreforAppliedLinguisticsfortheirhelpwheneverneededandthegenerous

sponsors for their financial andmaterial aid. Finally, above all, I should express my sincere gratitude to all

committeemembersofWICAL2017fortheirmagnanimouscontribution,supportandtimethroughoutthese

months,andofcourse,Dr.DanielDauberandDr.KatharinaLefringhausen,FinanceOfficerandCentreAdvisor

respectively,fortheirenduringsupportandvaluableadviceonthisenterprise.

AnastasiaStavridou

Chair,The20thWICALOrganisingCommittee

CONFERENCEPROGRAMME-DAYONE(27THJUNE,2017)


CONFERENCEPROGRAMME-DAYTWO(28THJUNE,2017)


CONFERENCEPROGRAMME-DAYTHREE(29thJUNE,2017)


SPEAKERS


KEYNOTESPEAKERS

DayOne,27thJune,2017

Dr.NigelHarwood

UniversityofSheffield

Nigel Harwood joined the School of English as a Reader in Applied

Linguisticsin2014.PriortotakinguphispostatSheffieldheworkedat

theUniversityofEssexfor11yearsasTeachingFellow,Lecturer,then

SeniorLecturer. Beforebecominga lecturer,Nigel taught Englishasa

foreignlanguageforsevenyearsacrosssouthernEurope(Greece,Spain,

andPortugal).Hisprimaryresearchinterestslieintheareasofacademic

writing,Englishforspecificandacademicpurposes,academic literacy,

materialsandtextbookdesign,andcorpus-drivenpedagogy.Nigelhas

recentlyeditedtwobooksontheoryandpracticeinELTmaterialsdesign:

English Language Teaching Materials: Theory & Practice (CUP), and

English Language Teaching Textbooks: Content, Consumption,

Production(Palgrave).Anotherareaofinterestfocusesonstudents’and

supervisors’ experiences of dissertation supervision, research he

conductedwithDrBojanaPetric(Birkbeck,UniversityofLondon).Nigel

isco-editorofthejournalEnglishforSpecificPurposes(Elsevier)andan

editorialboardmemberofJournalofEnglishforAcademicPurposes,and

reviewsmanuscriptsforanumberofotheracademicjournals,including

Applied Linguistics, TESOL Quarterly, Text & Talk, Journal of Second

Language Writing, Written Communication, and Journal of Writing

Research.

Title

Research on how TESOL

teachers use textbooks

or their own teaching

materials

SPEAKERS


KEYNOTESPEAKERS

DayTwo,28thJuly,2017

Dr.ErikaDarics

AstonUniversity


GlenBurridge

GlenBurridge&AssociatesLtd

ErikaDaricsisalinguist-slash-communicationscholarinterestedinhow

languagefunctionsinprofessionalcontextsandinthedigitalrealm.Her

workisprimarilyqualitativeanddiscourse-centered,focusingonissues

suchaswrittennon-verbalcues,linguisticpolitenessortheinteractional

creationofidentityandpower.ErikaholdsaPhDfromtheUniversityof

Loughborough.Sheiscurrentlyco-authoringacoursebookonLanguage

andBusiness.Erika isalsoapassionateadvocateoftheimportanceof

communication and linguistic skills in professional contexts. She is

excited to be able to lead the new joint honours programme BSc

BusinessManagementandEnglishLanguageatAstonUniversity.

Title

Linguisticsandbusiness-

thecaseofthepink

slippersandtheiPad

GlenBurridgewas trainedasageophysicistandhas nearly20 years

worldwideexperiencewithbothOperatorsandServiceProvidersinthe

UpstreamOil&GasIndustry,workingacrossmanyaspectsoftechnical

risk as management consultant, business analyst and asset

geoscientist. Confrontingorganisational issues on a daily basis in his

consultingwork,hehasastronginterestin&isaregularcommentator

on intercultural management topics & their effects on ultimate

businessperformance.

Title

Whatconstrainsthe

impactofcross-cultural

thinkingonglobal

leadership?A

consultant'sview

SPEAKERS


DayThree,29thJuly,2017

JoyceJenkins

President,SocietyforInterculturalEducation,TrainingandResearch(SIETAR),UK

JoyceJenkinsisaninterculturaltrainer,coachandfacilitatorwithover

30 years’ experience. Shehas lived in sevendifferent countries and

speaks several languages, including Japanese, Thai and Mandarin

Chinese.

Joycehasworkedwithseniorexecutivesandstaffatalllevelsofglobal

corporations, government, educational and non-profit organisations

providing intercultural development, training, consultancy and

coaching.ShewasanadjunctfacultymemberattheCenterforCreative

Leadership (CCL) Asia-Pacific, and a Research Associate at the

international business school, INSEAD, where she also worked on

communications and assessment projects in Asia and in France.Her

managementexperienceincludestenyearsasExecutive-Directorofa

UK government initiative to promote links between industry and

education and two years as Business Development and Marketing

Directorforaninternationalartsbody.ShespentthreeyearsinJapan

working for the communications department at Mitsubishi Heavy

IndustriesandforToyotaMotorCorporationdesigningandfacilitating

developmentprogrammesforseniorexecutives.JoycestudiedChinese

and Japanese at the University of Edinburgh, with a year spent at

Beijing Language and Culture University and holidays spent

volunteering in Cambodian refugee camps. She has published and

editedanumberofbooksandmagazinesrelatingtoAsianbusinessand

leadershipandisaccredited toadministeranddeliverfeedbackona

rangeofassessmentinstruments.

Joyace is currently studying part-time for aMasters (andhopefully

Title

Lessonsofexperience

onbecomingan

interculturaltraineror

coach;practicaladvice

andfirst-handstories

onbridgingthegap

betweenacademic

knowledgeof

interculturaltheory

andputtingitinto

practiceinthebusiness

orprofessionalcontext

SPEAKERS


WORKSHOP SPEAKERS

DayOne,27thJuly,2017


Zuleyha Unlu completed her doctoral studies at CAL of Warwick

University in 2015. She is currently an assistant professor of the

Department of English Language and Literature at Gaziosmanpasa

University inTurkey.Hermajorresearchinterestscoverteachingand

learninginEnglishforAcademicPurposessettingswithaspecialisation

onspokenclassroomfeedbackpracticesonacademicwriting,teaching

andlearninginELTwithaparticularfocusonreflectiveteachingand

professional development, and the use of grounded theory as a

qualitativedatacollectionandanalysistool.

Erkan Kulekci is an assistant professor at the Faculty of Education,

KastamonuUniversity,Turkey.Heearnedamaster’sdegreeinTESOL

attheUniversityofPennsylvaniaandreceivedhisdoctoraldegreein

ELT and Applied Linguistics at the University of Warwick. His main

researchinterestsareauthenticityandautonomyinELT.

Dr.ZuleyhaUnlu

WarwickAlumni

Acomparisonofdatacodingproceduresamongdifferentschoolsofgroundedtheory

Dr.ErkanKulekci

WarwickAlumni

Ethicsinqualitativeresearchinappliedlinguistics

SPEAKERS



Bushra Ahmed-Khurram obtained her PhD in ELT and Applied

Linguistics from the Centre of Applied Linguistics, University of

Warwick.SheteachesappliedlinguisticsattheDepartmentofEnglish,

UniversityofKarachi,Pakistan,whereshehasalsorecentlydeveloped

anMPhil in ELT and Applied Linguistics Program which will start in

August2017.Bushraisofteninvitedasakeynoteandplenaryspeaker

in the international conferences held on ELT/Applied Linguistics in

Pakistan and have had extensive experience of training language

teachersonELTandResearchSkillsassheworksasatrainerforseveral

nationalandinternationalinstitutionswithinPakistanincludingHigher

Education Commission Pakistan and British Council Pakistan. In

Pakistan,BushrahasalsoworkedforAgaKhanUniversity-Institutefor

Educational Development as a researcher; for Aga Khan University-

ExaminationBoardasa curriculumdeveloperand forBritishCouncil

andHigherEducationCommissionPakistanasacoursedeveloper.She

hasauthored twobooks titled ‘Options1’and ’40Great Books’and

have contributedmore than50 articles on education in the leading

newspapers and ELT Journals in Pakistan to bring about a positive

educational change in her country. Her research interests include

teaching and researching large classes, metacognition and reading

strategies.

Dr.BushraAhmed-Khurram

WarwickAlumni

Combiningresearchingandteaching:Usingresearchtoolsaspedagogictools

SPEAKERS


DayThree,29thJuly,2017

SamanehZandiangotherPhDinELTandAppliedLinguisticsin2015at

Centre for Applied Linguistics, University of Warwick. Her research

interestsincludeinnovativeresearchmethodologies,teachingEnglish

and researching young learners, and intercultural adaptation

processes.Shehaspublished in ELT/Applied Linguistics journals.Her

recentpublicationisachapterco-authoredwithDrAnnamariaPinter,

‘A questionnaire study of Iranian children’s understanding of

interculturalissues’,inthebook,LearningForeignLanguagesinPrimary

School: Research Insights, Multilingual Matters. Samaneh has been

recently offered a position as a teaching fellow in TESOL at Moray

HouseSchoolofEducation,UniversityofEdinburgh,UK.

Dr.SamanehZandian

WarwickAlumni

PublishingBoundariesinResearchwithYoungLearners

LLTAABSTRACTS


Language Learning, Teaching and Assessment

(LLTA)

Dictoglosstask:anexperiencewithamultilingual

ESOLgroupMirianFühr

Takenote!Astudyofthenote-takingbehaviouroftertiary-levelstudentsinaChineseEMIcontext

WeiyiGao

MotivationalPatternsandChallengesinMassiveOpenOnlineCourses:LearnerPerspectives

SaifaHaque

Whatdothelanguagelearningprogrammes,DuolingoandRosettaStone,dototackletheissues

foundinsecondlanguageacquisition?

AlanSiu

Capital,context,habitusandidealL2selfinsecondlanguagemotivation

ChungKwok

Parentalinvolvementinpreparingchildrenforhigh-stakesEFLtestinNepal

SaraswatiDawadi

Exploringyounglearners'foreignlanguageanxietyinChina

XiaoyiHu

ExploringtheneedsoftertiarystudentsofEnglishfortourismpurposes

DuyVu

Howdostudentsusemobiletechnologywithinface-to-facesocialinteractioninacafé

environment?

HelenaWall

TheUseofVocabularyLearningStrategiesamongMalaysianSojournersinUK

AfiqahAbRahman

ShiftingtheFocusfromGAEtoESP?:AnEvaluationofEnglishLanguageProgramforNursing

NoelJr.Franco

UnderstandingBlendedLanguageLearningThroughtheLensofCulturalHistoricalActivityTheory.A

CaseStudyofMalaysianHigherEducationInstitution

SitiShuhaidaShukor

LLTAABSTRACTS


PAPERABSTRACTS

This studyhas originated froma teaching experience I hadwith a groupof

EnglishtoSpeakersofOtherLanguages(ESOL)learnersatanintermediatelevel

ofEnglishproficiency(B1)attheUniversityofWarwick.These learnerswere

participatingonaprojectcalledESOLOutreach,inwhichtheyweretaughtby

someinterestedMAinEnglishLanguageTeaching(ELT)students.Theuseof

tasks is a common practice in ELT, especially to develop learners’

communicativeabilities.Intheory,theDictoglosstask,inwhichlearnerslisten

toadictatedpassageandthentrytoreconstructthetextbyinteractinginsmall

groups,isconsideredagoodexampleofacommunicativetask.Therefore,this

presentationwillintroducetheDictoglosstask,andexplorehowitfunctioned

with this multilingual group of learners who performed it twice. The

interactionsandsemi-structuredinterviewswiththeparticipantswereaudio-

recordedandanalysed.Thestudyconsidersthelearners’feelingsandthoughts

regarding the experience of performing the Dictogloss task in small groups

duringtheirESOLlessons.Somebasicfindingsofthissmall-scaleresearchwork

willbedisplayed.Thispresentationisabriefofmyon-goingdissertation,andI

amwillingtogetinsightfulfeedbackontheworkpresented.

Dictoglosstask:AnexperiencewithamultilingualESOLgroup

MirianFühr

DayOne

11:50-12:20

Previousresearchhasfocusedontherelationsbetweenstudents’note-taking

behavioursandtheirgeneralacademicachievement,orthefacilitativeeffect

oftakingnotesin improvingstudents’listeningcomprehensionandlanguage

acquisitioninanEFLsetting.Asthereisafast-movingworldwideshifttowards

using English medium instruction (EMI) for academic subjects other than

Englishlanguage,thisstudyaimstodescribestudents’note-takingbehaviours

inaChineseuniversityEMIcontext.Thisexploratoryresearchasksuniversity

students about their note-taking behaviours in terms of the language used,

amount, format, and content of notes, aswell as their perceptions towards

takingnotes in EMIclassrooms.Thestudyadoptsamixedmethoddesign:a

questionnaire survey is used to elicit students’ self-reported note-taking

behaviour, perceptions, and self-rated academic achievement. A follow-up

interviewwithasubgroupofparticipantsisconductedtofurtherexplorethe

issue.Additionally,alisteningcomprehensiontestandavocabularylevel’stest

are adopted to uncover the relations between students’ behaviours,

Takenote!Astudyofthenote-takingbehaviouroftertiary-levelstudentsinaChineseEMIcontext

WeiyiGao

DayOne

12:25–12:20

LLTAABSTRACTS


perceptionsandtheirEnglishproficiencylevels.Preliminaryfindingsfrompilot

study reveal that students believe taking notes in EMI classrooms are

significant,bothintermsoffacilitatingcomprehension,andkeepingrecordfor

future revision as they may have problems following the lecture in EMI

classrooms.Moreover, the languageusedwhen takingnotesarereportedto

largelysubjecttoteacher’sspokenlanguageandcode-switching.Resultsfrom

the main study may have pedagogical implications, suggesting how certain

note-taking behaviours can facilitate students’ learning across language

proficiencylevels.

Motivationalpatternsandchallengesinmassiveopenonlinecourses:Learnerperspectives

SaifaHaque

DayOne

14:00-14:30

Thisresearchprojectintendstoanalyse languagelearningprogrammes,such

asDuolingoandRosettaStone.Thesepiecesofsoftwarehavebecomepopular

productsusedby learnersofaforeignlanguage;however, Iwant tofindout

the extent of their effectiveness. Previous literature on second language

acquisition discusses the various difficulties found whilst learning a new

language, suchasdifferences in formalityandculture clashes.Errorscanbe

causedbygrammaticalrulesthatbelongtothenativelanguageofthelearner

or they can also be errors found in first language acquisition such as

overgeneralisation. Thisproject intends to findout if theseprogrammesuse

anymethodstohelpusersrectifytheseerrorsandwhatthesemethodsareif

Whatdothelanguagelearningprogrammes,DuolingoandRosettaStone,dototackletheissuesfoundinsecondlanguageacquisition?

MassiveOpenOnlineCourses(MOOCs)aregraduallybecomingpopularamong

thelanguagelearners.InMOOCs,studentshavecontroloverthetimeandplace

oflearning.Theychoosetoparticipateinsuchcourses,giveeffortforlearning,

and persist in learning autonomously. However, despite the popularity,

significantattritionanddropoutratescanbefound.Thepresentationisgoing

to focus on language learners’ underlying motivational implications and

challenges inMOOCs. Ten language learners living in amulticultural society

were interviewed. Research findings based on their interviews will be

presented.A thematicanalysis of the interviewswill givean insight into the

perspective of the learners. The research is qualitative in nature and has

consideredtheself-determinationtheoryofRyanandDeci(2000).Theresearch

findingsgiveaninsightintowhatmotivatesthemforenrollinginMOOCsand

whatcausesattritionanddropoutsinsuchcourses.Suggestionsbasedonthe

researchwillalsobepresented.

LLTAABSTRACTS


anymethodstohelpusersrectifytheseerrorsandwhatthesemethodsareif

they exist. My research question asks: “What do language learning

programmes, such as Duolingo and Rosetta Stone, do to tackle the issues

found in second language acquisition?” Amixed-method approach will be

used inthisproject.Theinformationfoundintheliteraturewillbeused to

describeandexplainthevariousaspectsoftheseprogrammes.Forexample,

theliteraturetalksabouttheuseofcollocationsinlanguagewhichhighlights

the importanceof learningphrasesand idiomswhen learningvocabulary. I

willusetheseprogrammesandperformaqualitativeanalysistoseeiftheydo

teachphrasesandidiomsinadditiontootherimportantaspectsoflanguage

foundintheliterature.Usingthefindingsfromthequalitativemethods,Iwill

carry out quantitative methods by carrying out a questionnaire. This

questionnaire will ask about the difficulties respondents encounter when

learningalanguageandtheirexperiencesofthesoftware.Thisquestionnaire

alsointendstofindouthowlongtheseprogrammesretaintheirusersbefore

they stopusing them if theydecide to do so. The resultsmay suggest the

programmesareeffectiveduetotheamountoftimetakentodevelopthem

andtheirhighpopularity.

Thisstudyaims to investigate if languagelearners’motivationchangesover

time and the role of contexts in this process. To answer these questions,

learninghistoryofthreelearnersofMandarinChinesewasanalysedthrough

a dynamic and Bourdieusian approaches. A dynamic approach is used to

identifythelearners’majormotivators(e.g.,intrinsicmotivation,idealL2self)

andinvestigatetheirmotivationintensityindifferentstagesoftheirlearning

journey.Bourdieu’sconceptsoffieldandcapitalareemployedtounderstand

the influenceof contextson the learners’motivationand ideal L2selfover

time.Larsen-FreemanandCameron(2008)maintainthatresearchersshould

take into account all potentially relevant contexts that hold sway over

learners’ language learning in a holistic manner. However, Ushioda (2015)

obversesthatitisdifficultforresearcherstoexhausttheeffectofallrelevant

contexts,ascontextscanrangefromclassroomlearningtothecultureofthe

wholenation.Shesuggeststhatsomepragmaticdecisionsshouldbemadeto

limit the scope of research. Following this advice, this study draws on

Capital,context,habitusandidealL2selfinsecondlanguagemotivation

ChungKwok

DayOne

15:10-15:40

AlanSiu

DayOne

14:35-15:05

LLTAABSTRACTS


limit the scope of research. Following this advice, this study draws on

Bourdieu’sconceptsofcapital(usefulresourcesforindividualstochangetheir

socialpositions)andfield(rulesinasocialspacethatdefinewhatcapitalisand

regulate how one can accumulate capital) as an analytical framework. In

particular, Mason (2009) holds the concepts of emergence in complexity

theoryfocusesontheinteractionofthesetwoconstructs,insteadofanalysing

their functions individually. This feature of complexity theory bears

resemblancetoBourdieu’stheory.

The data of this study was collected through two rounds of interviews

conducted at a six-month-interval. The interview questions were mainly

elicited to understand the learners’ Chinese learning history and current

learning experience. Content analysis was used to tease out the roles of

differentmotivatorsindifferentstagesoftheirlearning;narrativeinquirywas

exploitedto inspecthowlearnersunderstandtheircurrentandidealselves.

The findings indicate that the formation of ideal L2 self and surges in

motivation require both learners’ effort and supportive social and learning

contexts.Ontheotherhand,thelearnersalsodeployedtheiragencytocreate

amorefavourablelearningenvironmentwhenexternalfactorsimpededtheir

learning. However, the effect of the learners’ agencywasmediatedby the

amountofcapitaltheycouldmobilise.

In spite of the evidence fromprevious research that parents oftenplay an

importantroleinshapingteachingandlearninginschools;andthatthereisa

relationship between parental involvement and children’s learning

achievement,littleattentionhasbeenpaidtoparentsinprevioustestimpact

studies.Actually,“thestakeholderswhohavereceivedtheleastattentionare

parents”(Rogers,Barblett,&Robinson,2016,p.329).Thispaperpresentsa

studydesigned to fill this research gapby investigating the impacts of the

SecondaryEducationExamination(SEE)-ahigh-stakesexaminationinNepal-

English test on parents. The study featured a mixed method design with

survey,oraldiaries,andnarrative interviews.To elaborate this further, the

dataweregeneratedfrom48diariesintermittentlyrecordedbysixstudents

overtheperiodofninemonths,andnarrativeinterviewswithsixchildrenand

Parentalinvolvementinpreparingchildrenforhigh-stakesEFLtestinNepal

SaraswatiDawadi

DayTwo

11:20-11:50

LLTAABSTRACTS


their parents, along with quantitative data drawn from 247 students. The

socio-culturalframeworkof languagetesting(Gipps,1999)wasemployedto

illuminate the test impacts on parents and their involvement in preparing

children for the testpreparation.Unlike findings frompreviousstudies, the

preliminaryfindingsofthestudyindicatethatparentsholdpositiveattitudes

towardsthetestquality.However,thetestseemstoputenormouspressure

onparentstoraisetheirchildren’stestscores.Parentsusevariousstrategies

to support their children for the preparation of the test. A comparison

betweentheparentswithhigheducationandloweducation,intermsoftheir

involvementinpreparingchildrenforthetest,presentsaninterestingpicture.

FL anxiety has long been regarded as amajor obstacle in foreign language

acquisitionandmanypreviousstudiescontendthatFLanxietyexistsamong

adultlearners.However,itisunknownwhetherthesamelevelsandpatterns

ofFLanxietyarepresentamongchildrenandwhetherthesamerelationship

withFLachievementisfound.Inaddition,researchstudyingtherelationship

between FL anxiety and FL achievement does not differentiate between

achievements tested under exam conditions vs more regular assessments.

Also, there is little research exploring the interactive effect of FL anxiety,

achievementandstudentcharacteristics(gradeandgender)amongchildren.

Inthisstudy,631pupilsaged9to12fromgrade4-6inChinaparticipated(324

boys, 307 girls). Participants’ FL anxietywas assessedon an adapted child-

friendly Chinese version of the FLCAS (foreign language classroom anxiety

scale)proposedbyHorwitz,HorwitzandCope(1986)andtheirFLproficiency

wasassessedthroughtheirstandardizedformaltestsandregularunitpaper

assessments.Consentfromtheheadteacherandclassteacherswereobtained

priortoadministeringthequestionnaire.Findingsrevealedthat(a)FLanxiety

inChinesechildrenconsistsoffourdimensions:communicationapprehension,

fearofnegativeevaluation,testanxietyandattitudetowardstheclassroom;

(b)thelevelofFLanxietyincreasesasgradeincreases,butdoesnotchange

with the effect of gender; (c) of the four components of FL anxiety, only

communicationapprehensionandtestanxietydifferacrossgradeandgender;

(d)astrongernegativerelationshipbetweenFLanxietyandformalassessment

are found compared with its relation with regular unit assessment; (e) FL

Exploringyounglearners'foreignlanguageanxietyinChina

XiaoyiHu

DayTwo

11:55-12:25

LLTAABSTRACTS


are found compared with its relation with regular unit assessment; (e) FL

anxietyresultinpoorFLperformanceandtheinfluenceofFLanxietybecomes

strongerastheirinstructionallevelincrease;(f)ofthefourcomponentsofFL

anxiety,communicationapprehensionappearstobethestrongestpredictor

ofFLachievement.

InVietnam,tourismisoneoftheboomingindustrieswhichbringhugeannual

revenues to contribute to the economic development of the country and

thereforereceivesignificantattentionandinvestmentfromthegovernment.

Asaresult,thereisanincreasingnumberofVietnamesestudentswhopursue

qualifications in tourism at Vietnamese universities. The proliferation of

tourism also entails the rising significance of English as a tool of

communication due to the considerable influxes of foreign tourists to

Vietnam.GivensuchimportanceofEnglishandtourism,well-designedEnglish

coursesfortourismpurposesarerequired.Foranyeffectivelanguagecourses,

needs analysis plays an important part. However, no empirical studies

analysingtheneedsofVietnamesestudentsofEnglishfortourismpurposes

canbefound.ByadoptingLikert-scalequestionnaires,thisempiricalstudyis

aimed at exploring the needs of tertiary students of English for tourism

purposestoinformthemostsuitableteachingapproachforEnglishteachers

ofthoseclasses.

ExploringtheneedsoftertiarystudentsofEnglishfortourismpurposes

DuyVu

DayThree

11:20-11:50

Mobiletechnologyuseisembeddedinallareasofhumanactivity.However,

despitethenumerousapplicationsandadvantages,itsuseisoftenconsidered

anobstruction in face-to-face interaction and its use in the classroomas a

learningresourceisoftenstigmatized. Improvingourunderstandingofhow

mobile devices are used outside the classroom will aid us in identifying

opportunitiestobetterutilizethemwithinformallearningcontexts,including

second language education. Identifying learning activities that pupils find

engaging is a significant challenge faced by second language teachers, as

describedbyresearcherssuchasTimS.O.Lee.Creating innovativeactivities

involvingtheuseofmobiledevicescouldprovideameansofaddressingthis

challenge.

Howdostudentsusemobiletechnologywithinface-to-facesocialinteractioninacaféenvironment?

HelenaWall

DayThree

11:55-12:25

LLTAABSTRACTS


My project will explore how mobile devices are used in face-to-face

interaction,ratherthancomputer-mediatedinteractionbetweenparties,such

asinterfacingviasocialnetworks.Iwillconductanethnographyexploringthe

behaviours of students socialising in a café environment, where I seek to

observehowtheyusemobiledevicestoenrichtheirinteraction.Drawingon

previous research into technology use, I expect to observe playing games

together as an exampleof device usewithin an interaction. I will use field

notesandaudio-visualrecordingstocollectdataconcerninghowdeviceuse

influences their linguistic and non-verbal communication. Since the use of

mobiledeviceshasbeenfoundtoinfluenceoculesiccommunicationbetween

thedeviceuserandthosearoundthem,Iamparticularlyinterestedtoobserve

thisaspectofcommunication.

IwillutilizetheexperienceofparticipatingintheWICALtolearnfromothers’

views regarding the effectivenessofmy researchdesign. Iamalsokeen to

improvemyknowledgeofthewiderfieldofresearchintomobiletechnology

use.Thiswillhelpto informhowIconductthisprojectandfutureresearch

thatIamabletoconductinthisarea.

Thecoreconceptinlearningalanguageistounderstandthelanguageandto

beunderstood.For this tohappen, learnersneed to havea good graspof

vocabulary. The teacher is not the only person who is responsible for

vocabularylearning.Learnersthemselvesmustinitiatetheirownlearningas

new vocabulary may be encountered outside classroom as they watch

movies, listen to radio, readmagazines or surf the Internet. The learners’

actions when they meet new or unknown words are called vocabulary

learning strategies (VLS). However, Takac (2008) reported that language

teachersmainlyfocusonstrategiesforintroducingtheformandmeaningof

new words and strategies for reviewing and consolidating words. These

strategiesareinsufficientiftheaimofvocabularylanguagelearningisforthe

learnerstobeabletolearnindependently.Thisstudyaimstoexploretheuse

ofVLSamongMalaysianswholiveinUKregardlessoftheirpurposeofliving

here. This research is a mixed-method design. The quantitative and

qualitative data are being collected through vocabulary levels tests,

questionnaires, learning journals and interviews in three phases. In this

TheuseofvocabularylearningstrategiesamongMalaysiansojournersinUK

AfiqahAbRahman

DayThree

14:35-15:20

TABLEOFCONTENTS

questionnaires, learning journals and interviews in three phases. In this

presentation, Iwill focusonthechallengesoftheon-goingdatacollection

processandinterestingdatathatIhavefoundsofar.Hopefully,thisresearch

will help educators to further understand how language learners learn

vocabularyinreallifeandalsoemphasizetheimportancetoexplicitlyteach

VLStolearners.

ThestudyaimstoevaluatetheEnglishlanguageprogrambeingofferedinone

comprehensiveuniversity in the Philippines. Using Kirkpatrick’s evaluation

model, the study focused on determining the four levels of outcomes

(namely,reaction,learning,behaviourandresults/targetedoutcomes)ofthe

languageprogramofferedtonursingstudents.Students’reaction,learning,

behaviour, and results/targeted outcomes were gathered and analysed in

order to identify the language program’s strengths andweaknesses. Data

from the student respondents were triangulatedwith those from nursing

teachers,English languageteachers,healthprofessionalsandpatients.The

results of the study reveal that the language program (which mainly

comprised of General Academic English) offered to nursing students

significantlyincreasedtheirlanguageproficiencybutdidnotaddresssomeof

their nursing-related language needs. The study concludes with specific

suggestions on how language courses offered to nursing students can be

improved.

Shifting the focusfrom GAE to ESP?:An evaluation ofEnglish languageprogramforNursingstudents

NoelJr.Francoj

DayThree

14:35-15:05

LLTAABSTRACTS


POSTER PRESRENTATION ABSTRACT

This paper examines the acquisition of Korean L2 tense system in three

ChineselearnersofKorean.Thispaperhasbeendesignedtotracktemporal

adverbials anddevelopmental aspect of past tense formand to verify the

Aspect Hypothesis through a longitudinal corpus. This longitudinal corpus

consists of collecting interview utterances once two weeks for 1 year 2

months. It was found that (1) three children use past tense form

predominantly with accomplishment/achievement verbs and (2) they

acknowledgestherelationsbetween[+telic]andpasttenseform,(3)inthe

early stages, three children use lexical devices more than grammatical

devices. The result shows “the functionof temporal adverbial with ‘–ess-’

(Korean past form) change from tense substitute to tense

reminder”(Yang&Yue, 2004:1); the pattern of the development of tense-

aspect form is based on prototype formation; the pattern in the early

developmentoftense-aspectofChineseL2acquisitionofKoreanhavegaps

withearlierstudies.

Understandingblendedlanguagelearningthroughthelensofculturalhistoricalactivitytheory.AcasestudyofMalaysianhighereducationinstitution

SitiShuhaidaShukor

DayTwo

14:30–15:00

PADABSTRACTS


PROFESSIONALACADEMICDISCOURSE

(PAD)

Theselfandothersasseeninacademicresearchers’positioningpractices SixianHah

“LetmetellyouwhoIam.”–IdentityconstructionofsecondgenerationGerman-Turkdescendantsin

spokeninteraction

YesimKakalic

TheDrinkingCultureoftheKoreanWorkplace-BuildingRelationshipsorCausingConflicts?

HoiYanWong

'WritingattheCrossroads':Agenreandcorpusbasedinvestigationintoacademicwritingfor

Businesscourses.

JamesHenry

HowdoAuthorsEngageReaders:ACriticalApproachtoAcademicDiscourse

SagunShrestha&MaricarmenGamero

Tutor’sassignmentfeedback:Waystofeedforward

KomilaTangirova

ADiscursiveApproachtowardsEmergentLeadershipinLeaderlessGroupDiscussion

HaiyanHuang

PhraseologyinEngineeringDissertations:Corpus-basedAnalysisofLexicalBundles

FaresRezoug

NegotiatingknowledgeinantenatalHIVgroupcounsellinginMalawi

RachelChimbwete-Phiri

PADABSTRACTS


PAPER ABSTRACTS

This paper applies perspectives derived from polyphony, discursive

psychology (EdwardsandPotter1992)andpositioning theory (Daviesand

Harré 1999; Harré and Van Langenhove 1999) to examine how academic

researchersnegotiatepositioninginspokeninteraction.Thisisdonethrough

ananalysisofinterviewswithacademicresearchersinthefieldsoflinguistics

andapplied linguistics inUKuniversities.Thispaperdiscussesexamplesof

positioningphenomenaandthekindsoflinguisticpragmaticresourcesand

movesinvolvedinthesepositioningpractices.Theexamples illustratehow

researcherspositionthemselvesamidstexpectationsabouthowacademic

research is to be done and how they are positioned by others, including

voicesinlargerdiscourses.For instance,onepositioningphenomenonthat

has been observed relates to disciplinary positioning where researchers

claimcertainpositionswhileresistingothersaccordingtohowtheywantto

be positioned as belonging (or not belonging) to a particular field or

discipline. Some respondents also challenge traditional notions of

disciplinarityinacademia.Thesepositioningpracticesareanalysedthrough

examplesofreportedspeech,ironyandmetadiscourse,whichcouldindicate

the presence of polyphony. This paper borrows insights from Bakhtin’s

theoretical ideas of polyphony (Bakhtin 1981; Bakhtin 1986) and the

linguisticframeworkSCAndinavedelaPOlyphonieLINguistiquE(ScaPoLine)

(Nølke2006;Angermuller2014)toanalysetheinherentlydialogicnatureof

utterances.

Theselfandothersasseeninacademicresearchers’positioningpractices

SixianHah

DayOne

15:10-15:40

Whathappenswhentwocompletelydifferentculturesmeetinoneperson?

DespiteGermanculturalvalues,bicultural individualshavetoengagewith

values,norms,beliefsandattitudesofthecountryoforiginoftheirparents.

“MostTurkishyouthsfeelathomeinbothculturesand,havinggrownupin

Germany,havedevelopedaGerman-Turkish identity.” (Karakasoglu1996,

p.162).Inthiscontext,thisqualitativestudyintendstofindoutwhatkinds

ofidentitiesGerman-Turkdescendants(second-generationTurkishmigrant

youthborninGermany)constructandhowtheyconstructtheir identities,

with attention paid to the culture, exerting the strongest impact in their

identityconstruction,astheyare influencedbyasWatzinger-Tharp(2004)

“LetmetellyouwhoIam.”–IdentityconstructionofsecondgenerationGerman-Turkdescendantsinspokeninteraction

PADABSTRACTS


identityconstruction,as theyare influencedbyasWatzinger-Tharp (2004)

calls it "twofatcultures"(p.291)- theirfamily’ssociety,Turkey,and their

host society, Germany. While literature on this group’s migration-

consequences iswide-ranging, notmuch researchhas beendoneon their

identity formation in spoken in interaction. Mehdi (2012) claims that this

“could only help in creating stereotypes, rather than leading to any social

scientificunderstandingofthesituationontheground.”(p.11).Thus, it is

aimed tomoveaway fromgeneralisationsandexplore the individualityof

eachinterviewee,asthisspecificethnicminorityisregardedasamoreorless

homogenousentity.Thepresentationwilldrawonfiveunstructuredandone-

to-one interviews conductedwith adolescents of Turkish descent, born in

Germany.UsingtheframeworkofBuchholtzandHall(2005)fortheanalysis

ofidentityasproducedin linguistic interaction, itisplannedtoanalysethe

data received through in-depth interviews, while examining the various

linguistic choices of interviewees. The paper, moreover, focuses on how

thoseindividualspositionthemselvesandothersandhowtheirbilinguality

andbiculturalityintersectwithinaninteractionalcontext.

Themajor objective of this research is to depict a picture of thedrinking

cultureinKoreanworkplace,regardingtheformality,style,activitiesandthe

expectedachievementindrinkingsessions.Iwillinvestigatetheemployees’

perspectives towards the nature of drinking gatherings and measure the

effectivenessof this socialising tool in Koreanorganisations. Basedon the

data,Iwilldrawaconclusiontowhatextentthisculturebuildrelationshipor

causeconflicts inworkplace.Lastly, Iwilloffersomepracticalsuggestions,

enhancingtheflexibilityofteamspiritbuildingevents.Thisstudywillinterest

Koreanorganisations,whichattempttoestablishmoreemployee-oriented

gathering policies beyond the Korean drinking tradition. This study

contributestohowgroupnormsandteamspiritareformedthroughdrinking

in Korean workplace. Particularly, this research strives to answer the

followingresearchquestions:1)HowworkplacecultureisformedinKorea?

2)Why “alcohol” is a tool for socialization? 3)What are the functions of

“heosik” in Koreanworkplace? 4)How effective is the “heosik” culture in

Korean companies in building relationship? 5) How do male and female

ThedrinkingcultureoftheKoreanworkplace-buildingrelationshipscausingconflicts?

HoiYanWong

DayTwo

11:55-12:25

YesimKakalic

DayTwo

11:20-11:50

PADABSTRACTS


Korean companies in building relationship? 5) How do male and female

workersfeelabouttheirparticipationinthisworkplaceculture?

AcademicwritingfordisciplinessuchasBusiness,LaworMedicinehasbeen

described as 'at the crossroads' (Nesi & Gardner 2012) of academic and

professional life, aiming to both satisfy the academic requirements of the

academyandtopreparestudentsforworkinglifeasbusiness-people,lawyers

ordoctors.Assuch,studentsfacechallengesinrespondingtowritingtasks

inthesedisciplinesintheappropriateregister.

This talk also explores the role of English for Academic Purposes (EAP)

provisioninpreparinginternationalstudentstosucceedinauthenticbusiness

tasks. It has been argued (Hyland 2002) that EAP teaching should reflect

actual disciplinary requirements as closely as possible, and in this talk an

assessed EAP task is comparedwitha final yearassessedbusiness task to

analysethesimilaritiesanddifferencesbetweenthestudentwriting,andto

considerwhetheranychangescouldbeusefullymadetoeithertask.Usinga

corpus of successful non-native speaker writing, this paper compares an

assignment on a core final year businessmodule with a task on a credit-

bearingEAPmodule.Conceptsfromgenreanalysis(Swales1990),systemic

functional linguistics (Halliday 2014) and corpus linguistics (Hunston2002)

areemployedtoanalysethetwotasksintermsoftheirstaging,andlexico-

grammaticalresourcesemployedbythestudentwriters.

Preliminaryresultssuggestthatwhilsttherearesimilaritiesbetweenthetwo

tasksintermsofthestimuluscasestudy,andstagesemployed,thatthereare

alsokeydifferencesinthewaythatthewritersconstruethemselvesandtheir

audience.Itisalsosuggestedthatchangescouldbemadetobothtasks,and

thatadialoguebetweenEAPandsubjectmodulelecturerscouldbemutually

beneficialintermsoftaskdesignandclassroomteaching.

'Writingatthecrossroads':AgenreandcorpusbasedinvestigationintoacademicwritingforBusinesscourses

JamesHenry

DayTwo

15:05-15:35

PADABSTRACTS


Thispresentationwill show the resultsofa small-scale researchaimedat

identifying thedialogic positioningdeployedby authors through linguistic

devicestoengagereadersandtohelptheminteractwithacademicwritings.

The theoretical framework used for this study was particularly based on

Martin and White’s (2005) appraisal system. For this work, 8 different

selected academic research papers from renowned ELT and Linguistics

journals were analysed under monoglossic and heteroglossic broad

categoriesofengagement. It isevidentthatauthorsusedifferentkindsof

heteroglossicremarkstodisplaytheirauthorialstanceandtoengagereaders

creatingsomespacefor theargument.Attimes,theauthorsarefoundto

haveargued,proclaimed,disclaimedthroughtheirargumentsandonother

occasions, theyare found tohave entertained readers throughexpanding

their discourse. Likewise, they also attribute other sources to claim their

positionsthattheyopinearetheestablishedconstructs.Inthispresentation,

atfirst,thepresenterswilldiscussthetheoreticalframeworkthattheyhave

adoptedfordiscourseanalysisoftheselectedpapersandduringthesecond

half,theywillpresenttheresultwithsomeargumentsunderengagement.

Theywillalsoquestion thepatternand trenddifferentauthorshaveused

andshowthebroadersocialfunctionofthesepapers.Attheend,theywill

suggestsomefuturedirectionsthatresearchercanfocusonwhileanalysing

academicdiscourse.

Howdoauthorsengagereaders:Acriticalapproachtoacademicdiscourse

SagunShrestha&MaricarmenGamero

DayTwo

11:55-12:25

Theroleoftutors’feedbackonstudents’assignmentsisimmenseforfurther

learning (Higgins et.al, 2001; Duncan, 2007; Price et.al, 2010; Wharton,

2013).Asmydissertationfocus,Ihavechosentoresearchtutor’sassessment

feedback.Inthisstudy,Iaminvestigatinghowwrittenfeedbackcanbeused

tofeedforwardstudentsandwhatlanguagediscourseassiststhispurpose.

Thisstudyalsofocusesonstudents’perceptionsofassessmentfeedbackand

howtheyunderstandandusereceivedfeedbackforself-improvement.The

context of my research is the Centre for Applied Linguistics at Warwick

University.Fiveannotatedassignmentsandseparate feedbackforms(trial

assignment+4assignmentsfrommodulesinTerm1,in2016-2017academic

year) have been collected from each participating MA student at

PostgraduateTaughtELTcourse.Thedatawillbeusedtocreateacorpusand

Tutor’sassignmentfeedback:Waystofeedforward

KomilaTangirova

DayOne

12:25-12:55

PADABSTRACTS


PostgraduateTaughtELTcourse.Thedatawillbeusedtocreateacorpus

andanalysethediscourseoffeedbackandmethodsofcommunicatingit.In

additiontotheresultsfromcorpusanalysis,thestudywillalsodrawonthe

findingsobtainedfromsemistructuredinterviewswiththeparticipants,the

aimofwhichwillbetoidentifyhowhelpfulthefeedbacktheyreceivedfor

Term1assignmentshavebeeninaccomplishingtheirassignmentsinTerm

2.Itisexpectedthatthestudywillprovideinsightsintolinguisticfeaturesof

constructive assessment feedback and ways of delivering it. It is also

expected that the findingswill reveal howuseful assessment feedback is

consideredbythestudentsandtowhatextenttheyincorporateassessment

feedbackintotheirsubsequentworks.Theexpectedoutcomeofthestudy

is revealing the significance of feed forwarding assessment feedback for

more effective studying process and continuous academic development.

Preliminary data analysis already shows that tutors approach giving

assessmentfeedbackindifferentwaysintermsofmodality,amount,length

ofeachcomment,etc.However,further investigationisneededtoreveal

what role these and other various aspects of feedback play in feed

forwarding students. Even though from literature review and several

conversationswith students it has been found that tutor feedback is not

alwaysreadandused,theanalysisoftheplannedinterviewsisexpectedto

showhowtrueitisintheselectedcontextandwhatarethereasonsforthis

ifso.

An increasing number of researches have been conducted to explore

leadershipemergenceinLeaderlessGroupDiscussion(LGD),asrepresented

by Choi & Schurr ‘s empirical research (2014) and by Paunova’s review

(2015).Ashortliteraturereviewinthisregard,however,suggeststhatmost

studies focus on the psychological aspects of leadership emergence (i.e.,

personality,demographictraits,motivations,etc.,),littleeffortsareexerted

todiscussverbalbehavioursexhibited,whichconstitutesamainchannelfor

leadership emerges. Moreover, most studies concerning leadership

emergence is conducted through quantitative method. Against such

background, this study aims to explore how leadership emerges through

discursivestrategiesbyusingaqualitativemethod.Drawinguponstrengths

Adiscursiveapproachtowardsemergentleadershipinleaderlessgroupdiscussion

HaiyanHuang

DayOne

14:00-14:30

PADABSTRACTS


Phraseologyinengineeringdissertations:Corpus-basedanalysisoflexicalbundles

FaresRezoug

DayThree

11:55-12:25

ofCAapproach,thisstudywillusearecordingofLGDtorevealthelinguistics

strategiesusedbyparticipants toconstruct leadership. Thedata is froma

MBAtrainingprograminBeijingandisarecordingofLGDmadeupof5-7

MBAstudents.CAapproachencouragesexploringleadershipemergencein

interaction, acknowledging leadership is a co-constructed and dynamic

phenomenonasopposedtopreviousresearchesthatregardleadershipasa

personalattribute(Wodaketal.,2011).Theresearchfindingsareexpected

toexplicatewhatdiscursiveskillscanbeusedtoconstructleadershipidentity

and thus can provide some suggestions for MBA students, for whom

leadership capabilities are rather important (Hobson et al., 2014). Despite

these advantages, there are some disadvantages and limitations worth

noting.Forinstance,severalrecordingsarenotsufficienttounpackatopicas

complexas leadership.Moreover,thecriterionof leadershipemergenceis

subjective. That is, what practices are considered relevant to leadership

emergenceisdeterminedbytheauthor,whichmightbemorevulnerableto

personalbiasandthuscomprisetheresearchvalidity.

Although there is a worldwide interest in dissertation writing, either in

environments where English is an L1 or a lingua franca, our knowledge

regarding the phraseology of these dissertations remains limited. In this

presentation,Iwilltalkaboutthemostfrequentreoccurringwordsequences

known as Lexical bundles (LBs) as one way of examining phraseology in

successfuldissertationsinElectricalandElectronicsEngineeringproduced(in

English)byArabic-speakingMastersstudentsinAlgeria.TheAlgerianCorpus

ofEngineering(ACE),usedbyRezougandVincent(2017),isacollectionof70

dissertations (total halfamillionwords) fromfour sub-disciplines – Power

Engineering, Computer Engineering, Telecommunication Engineering and

ControlEngineering.FollowingHyland’s(2008)functionalframework, Iwill

demonstrate how LBs in ACE have been identified, extracted, and

interpreted. As in Hyland (2008), the majority of LBs in all the four sub-

disciplines(andespeciallyinComputerEngineering–64%)werefoundtobe

highly Research Oriented; referring to locational, procedural,

quantificational,descriptiveand/ortopical informationinthetext.Bundles

withstanceandengagementfunctionswereveryrareinthecorpus,making

Participant Oriented the lowest functional category across the four sub-

PADABSTRACTS


Participant Oriented the lowest functional category across the four sub-

disciplines. This together with more detailed information regarding

functional and structural correspondences within and across the sub-

disciplinesmight beof great pedagogical use to supervisors and language

instructors when informing engineering Masters' students in their

dissertationwritingprocess.

PADABSTRACTS


POSTER PRESRENTATION ABSTRACT

Thepaperexamineshowhealthprofessionalsandclientsnegotiatemeaning

ofHIV/AIDSduringantenatalgrouptalksataruralhospitalinMalawiwhere

knowledgeaboutHIV/AIDSisreproduced.Thediscourseofpreventionand

management of HIV/AIDS is meant to involve all concerned people at all

levelsofhealthcare.TheNationalAIDSCommissioninMalawiensuresthat

people living with HIV/AIDS and all vulnerable groups are involved in the

designing, planning, and implementation of treatment access. This study

analyses audio-recordings of antenatal group talks involving health

practitioners and pregnant women in a community hospital in Malawi in

order toassesstheextent towhichclient involvement inthediscussionof

HIV/AIDS prevention and treatment is actually taking place. This

ethnographicallyinformedstudyemploysadiscourseanalyticalapproachto

exploretheHIV/AIDSdiscoursesinthiscontext.

Thefindingsdemonstratethathealthprofessionalsnegotiatetheknowledge

differentials with the women by utilising question and answer forms (a

semblanceofclassroomdiscourse);orientingtosharedresourcestosimplify

medical knowledge; and explicitly encouraging the pregnant women’s

contributions in the talk; on the other hand, they sometimes draw on

discoursestrategiesthatcomplicatemeaningfulcontributionofthewomen

thereby preventing procedural knowledge of the women. It is further

observedthatthewomenhavebasicknowledgeofHIV/AIDSbutthepower

asymmetriesconstitutiveofthisdiscourseunderminetheircontributionsto

thereproductionofknowledge. Theimplicationsoftheseobservationsfor

actualpracticearecriticallydiscussed.

NegotiatingknowledgeinantenatalHIVgroupcounsellinginMalawi

RachelChimbwete-Phiri

DayTwo

14:30-15:00

WACABSTRACTS


WORKINGANDCOMMUNICATINGACROSSCULTURES

(WACC)

It’snotthehomegrownplayersandtheothers,it’severyone”:AcculturationandIdentityinEliteSports

Teams

DanielClayton

RacialhumourandidentityconstructioninaGermanU-19footballteam

SolvejgWolfers

Masterstudents’perceptionsofmixednationalitygroupwork

XiaozheCai

InterculturalCompetencywithinmulticulturalteams-acasestudy

AmanyRashwan

Workingandrelatinginmultinationalandmultidisciplinaryteams

CarolinDebray

InvestigatingtheDevelopmentofInterculturalCompetenceinStudentTeams

ThomasGreenaway

Nostoppingornoentry?Youreallyshouldnothesitate:ThetrafficsignrecognitionofdriversintheUKandtheimpactofsomedesignandnon-design

factors.

VeraTTao

LanguageShockinBangladeshiStudentsofHigherEducationAbroadinLondon

MahmudulShah

WACABSTRACTS


Within the context of elite sport exists an ever increasing population of

transnationally mobile athletes. For these sports people it is imperative that

performanceissustainedastheyadjusttoanewteamenvironment.However,the

transitional experience of joining a new club in a different country can be

extremelychallengingandfailuretoadjustcannegativelyimpactanathlete’swell-

beingandtheirsportingperformance.Despitethepotentiallysevereimplications

ofmaladjustment, the acculturative experience of migrating athletes has seen

limited focus.Situatedat the intersectionofCultural SportsPsychology,Critical

Acculturation and Applied Linguistics, this multi-disciplinary project seeks to

investigatetheintegrationchallengesfacedbyathletesatboththelevelofsociety,

and team. Reconceptualising acculturation as a fluid and socially constructed

phenomenon this research uniquely draws on critical acculturative theory and

utilises linguistic tools in order to understand acculturation from a narrative

perspective.

With thispresentation, Iwilloutline the current stateof theproject,providea

discussion of key concepts, before considering the insights I have gained from

preliminaryinterviewdata.

“It’snotthehomegrownplayersandtheothers,it’severyone”:Acculturationandidentityinelitesportsteams

DanielClayton

DayTwo

15:05-15:35

Despiteitsstatusastheglobalgame,footballhasbeennotedforhavingproblems

withracism,andyetrelativelylittleresearchhasactuallylookedatthistopicfrom

adiscourseanalyticalperspective. Thispaper (published togetherwithmyPhD

supervisorsbasedonmyMScdissertationandinpreparationformyPhDresearch)

addressesthisgapbyexploringtheuseofracialhumourinaGermanmaleunder-

19footballteam.Drawingonaudio-recordingsofinteractionsamongtheplayers

onthesidelineandsubstitutes’benchduring,beforeandafterfootballmatches

andtraining,aswellasinterviewswithplayers,andteamobservations,weanalyse

andcriticallydiscusssomeoftheways inwhichteammembersmakehumorous

commentsaboutspecificracial,ethnicornationalgroupswhenconstructingand

expressing team membership and negotiating their own and others’ identities

withintheteam.Findingsillustratethat,ontheonehand,teammembersexpress

their appreciation of the cultural diversity within their team in an attempt to

maintainorenhanceteamcohesion,butontheotherhand,theyoftenuseracial

humour to create distinctive subgroups thereby fragmenting the team and

RacialhumourandidentityconstructioninaGermanU-19footballteam

SolvejgWolfers

DayOne

11:50-12:20

WACABSTRACTS


humour to create distinctive subgroups thereby fragmenting the team and

assigningandforegroundingracialidentities.

Masterstudents’perceptionsofmixednationalitygroupwork

XiaozheCai

DayOne

12:25-12:55

Intercultural competence is increasing understood by employers to be a key

aspectofemployabilitybecauseofthegrowingnumbersofmulticulturalteams

in global workplaces. This trend also increased the popularity of the

internationalisationofHE,whichpromotestheideaofstudentsasglobalcitizens

and encourages students to make the most of the increasing intercultural

learningandsocialenvironment.Groupwork,asaplatform,havingthepowerto

‘force’studentsfromdifferentbackgroundstogether,hasbeenidentifiedasan

effective learning process that involves elements of intercultural study

experience.However,thecurrentliteraturemostlyreportedstudents’resistance

ofworkinginmixednationalitygroupworkhasbeenreported,fewstudieshave

examined their actual working experience and the factors influencing their

attitudesandopinionstowardsthistypeoflearningactivity.

Thepurposeofthisstudyis tofill thisgapwithin theliteratureby looking into

Masterstudents’attitudesandperceptionsoftheirexperienceofmixnationality

group work and how they have transformed during the degree. Two

questionnaires aiming to elicit students’ attitudes towards working in groups

distributedindifferenttimesduringtheirdegree.Thecomparisonoftheresults

shows that postgraduate taught students’ attitude towards mixed nationality

groupworkdidnothavesignificantchanges,neitherpositivenornegativeones.

However, in follow-up interviews, students reported their personal and

transformativeskillsdevelopmentbyworking inmixednational groups.Other

factors influencing students’ group work learning experience have also been

identified.

WACABSTRACTS


Theproposedpresentationaddresses thequestionof the extent towhich the

Intercultural Competency of individual members within multicultural teams

exertsan influenceoninternalteamdynamics.Thenatureofsuchinfluence is

alsoconsideredanddiscussed.Theareaofinvestigationfallssquarelywithinthe

conference’s Working and Communicating Across Cultures (WACC) research

themeanddrawsonrecent,successfulMasters-levelresearchconductedunder

theauspicesofLeicesterUniversity.

Thepresentationdescribestheprocessandfindingsofaninvestigationintothe

influenceofinterculturalcompetencyontheteamdynamicsofaculturallyand

linguistically heterogeneous group of individuals employed at a British

educational institution’s remote campus operating in a small Middle Eastern

country.

In terms of structure, the presentation consists of the following successive

sections:

• a brief examination of previous researchers’ descriptions of and different

approaches to examiningcultureas thephenomenon fromwhich intercultural

competencyemerges.

• a discussion of the selected research subjects’ level of cultural awareness

(includinginterculturalcompetency),theextenttowhichtheybelievedthelatter

affected both their own and others’ behaviour within a multicultural team

context, and how inter-personal interaction, in turn, affected overall team

dynamics.

•ananalysisoftheimportanceandpossiblenatureofICCompetencytraining.

The researchmethodology employedduring the investigationdescribed in the

presentationcombinedsemi-structuredinterviews,unstructuredinterviews,and

participantobservation.Combiningtheconclusionsdrawnfromthisexercisewith

myownexperiencesandobservations,Ithenmoveontolookattheextentto

whichthisawarenessofInterculturone’sowninterculturalcompetencyandthat

ofothersaffectstheinternaldynamicsofculturallycosmopolitanteams.

InterculturalCompetencywithinmulticulturalteams-acasestudy

AmanyRashwan

DayOne

14:00-14:30

WACABSTRACTS


In workplaces and institutions of higher education all around the world

multinational teams are created with the expressed purpose of performing a

specifictasktogether.Assuch,workingtogetherespeciallyinateamhasbecome

a spacewere intercultural encounters happen, oftenover a longperiod,with

peopleofequalstatusandinsignificantdepth.Assuch,multinationalteamwork

could be seen as an ideal space in which stereotypes could be reduced and

positiverelationshipscouldbeestablished–thusfulfillingallrequirementsofthe

contact hypothesis (Allport, 1954). Yet, research and plenty of anecdotal

evidenceshowthatdiverseteamsoftenstruggle,bothwithrelationshipsaswell

as with work performance, which seems often connected with relational

struggles (Adler, 2005; Stahl & Maznevski, 2010; Tenzer, Pudelko & Harzing,

2014).Yetresearchinvestigatinghowrelationshipsareestablished,managedand

maintainedaroundtheworkofateamseemsrare,despitetheubiquitousnessof

multinationalteams.

In order to address this research gap, a newly formed multinational and

multidisciplinary team participating in the research was observed, and team

memberinteractionswererecordedforthe9months’periodtheykeptworking

witheachother.Teammemberswereinterviewedatthebeginningandtheend

oftheteamworkandtheirwrittenchatwasobtainedforanalysis.Teammeeting

datawastranscribedandanalysedforthedifferenttypesoftalkproducedbythe

teammemberswithaspecificfocusonhowgoodrelationshipswerebuildand

enhancedandwherepotentialthreatsarosetotherelationshipsthatneededto

bemitigated.Thispresentationwillprovideanoverviewoverthefindingsandthe

complicatedpatternsoftalkteammembersengagedin,inorderto(successfully)

balanceinterpersonalgoals,workandrelationships.

Workingandrelatinginmultinationalandmultidisciplinaryteams

CarolinDebray

DayOne

14:35-15:05

Inordertoproduce“globalgraduates,”universitiesaimtofosterteamworkskills

in their students aswell as the ability to communicatewell with people from

different cultural backgrounds. However, students are often given teamwork

projectswhere thedevelopment of such skills and competencies is incidental

rather than deliberate. Until now research that looks at student teamwork

projects tends to focus on self-reports (such as interviews and focus groups),

Investigatingthedevelopmentofinterculturalcompetenceinstudentteams

WACABSTRACTS


projects tend to focus on self-reports (such as interviews and focus groups),

insteadofrecordinggroupprocessesandteaminteraction.Therearetwoaspects

ofresearchthathaveuntilnowreceivedlittleattention:howstudentsinteractin

teamwork projects, and how do they develop skills from their teamwork

experiences. This paper will present two case studies from multicultural

teamwork projects in undergraduate STEM modules. In this research the

students' interactionswererecorded.Theywere thengiventheopportunity to

reflectontheirexperiencesthroughstimulated-recallstyleinterviews.Therewill

then be a consideration of the extent to which students’ intercultural

competencies were demonstrated and enhanced through their teamwork

projects,andareasinwhichtheycouldbeenhancedfurther.Thiswillbefollowed

bywithpolicyrecommendationsfordesigningstudentteamworkprojects,witha

focus on the need for embedding reflection at all stages of the project, and

focussingstudentsontheircommunicativeprocessesandtaskmanagement.

ThomasGreenaway

DayTwo

11:20-11:50

Traffic signs are regulatory signs, representing and communicating legal

prohibitionsoftenwithoutusingwords.Itiscrucialfordriverstounderstandthe

information conveyed by these signs properly and swiftly in order to avoid

accidents.Failingtodosocanresult in life-threateningincidents.Althoughthe

UKhasoneofthelowestcarcrashfatalityratesin2014aroundtheworld,car

occupantsarestillamajorcauseofaccidentsintheUKastheyaccountedfor44%

ofroaddeathsin2016.Therefore,thisstudyaimstotestthecomprehensionlevel

ofdrivers in theUK towards12 traffic signs,whicharemadeupof regulatory

signs,informatorysignsandwarningsignsanddifferintheirlevelofabstraction

ofinformation.Thestudyalsoshedslightonreasonswhycertainsignsaremore

recognizable than others and offers useful recommendations for future

developmentsofsuchtrafficsigns.Thesurveywasconductedamong30drivers

working/studying at a British HEI. An exploratory sequential mixed-methods

approachwaschosen.Specifically,theresearcherinterviewedsomedriversprior

to designing the quantitative online experiment. The findings show that on

averagemorethan25%ofresponseswereincorrect,withsometrafficsignsbeing

recognized by only 20% of all participants. Based on these insights, the

Nostoppingornoentry?Youreallyshouldnothesitate:ThetrafficsignrecognitionofdriversintheUKandtheimpactofsomedesignandnon-designfactors

VeraTTao

DayOne

11:50-12:20

WACABSTRACTS


presentationwill further elaborateonhowdesignandnon-design factorsmay

haveaffectedrecognitionofthesetrafficsigns.Amajorlimitationofthisstudyis

its tight focus on a special group of people and its rather small sample size.

Nevertheless,itisabletoprovidefirstinsightsintoahighlyrelevanttopic,which

deservesamorecomprehensivefollow-upstudyinthefuture,probablywitha

strongerfocusontrafficsignrecognitionacrossdifferentcultures.

ItisamatterofconcernthathighdependencyontextbooksforlearningEnglish

as a second language, with more emphasis on reading and writing than on

listening and speaking, brings the communicative competency of Bangladeshi

studentsintoquestionataninternationallevel(KirkwoodandRae,2011).Dueto

heavyemphasisongrammarandliterature,theygraspaverygoodcommandof

grammatical competence when they study at a university level, but they lack

sociolinguistic competence, discourse competence and strategic competence

(Chowdhury and Ha, 2008). This is why they struggle to communicate, which

contributetolanguageshock,withtheculturallydiversepeopleofLondondueto

theirignoranceofEnglishusageinthecosmopolitancity.Theresearchemploys

mixed methods, with a cross-sectional design comprising questionnaires,

interviews and focus groups, to investigate the experience of Bangladeshi

studentswhohavecometoLondontostudyatundergraduateorpost-graduate

level.Canale’s(1983) theoryofcommunicativecompetencehasbeenusedfor

analysing the data. This research critically examines how language shock

originatesforBangladeshistudentsinLondonandhowitaffectsthem.Itpresents

thefindingsofPhDresearchbasedonquestionnaires,interviewsandfocusgroup

discussions.Thedataindicatesthatthestudentslackgrammaticalcompetence,

sociolinguisticcompetence,discoursecompetenceandstrategiccompetencein

differentculturalcontexts,whichlimitstheircommunicativecompetenciesand

contributes to language shock. Thedata also suggests that thepreparationof

some materials with simulations of the context of London can minimise the

students’ language shock by familiarising the students with the language of

London.Thethesisthereforediscussespossible implicationsforteachingwhich

arisefromthefindingsofthisresearch.

LanguageshockinBangladeshistudentsofhighereducationabroadinLondon

MahmudulShah

DayThree

11:20-11:50

Documents

A B S T R A CT B O O KL ET - University of Warwick · Anastasia Stavridou Chair, The 20th WICAL Organising Committee. ... Erika Darics is a linguist-slash-communication scholar interested