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ABSTRACT BOOKLET
27 -29, JUNE, 2017
www.warwick.ac.uk/pgcal2017
https://twitter.com/WarwickAppLing #wical2017
https://www.facebook.com/warwickcal/
For further information, reach us at
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....................................................................................... 22
PROFESSIONALANDACADEMICDISCOURSE................................................. 23
PAPERABSTRACTS.......................................................................................... 24
POSTERABSTRACTS....................................................................................... 31
WORKINGANDCOMMUNICATINGACROSSCULTURES.................................. 32
PAPERABSTRACTS.......................................................................................... 33
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
20thWarwickInternationalConferenceinAppliedLinguistics 2
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
CONFERENCEPROGRAM-DAYONE(27THJUNE,2017)
20thWarwickInternationalConferenceinAppliedLinguistics 3
CONFERENCEPROGRAM-DAYTWO(28THJUNE,2017)
20thWarwickInternationalConferenceinAppliedLinguistics 4
CONFERENCEPROGRAM-DAYTHREE(29thJUNE,2017)
20thWarwickInternationalConferenceinAppliedLinguistics 5
SPEAKERS
20thWarwickInternationalConferenceinAppliedLinguistics 6
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
20thWarwickInternationalConferenceinAppliedLinguistics 7
KEYNOTESPEAKERS
DayTwo,28thJuly,2017
Dr.ErikaDarics
AstonUniversity
DayTwo,28thJuly,2017
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
20thWarwickInternationalConferenceinAppliedLinguistics 8
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 studyingpart-time for aMasters (andhopefully
Title
Lessonsofexperience
onbecomingan
interculturaltraineror
coach;practicaladvice
andfirst-handstories
onbridgingthegap
betweenacademic
knowledgeof
interculturaltheory
andputtingitinto
practiceinthebusiness
orprofessionalcontext
SPEAKERS
20thWarwickInternationalConferenceinAppliedLinguistics 9
WORKSHOP SPEAKERS
DayOne,27thJuly,2017
DayTwo,28thJuly,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
20thWarwickInternationalConferenceinAppliedLinguistics 10
DayTwo,28thJuly,2017
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
20thWarwickInternationalConferenceinAppliedLinguistics 11
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
20thWarwickInternationalConferenceinAppliedLinguistics 12
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
20thWarwickInternationalConferenceinAppliedLinguistics 13
PAPERABSTRCTS
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
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
Takenote!Astudyofthenote-takingbehaviouroftertiary-levelstudentsinaChineseEMIcontext
WeiyiGao
DayOne
12:25–12:20
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 14
regarding the experienceofperforming theDictogloss task in smallgroups
during their ESOL lessons. Some basic findings of this small-scale research
workwillbedisplayed.Thispresentationisabriefofmyon-goingdissertation,
andIamwillingtogetinsightfulfeedbackontheworkpresented.
Massive Open Online Courses (MOOCs) are gradually becoming popular
amongthelanguagelearners.InMOOCs,studentshavecontroloverthetime
andplaceoflearning.Theychoosetoparticipateinsuchcourses,giveeffort
for learning, and persist in learning autonomously. However, despite the
popularity, significant attrition and dropout rates can be found. The
presentationisgoingtofocusonlanguagelearners’underlyingmotivational
implications and challenges in MOOCs. Ten language learners living in a
multicultural society were interviewed. Research findings based on their
interviewswillbepresented.Athematicanalysisoftheinterviewswillgivean
insight into the perspective of the learners. The research is qualitative in
nature and has considered the self-determination theory of Ryan andDeci
(2000). The research findings give an insight intowhatmotivates them for
enrollinginMOOCsandwhatcausesattritionanddropouts insuchcourses.
Suggestionsbasedontheresearchwillalsobepresented.
Motivationalpatternsandchallengesinmassiveopenonlinecourses:Learnerperspectives
SaifaHaque
DayOne
14:00-14:30
Thisresearchprojectintendstoanalyselanguagelearningprogrammes,such
asDuolingoandRosettaStone.Thesepiecesofsoftwarehavebecomepopular
productsusedbylearnersofaforeignlanguage;however,Iwanttofindout
the extent of their effectiveness. Previous literature on second language
acquisition discusses the various difficulties found whilst learning a new
language,suchasdifferences informalityandcultureclashes.Errorscanbe
causedbygrammaticalrulesthatbelongtothenativelanguageofthelearner
or they can also be errors found in first language acquisition such as
overgeneralisation.Thisprojectintendstofindout iftheseprogrammesuse
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?” A mixed-method approach will be
Whatdothelanguagelearningprogrammes,DuolingoandRosettaStone,dototackletheissuesfoundinsecondlanguageacquisition?
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 15
found in second language acquisition?” A mixed-method approach will be
used in thisproject.The information found in the literaturewillbeused to
describeandexplainthevariousaspectsoftheseprogrammes.Forexample,
theliteraturetalksabouttheuseofcollocationsinlanguagewhichhighlights
theimportanceoflearningphrasesandidiomswhenlearningvocabulary.Iwill
use theseprogrammesandperformaqualitativeanalysis to see if theydo
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.
enrollinginMOOCsandwhatcausesattritionanddropouts insuchcourses.
Suggestionsbasedontheresearchwillalsobepresented.
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
20thWarwickInternationalConferenceinAppliedLinguistics 16
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
20thWarwickInternationalConferenceinAppliedLinguistics 17
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.
Examination (SEE) - a high-stakes examination in Nepal- English test on
parents.Thestudyfeaturedamixedmethoddesignwithsurvey,oraldiaries,
andnarrative interviews.Toelaboratethisfurther,thedataweregenerated
from48diariesintermittentlyrecordedbysixstudentsovertheperiodofnine
months, andnarrative interviewswith six children and their parents, along
withquantitativedatadrawnfrom247students.Thesocio-culturalframework
oflanguagetesting(Gipps,1999)wasemployedtoilluminatethetestimpacts
on parents and their involvement in preparing children for the test
preparation.Unlikefindingsfrompreviousstudies,thepreliminaryfindingsof
thestudyindicatethatparentsholdpositiveattitudestowardsthetestquality.
However,thetestseemstoputenormouspressureonparentstoraisetheir
children’stestscores.Parentsusevariousstrategiestosupporttheirchildren
forthepreparationofthetest.Acomparisonbetweentheparentswithhigh
education and low education, in terms of their involvement in preparing
childrenforthetest,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.
Exploringyounglearners'foreignlanguageanxietyinChina
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 18
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
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
ExploringtheneedsoftertiarystudentsofEnglishfortourismpurposes
DuyVu
DayThree
11:20-11:50
XiaoyiHu
DayTwo
11:55-12:25
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 19
aimed at exploring the needs of tertiary students of English for tourism
purposestoinformthemostsuitableteachingapproachforEnglishteachers
ofthoseclasses.
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.
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.
Howdostudentsusemobiletechnologywithinface-to-facesocialinteractioninacaféenvironment?
HelenaWall
DayThree
11:55-12:25
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 20
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
presentation, Iwill focuson thechallengesof theon-goingdatacollection
processandinterestingdatathatIhavefoundsofar.Hopefully,thisresearch
will help educators to further understand how language learners learn
vocabularyinreallifeandalsoemphasizetheimportancetoexplicitlyteach
VLStolearners.
TheuseofvocabularylearningstrategiesamongMalaysiansojournersinUK
AfiqahAbRahman
DayThree
14:35-15:20
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
Shifting the focusfrom GAE to ESP?:An evaluation ofEnglish languageprogramforNursingstudents
NoelJr.Francoj
DayThree
14:35-15:05
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 21
significantlyincreasedtheirlanguageproficiencybutdidnotaddresssomeof
their nursing-related language needs. The study concludes with specific
suggestions on how language courses offered to nursing students can be
improved.
LLTAABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 22
POSTER PRESRENTATION ABSTRACT
This paper exploresblended learning (BL) inaMalaysianhigher education
institution, where BL was used to support English Language Proficiency
courses. I employed a mixed methods approach that includes surveys of
students (n=300), surveys of teachers (n=16), interviews with students
(n=15),interviewswithteachers(n=7)andinterviewswithtwoICTsupporting
staff(n=2)aswellasfacetofaceobservations(n=7)andonlineobservations
(n=7).PracticesandperceptionsofstudentsandteachersandICTsupporting
staffinvolvement intheblendedlearningprogrammewereexaminedfrom
theperspectiveofCulturalHistoricalActivityTheory(CHAT),alsoknownas
Activity Theory (Engeström, 1987). CHAT looks at six topology elements
withinasystemintermsofmediatedtool,subject,object,rules,community
anddivisionoflabour.Inthispresentation,Iwilllookathowmytheoretical
frameworkishelpingmetoorganisemythoughtsaboutthedata.Iwillalso
highlightsomedifficultiesinfittingthedataaroundanactivitysystem.
Understandingblendedlanguagelearningthroughthelensofculturalhistoricalactivitytheory.AcasestudyofMalaysianhighereducationinstitution
SitiShuhaidaShukor
DayTwo
14:30–15:00
PADABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 23
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
20thWarwickInternationalConferenceinAppliedLinguistics 24
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
20thWarwickInternationalConferenceinAppliedLinguistics 25
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
20thWarwickInternationalConferenceinAppliedLinguistics 26
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 (Hunston 2002)
areemployedtoanalysethetwotasksintermsoftheirstaging,andlexico-
grammaticalresourcesemployedbythestudentwriters.
Preliminaryresultssuggestthatwhilsttherearesimilaritiesbetweenthetwo
tasksintermsofthestimuluscasestudy,andstagesemployed,thatthereare
alsokeydifferencesinthewaythatthewritersconstruethemselvesandtheir
audience.Itisalsosuggestedthatchangescouldbemadetobothtasks,and
thatadialoguebetweenEAPandsubjectmodulelecturerscouldbemutually
beneficialintermsoftaskdesignandclassroomteaching.
'Writingatthecrossroads':AgenreandcorpusbasedinvestigationintoacademicwritingforBusinesscourses
JamesHenry
DayTwo
15:05-15:35
PADABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 27
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
20thWarwickInternationalConferenceinAppliedLinguistics 28
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
PADABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 29
Phraseologyinengineeringdissertations:Corpus-basedanalysisoflexicalbundles
FaresRezoug
DayThree
11:55-12:25
ofCAapproach,thisstudywillusearecordingofLGDtorevealthelinguistics
strategiesusedbyparticipants toconstruct leadership.Thedata isfroma
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
leadershipcapabilitiesare rather important (Hobsonetal.,2014).Despite
these advantages, there are some disadvantages and limitations worth
noting.Forinstance,severalrecordingsarenotsufficienttounpackatopic
ascomplexasleadership.Moreover,thecriterionofleadershipemergence
issubjective.That is,whatpracticesareconsideredrelevantto 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(totalhalfamillionwords)fromfoursub-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/ortopicalinformationinthetext.Bundles
withstanceandengagementfunctionswereveryrareinthecorpus,making
Participant Oriented the lowest functional category across the four sub-
HaiyanHuang
DayOne
14:00-14:30
PADABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 30
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
20thWarwickInternationalConferenceinAppliedLinguistics 31
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
20thWarwickInternationalConferenceinAppliedLinguistics 32
WORKINGANDCOMMUNICATINGACROSSCULTURES
(WACC)
It’snotthehomegrownplayersandtheothers,it’severyone”:AcculturationandIdentityinEliteSports
Teams
DanielClayton
‘‘Justbecausehe'sblack’’:IdentityconstructionandracialhumourinaGermanU-19footballteam
SolvejgWolfers
Masterstudents’perceptionsofmixednationalitygroupwork
XiaozheCai
InterculturalCompetencywithinmulticulturalteams-acasestudy
AmanyRashwan
Workingandrelatinginmultinationalandmultidisciplinaryteams
CarolinDebray
InvestigatingtheDevelopmentofInterculturalCompetenceinStudentTeams
ThomasGreenaway
Nostoppingornoentry?Youreallyshouldnothesitate:ThetrafficsignrecognitionofdriversintheUKandtheimpactofsomedesignandnon-design
factors.
VeraTTao
LanguageShockinBangladeshiStudentsofHigherEducationAbroadinLondon
MahmudulShah
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 33
Within the context of elite sport exists an ever increasing population of
transnationallymobileathletes.Forthesesportspeopleitisimperativethat
performance is sustained as they adjust to a new team environment.
However, the transitional experience of joining a new club in a different
country can be extremely challenging and failure to adjust can negatively
impactanathlete’swell-beingandtheirsportingperformance.Despitethe
potentially severe implications of maladjustment, the acculturative
experiences of migrating athletes has seen limited focus. Situated at the
intersectionofCulturalSportsPsychology,CriticalAcculturationandApplied
Linguistics,thismulti-disciplinaryprojectseekstoinvestigatetheintegration
challenges faced by athletes at both the level of society, and team.
Reconceptualising acculturation as a fluid and socially constructed
phenomenon this researchuniquely draws on critical acculturative theory
and utilises linguistic tools in order to understand acculturation from a
narrativeperspective.Withthispresentation.Iwilloutlinethecurrentstate
oftheproject,provideadiscussionofkeyconcepts,beforeconsideringthe
insightsIhavegainedfrompreliminaryinterviewdata.
“It’snotthehomegrownplayersandtheothers,it’severyone”:Acculturationandidentityinelitesportsteams
DanielClayton
DayTwo
15:05-15:35
Despite its status as the global game, football has been noted for having
problemswithracism,andyetrelativelylittleresearchhasactuallylookedat
this topic from a discourse analytical perspective. This paper (published
together with my PhD supervisors based on my MSc dissertation and in
preparationformyPhDresearch)addressesthisgapbyexploringtheuseof
racialhumourinaGermanmaleunder-19footballteam.Drawingonaudio-
recordingsofinteractionsamongtheplayersonthesidelineandsubstitutes’
bench during, before and after football matches and training, as well as
interviews with players, and team observations, we analyse and critically
discusssomeofthewaysinwhichteammembersmakehumorouscomments
about specific racial, ethnic or national groups when constructing and
expressing team membership and negotiating their own and others’
identitieswithin the team.Findings illustrate that,on theonehand, team
membersexpresstheirappreciationoftheculturaldiversitywithintheirteam
inanattempttomaintainorenhanceteamcohesion,butontheotherhand,
‘‘Justbecausehe'sblack’’:IdentityconstructionandracialhumourinaGermanU-19footballteam
SolvejgWolfers
DayOne
11:50-12:20
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 34
team inanattempt tomaintainor enhance teamcohesion,buton theother
hand, they often use racial humour to create distinctive subgroups thereby
fragmentingtheteamandassigningandforegroundingracialidentities.
perspective.Withthispresentation.Iwilloutlinethecurrentstateoftheproject,
provide a discussion of key concepts, before considering the insights I have
gainedfrompreliminaryinterviewdata.
tothereproductionofknowledge.Theimplicationsoftheseobservationsfor
actualpracticearecriticallydiscussed.
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,havingthepower
to‘force’studentsfromdifferentbackgroundstogether,hasbeenidentifiedas
an effective learning process that involves elements of intercultural study
experience. However, the current literature mostly reported students’
resistanceofworking inmixednationalitygroupworkhasbeenreported,few
studies have examined their actual working experience and the factors
influencingtheirattitudesandopinionstowardsthistypeoflearningactivity.
Thepurposeofthisstudyistofillthisgapwithintheliteraturebylookinginto
Masterstudents’attitudesandperceptionsoftheirexperienceofmixnationality
group work and how they have transformed during the degree. Two
questionnaires aiming to elicit students’ attitudes towardsworking in groups
distributedindifferenttimesduringtheirdegree.Thecomparisonoftheresults
shows that postgraduate taught students’ attitude towardsmixednationality
groupworkdidnothavesignificantchanges,neitherpositivenornegativeones.
However, in follow-up interviews, students reported their personal and
transformativeskillsdevelopmentbyworkinginmixednationalgroups.Other
factors influencing students’ group work learning experience have also been
identified.
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 35
groups.Otherfactorsinfluencingstudents’groupworklearningexperiencehave
alsobeenidentified.
Theproposedpresentationaddressesthequestionoftheextenttowhichthe
Intercultural Competency of individual members within multicultural teams
exertsaninfluenceoninternalteamdynamics.Thenatureofsuchinfluenceis
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
approachestoexaminingcultureasthephenomenonfromwhichintercultural
competencyemerges.
• a discussion of the selected research subjects’ level of cultural awareness
(including intercultural competency), the extent to which they believed the
latteraffectedboththeirownandothers’behaviourwithinamulticulturalteam
context, and how inter-personal interaction, in turn, affected overall team
dynamics.
•ananalysisof the importanceand possible natureof ICCompetency
training.
InterculturalCompetencywithinmulticulturalteams-acasestudy
AmanyRashwan
DayOne
14:00-14:30
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 36
In workplaces and institutions of higher education all around the world
multinational teams are createdwith the expressed purposeof performing a
specifictasktogether.Assuch,workingtogetherespeciallyinateamhasbecome
aspacewere intercultural encountershappen, oftenovera 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). Yet research investigating how relationships are established,managed
and maintained around the work of a team seems rare, despite the
ubiquitousnessofmultinationalteams.
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.Thispresentationwillprovideanoverviewoverthefindingsand
the complicated patterns of talk team members engaged in, in order to
(successfully)balanceinterpersonalgoals,workandrelationships.
Workingandrelatinginmultinationalandmultidisciplinaryteams
CarolinDebray
DayOne
14:35-15:05
Inordertoproduce“globalgraduates,”universitiesaimtofosterteamworkskills
in theirstudentsaswellas theabilitytocommunicatewellwithpeoplefrom
different cultural backgrounds. However, students are often given teamwork
projectswherethedevelopmentofsuchskillsandcompetencies is incidental
rather than deliberate. Until now research that looks at student teamwork
projects tends to focusonself-reports (suchas interviewsand focus groups),
Investigatingthedevelopmentofinterculturalcompetenceinstudentteams
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 37
projects tend to focus on self-reports (such as interviews and focus groups),
instead of recording group processes and team interaction. There are two
aspectsofresearchthathaveuntilnowreceivedlittleattention:howstudents
interact in 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 thestudents' interactionswere recorded.Theywere then given the
opportunity to reflect on their experiences through stimulated-recall style
interviews.Therewillthenbeaconsiderationoftheextenttowhichstudents’
intercultural competencies were demonstrated and enhanced through their
teamworkprojects,andareasinwhichtheycouldbeenhancedfurther.Thiswill
befollowedbywithpolicyrecommendationsfordesigningstudentteamwork
projects,withafocusontheneedforembeddingreflectionatallstagesofthe
project, and focussing students on their communicative processes and task
management.
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 inlife-threateningincidents.Althoughthe
UKhasoneofthelowestcarcrashfatalityrates in2014aroundtheworld,car
occupantsarestillamajorcauseofaccidents intheUKastheyaccountedfor
44%ofroaddeathsin2016.Therefore,thisstudyaimstotestthecomprehension
level of drivers in the UK towards 12 traffic signs, which are made up of
regulatorysigns,informatorysignsandwarningsignsanddifferintheirlevelof
abstractionof information.Thestudyalsosheds lighton reasonswhy certain
signsaremorerecognizablethanothersandoffersusefulrecommendationsfor
futuredevelopmentsofsuchtrafficsigns.Thesurveywasconductedamong30
drivers working/studying at a British HEI. An exploratory sequential mixed-
methods approachwas chosen. Specifically, the researcher interviewed some
driverspriortodesigningthequantitativeonlineexperiment.Thefindingsshow
thatonaveragemorethan25%ofresponseswereincorrect,withsometraffic
signsbeingrecognizedbyonly20%ofallparticipants.Basedontheseinsights,
Nostoppingornoentry?Youreallyshouldnothesitate:ThetrafficsignrecognitionofdriversintheUKandtheimpactofsomedesignandnon-designfactors
VeraTTao
DayOne
11:50-12:20
WACABSTRACTS
20thWarwickInternationalConferenceinAppliedLinguistics 38
thepresentationwillfurtherelaborateonhowdesignandnon-designfactorsmay
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