1

Contents A Sociolinguistic Study of Young RP ....................................................................................... 3

The effects of word frequency, concreteness and spelling-to-sound regularity on reading

aloud Arabic words .................................................................................................................... 4

An Acoustic Analysis of English Diphthong /oʊ/: A Comparison between Korean speakers'

and Chinese Speakers' Sound Production. ................................................................................. 5

An ethnographically-oriented study of an MBA programme in a Sudanese university ............ 6

An investigation of the relationship between Teacher Beliefs and Classroom Practice in

English Language Teaching ....................................................................................................... 7

A pilot investigation into the long-term effects of bi-modal input on L2 .................................. 8

An Ethnographically-Oriented Study of an MBA Programme in a Sudanese University ........ 9

Cross linguistic variation in the gestures accompanying manner of motion event descriptions

by native speakers of English and Urdu .................................................................................. 10

Evaluation of language teaching materials used at Armenian Language Saturday School in

London ..................................................................................................................................... 11

Gender Differences in Translating Jane Austen’s Pride and Prejudice: The Greek Paradigm

.................................................................................................................................................. 13

Ph.D. student, University of Leicester, UK ............................................................................. 13

Immigrants and Language Rights in the Czech Republic and Poland ..................................... 14

Interpreting IDensification ....................................................................................................... 15

Is Reconstruction a Diagnostic for Movement in Restrictive Relative Clauses? .................... 17

Language planning by the "Canaanites" .................................................................................. 18

Experiencing supervision: two case studies of master’s dissertation writers .......................... 19

ORAL CORRECTIVE FEEDBACK AND LEARNING OF ENGLISH MODALS ............. 21

Personality Traits as Predictors of the Social English Language Learning Strategies ............ 23

PREDICATIVE MODAL ADJECTIVES IN AKAN ............................................................. 24

RELATIVISED PHASE THEORY & INCORPORATIONAL ASYMMETRY ................... 25

Doing Good Quality Research ................................................................................................. 27

STRATEGY INTERVENTION TO ENHANCE READING COMPREHENSION OF 15-

YEAR-OLD STUDENTS IN MEXICO .................................................................................. 28

The acquisition of English compounding by Libyan Arabic speakers: plurals inside

compounds ............................................................................................................................... 29

The Evolution of Colchester Breaking: a synchronic, socio-phonological variable explained

in diachronic terms. .................................................................................................................. 30

The grammaticalization of Latin and Romance KPs: ‘configurationality’ and ‘structural

simplification’ .......................................................................................................................... 31

The Rhetoric of ‘War on Terror’ in the leading British and American Newspaper Editorials:

Combining Discourse Analysis and Corpus Linguistics ......................................................... 32

2

The role of prior linguistic knowledge and learners’ perceptual judgments in the acquisition

of gender assignment and gender concord in early L3 French ................................................ 33

The Experience of Teaching English to Young Learners ........................................................ 35

David Brining, Department of Education, University of York ................................................ 35

The role of equivalence classification in acquisition of L2 phonemes .................................... 36

Writing in EFL: Adding Concordancing and Online Dictionaries to the Equation ................. 38

3

A Sociolinguistic Study of Young RP

Berta Badia Barrera

University of Essex

Received Pronunciation (RP) has been widely described linguistically, although little

sociolinguistic research has been carried out on it. Over the last few years, a new trend has

been observed in young RP speakers to incorporate non-standard features in their accent,

such as t-glottalling. Another new trend in young RP speakers involves the usage of U-

fronting, a linguistic innovation which seems to have spread throughout Southern England

very rapidly.

This sociophonetic study analyses to what extent T-glottalling and U-fronting are present in

the speech of young RP speakers. The data is based on sociolinguistic interviews of 20

teenagers, aged between 13 and 17, from three different types of schools in the South of

England: a boarding major public school, a non-boarding private school and a good rated

comprehensive school. This data is compared to 15 older speakers, aged 27, who are ex-

alumni of the schools under study. The quantitative data is analysed using VarbRul and

SPSS, as well as Praat, for an acoustic analysis. In addition, there is also qualitative data,

drawn from interviews on the speakers’ background, daily lives and attitudes towards accents

in the UK.

This research project expects to examine how different is RP in middle and middle-upper

class youth today, as well as analysing the state of RP in the current generation and if there

are any changes in progress. Moreover, this study aims to revise the relationship between

social class and language variation, by using new approaches in the social class literature.

4

The effects of word frequency, concreteness and spelling-to-sound

regularity on reading aloud Arabic words

There are extremely few studies of word reading in Arabic, whose orthography has highly

consistent letter-to-sound relationships and so could, in principle, be read aloud with high

reliance on non-lexical phonological conversion. In order to investigate possible effects of

lexical variables in reading Arabic words, the current study presented 37 native Arabic

speakers with words to read aloud. The stimulus words manipulated word-frequency and

concreteness orthogonally, and, in addition, presented 21 words with some degree of

spelling-to-sound irregularity (7 pronouns and 14 nouns) and 21 matched regular words.

Word naming latencies were reliably faster (by an average of 80ms) to high- than to low-

frequency words, but an effect of concreteness (of 23ms) was found only for high-frequency

words. The irregular words were read aloud 66ms slower than matched regular words (and

this was true for both pronouns and nouns). These results suggest that skilled Arabic readers

do not rely solely on non-lexical phonological recoding to read aloud (although this does

seem to affect their reading performance) and can recognize high-frequency words visually.

5

An Acoustic Analysis of English Diphthong /oʊ/: A Comparison between

Korean speakers' and Chinese Speakers' Sound Production.

Kim, Bo-Ram

Major in English Language and Literature

Graduate School of Liberal Arts

Ewha Womans University

The influence of L1 in L2 phonetic acquisition has been proved in various studies. According

to the Perceived Assimilation Model (Best, 1991) and Speech Learning Model (Flege, 1995)

the greater the discrepancies between L1 and L2, the easier the learners distinguish sounds

and produce new phonetic categories for L2 sounds. This study investigates how the

similarity between a L2 sound and its closest L1 sound affects learners, with a special focus

on the English /oʊ/. For the experiment English learners who have different L1s, Chinese and

Korean, were chosen. Chinese has its own diphthong /oʊ/ similar to that of English, whereas

Korean only has the monophthong /o/, which would be the closest correspondent sound.

In the first experiment, I recorded the Chinese diphthong /oʊ/ and Korean monophthong /o/

from native speakers respectively. Secondly I grouped English speaking Koreans and Chinese

into two and recorded their production of the English /oʊ/.

Results showed that the Korean monophthong was greatly different from the English /oʊ/ in

its formant values but the Chinese diphthong /oʊ/ differed only in F2 and F3 values. Koreans

outperformed Chinese both in terms of the duration and variation of formant values.

Moreover, the English /oʊ/ and Chinese /oʊ/ from Chinese speakers resembled each other in

formant values. Taken together, the findings of this study suggests that when learners have an

L1 sound similar to an L2 sound, the L2 sound is assimilated to the correspondent L1

phonetic category, instead of forming a new one.

6

Abstract

An ethnographically-oriented study of an MBA programme in a Sudanese

university

Awad Alhassan

University of Essex

Business as a subject area of study has been attracting a large number of students on both

undergraduate and postgraduate programmes in the Sudanese universities. On the business

postgraduate level, Master of Business Administration (MBA) is particularly prestigious and

attractive scheme of study. In this paper, I will report on a large study focused on an MBA

programme running at the school of management studies, University of Khartoum, Sudan.

The study covered a number of courses in accounting, management, and finance taught on the

programme and which represent the three main branches of business as a subject area. The

purpose of the study was to investigate a number of issues related to students’ performance

on these courses so as to come up with some pedagogical implications for the development of

business discipline-specific English programmes for business students in the Sudanese

context. The study adopted a qualitative ethnographic methodology in which multiple

methods for data collection were employed. As a distinctive ethnographic characteristic, the

study research questions were let to develop and emerge throughout the data collection and

analysis without being pre-imposed upfront. Although I have a number of research questions

in the study but in this presentation, I will only report on some results of data analysis in

respect to only one research question. I will show how this research question emerged and

how the data collection and analysis around which has developed throughout two rounds of

data collection I conducted to the site of the study. Concluding remarks and some heuristics

for conducting ethnographic research will be discussed.

7

Parvaneh Parvaresh

Birkbeck, University of London

An investigation of the relationship between Teacher Beliefs and

Classroom Practice in English Language Teaching

Understanding how teachers implement their beliefs in instruction has significant

implications for teacher education programs. This study investigates how teacher cognition –

what language teachers think, know, and believe – contributes to the practices of eight high

school teachers of English as a foreign language (EFL), with specific relation to

communicativeness in language teaching. It enhances our understanding of teaching foreign

language from a teacher cognition perspective, particularly with regard to in-service teachers.

Drawing on Borg’s (2006) conceptual framework of language teacher cognition, this study

investigates the relationships among teachers’ beliefs, classroom practices, and interactions in

their workplace in a foreign language setting, Iran. It first examines how teachers’ beliefs are

enacted in classroom practice and how the professional contexts in which they work shape

their actions and decision-making. Furthermore it explores the reasons for tensions between

beliefs and practices and documents the factors that influence belief and practice consistency.

To gain insight into the links between teachers’ stated beliefs and observed practices and to

understand how those beliefs are influenced, semi-structured interviews, observations,

stimulated recall interviews, field notes, reflective essays and surveys were conducted. This

triangulation created an in-depth portrait of each participant and provided extensive

information.

The results of eight case studies are examined and compared. Lastly, the study offers the

implications along with recommendations to EFL teachers, teacher educators, and

administrators.

8

A pilot investigation into the long-term effects of bi-modal input on L2

listening

Tendai Charles

University of York

Research investigating the effects of bi-modal input (the simultaneous presentation of

orthographic and aural information) on L2 listening comprehension claims: (a) that watching

inter-lingual subtitled audio-visual (AV) material (i.e. L2 audio with L1 text) results in better

L2 listening comprehension than non-subtitled AV material (Vanderplank, 1988); (b) that

watching intra-lingual subtitled AV material (i.e. L2 audio with L2 text) results in better L2

listening comprehension than inter-lingual subtitled AV material (Markham et al., 2001); and

(c) that watching intra-lingual subtitled AV leads to long-term improvements in L2 listening

comprehension (Mitterer and McQueen, 2009).

Due to deficiencies in the test construct validity of these studies, my research investigates

these claims further. Thus far I have conducted a pre-pilot study using a shadowing task

testing technique with British RP accents, which suggested that international students in the

UK only comprehend approximately 70% of what they hear in English. I am now in the

process of conducting a pilot study, which investigates whether or not this can be improved

after regular exposure to subtitled DVDs, and aim to have the results analysed and prepared

for discussion at the conference.

9

An Ethnographically-Oriented Study of an MBA Programme in a

Sudanese University

Awad Alhassan

(University of Essex, UK)

Business as a subject area of study has been attracting a large number of students on both undergraduate and postgraduate programmes in the Sudanese universities. On the postgraduate level, Master of Business Administration (MBA) is particularly prestigious and attractive scheme of study. In this paper, I will report on a large study focused on an MBA programme running at the school of management studies in the University of Khartoum. The study covered a number of courses in accounting, management, and finance taught on the programme and which represent the three main branches of business as a subject area. The purpose of the study was to investigate a number of issues related to students’ performance on these courses in order to come up with some pedagogical implications for the development of business discipline-specific academic English programmes for business students in the Sudanese context. The study adopted a qualitative ethnographic methodology in which multiple methods for data collection were employed. As a distinctive ethnographic characteristic, the study research questions were let to develop and emerge throughout the data collection and analysis without being pre-imposed upfront. There are a number of research questions in the study but for the purpose of this presentation, I will only report on some results of data analysis in respect to one research question: what types of task MBA students are required to do on the MBA management, finance and accounting courses and are these tasks different and/or similar in their labels, requirements and objectives between these three types of the MBA courses? I will show how this research question emerged and how the data collection and analysis around which has developed throughout two rounds of data collection I conducted to the site of the study. Concluding remarks and some heuristics for conducting qualitative ethnographic

research will be presented and discussed.

10

Cross linguistic variation in the gestures accompanying manner of motion

event descriptions by native speakers of English and Urdu

Muzaffar Hussain

University of Essex

Abstract

It is well-known that languages differ in the syntactic structures they use to express manner

of motion to goal events. English typically describes such events through a manner verb and a

goal/path prepositional phrase complement (The ball rolled into the street). Spanish typically

describes such events through a goal/path verb and a manner adjunct (The ball went into the

street, rolling). Talmy (1985) describes languages like English as ‘satellite-framed’ (because

the reference to path is encoded in a ‘satellite’ phrase) and languages like Spanish as verb-

framed. Recent studies have also discovered that the gestures that speakers of satellite-framed

languages use when describing manner of motion to goal events differ from those of speakers

of verb-framed languages (Gullberg 2010). English speakers use a single gesture that

conflates both manner and path, while speakers of verb-framed languages use separate

gestures, one for path and one for manner (Kita and Özyürek 2003). The present study first

examined the constructions used in Urdu to express manner of motion to goal events and

established that it is a verb-framed language, and then investigated the use of accompanying

gestures by native speakers of Urdu. The findings replicate those of Kita and Özyürek (2003).

The gestures used pattern with those of speakers of verb-framed languages and contrast with

the typical pattern found in English.

References:

Gullberg, M. (2010) Methodological reflections on gesture analysis in second language

acquisition and bilingualism research. Second Language Research 26, 75-102.

Kita, S., & Özyürek, A. (2003) What does cross-linguistic variation in semantic coordination

of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and

speaking. Journal of Memory and Language, 48, 16-32.

Talmy, L. (1985) Lexicalization patterns: Semantic structure in lexical forms. In: Shopen,

T.(ed) Language typology and syntactic description: grammatical categories and lexicon

(VoI3). Cambridge: Cambridge University Press, 36-149.

11

Evaluation of language teaching materials used at Armenian Language

Saturday School in London

Armenui Akopyan

M.A. Applied Linguistics, the University of Essex

In the theory of second language acquisition the evaluation of language materials has always

been dependent to the local context of the materials usage (McDonough & Shaw: 2003;

McTomlinson: 2003; Harwood: 2010; Grath: 2002). In this project, we aim to address the

issue of materials appropriateness, whether materials originally designed for everyday

schools in the Republic of Armenia (‘Mayreni 3’ and ‘Mayreni 4’ by David Gyurdchinyan)

can satisfy educational needs for teaching Armenian at the Armenian Language Saturday

School in London. To evaluate the materials with the aim of avoiding some possible

drawbacks while creating new materials, it is proposed to use the evaluation framework

presented by Littlejohn (2011). In this project the students (10-14 students, 11-14 year-old)

and the teachers express their attitudes towards the materials used for teaching the language

by filling in questionnaires and giving interviews. The question of whether the materials

correspond to the school’s official educational aims and recommendations given to the

teachers is explored through the study of the documents and the interview with the head

teacher. Finally, the classes are observed to identify to what extent, if any, the teachers adapt

the materials and what are the main reasons for doing that. In the conclusion, if needed

according to the results of the study, we propose a piece of new materials to achieve a better

match with the context.

References:

Gyurdchinyan, D.(2011) Mayreni 3. Yerevan Edit Press.

Gyurdchinyan, D.(2011) Mayreni 4. Yerevan Edit Press.

Harwood, N (ed). (2010) English Language Teaching Materials: theory and Practice.

Cambridge University Press.

Littlejohn, A. (2011). The analysis of language teaching materials: inside in the Trojan Horse.

In Tomlinson, B. (Ed.) Materials Development in Language Teaching. Cambridge: CUP. P.

179-211.

McDonough, J. & Shaw, C. (2003) Materials and Methods in ELT. Blackwell Publishing.

McGrath, I. (2002) Materials Evaluation and Design for Language Teaching. Edinburg

University Press.

12

Tomlinson, B. (ed.) (1998) Materials development in Language Teaching. Cambridge:

Cambridge University Press.

13

Gender Differences in Translating Jane Austen’s Pride and Prejudice: The

Greek Paradigm

Despoina Panou

Ph.D. student, University of Leicester, UK

Abstract

In recent years we have witnessed a growing interest in issues pertaining to language and

gender. The differences in language between men and women have been widely discussed,

and various suggestions concerning gender differences in language have been made by a

number of linguists (e.g. Coates 2004, Holmes 1993, Swallowe 2003, Tannen 1990). The

present paper attempts to address the question of gender differences from a translational

perspective. In particular, its main aim is to explore whether male translators use different

linguistic forms from female translators. To this end, two Greek translations of Jane Austen’s

Pride and Prejudice, one done by a male translator and the other one by a female, were

chosen as the object of research. Particular focus was given to famous quotes that deal with

the issues of courtship and marriage that seem to be the dominant themes in the novel. It is

observed that the female translator has the tendency to overreport by using more detailed

descriptions of emotions and hedging devices whereas the male translator shows a preference

for the passive voice, uses more direct and assertive language and translates the same

sentence with fewer words than the female translator. It is concluded that further research is

required in order to find out whether there are any significant differences between males and

females with regard to the use of certain linguistic forms and word choices.

14

Author: Sylva Švejdarová

Affiliation: University of Lancaster (PhD in Linguistics and Law)

Immigrants and Language Rights in the Czech Republic and Poland

This paper investigates the policy of granting linguistic rights to immigrant minorities in the

Czech Republic and in Poland. It is based on an interdisciplinary research project combining

linguistics and law and designed as a case study of Vietnamese and Ukrainian communities.

The methods employed are discourse analysis of legal documents and semi-structured

qualitative interviews.

The paper focuses on those linguistic rights regulating dissemination and reception of

information in minority languages and state support for minority cultures. Core pieces of

legislation are analyzed with primary focus on the definition of national minority and the

implications of the wording of the definition on the position of immigrants. Interviews with

minority leaders are analyzed to assess their views on such language legislation.

Vietnamese and Ukrainian communities in both countries were chosen for the case study

because they are similar in size, their history in the host countries and other criteria.

Ukrainians and their language are supported more by the host states than the Vietnamese. The

reason could be discrimination against the Vietnamese or their lack of interest in state

involvement.

The research reveals that the definitions in the Czech and Polish national law are imprecise

and applied inconsistently. There is a dialectical relationship between the language of policy

documents and the perception of immigrants by the majority and their self-perception.

Similarly, the relation between cultural activity of immigrant communities and the state

support for such activity is dialectical.

15

Interpreting IDensification

Author’s name: Harris Constantinou

Author’s affiliation: University College London

I propose a theory of the interpretative properties of the intensifier in English (e.g. himself as

in John himself met Mary) based on the following assumptions;

a) The intensifier always denotes an identity function (ID) which takes a nominal

constituent x as its argument and maps it onto itself (Eckardt 2001).

b) The intensifier always assumes a(ny) role of the component of information structure

(IS), which consists of the autonomous notions of [contrast], [topic] and [focus]

(Neeleman and van de Koot 2008, Neeleman and Vermeulen 2010).

c) The intensifier always evokes the dependent function (DEP), which takes a nominal

constituent x as its argument.

These assumptions explain, among other things, the existence of the various readings of the

intensifier: these mainly result from the interpretative effect related to the interpretations of

the information structure categories of contrastive focus (CF), contrastive topic (CT), focus

(F) and topic (T) (see Neeleman and Vermeulen 2010; see also Frey 2010 for a more flexible

notion of contrast, which I adopt) associated with the intensifier.

The table below summarizes the findings with regard to the different readings of the

intensifier. The naming of each reading is my own and has no theoretical significance.

Reading Denotes Interacts

with

IS

mar

ked

as

a) in person

b) delegative

c) even

d) without x’s help

ID (x) DEP (x) CF

a) as for ID (x) DEP (x) CT

a) also

b) pure Focus

ID (x) DEP (x) F

a) aboutness ID (x) DEP (x) T

References

Eckardt, R. (2001). Reanalysing selbst. Natural Language Semantics , 9(4), 371 -412.

16

Frey, W. (2010). A-bar-Movement and conventional implicatures: About the grammatical

encoding of emphasis in German. Lingua , 1416 - 1435.

Neeleman, A., & Van de Koot, H. (2008). Dutch scrambling and the nature of discourse

templates. Journal of Comparative Germanic Linguistics , 11 (2), 137 – 189.

Neeleman, A & Vermeulen, R (2010). Introduction. In Ad Neeleman & Reiko Vermeulen

(eds.), A flexible theory of topic and focus movement. Ms. UCL.

17

Is Reconstruction a Diagnostic for Movement in Restrictive Relative

Clauses?

Buthaina Shaheen

University of Essex

It has been widely assumed in the literature on restrictive relative clauses that reconstruction

(a situation where some element X behaves as if it were c-commanded by some other element

Y even though it is not c-commanded by Y on the surface) is a diagnostic for movement. This

is assumed to provide evidence for a head-raising analysis. For example, in the picture of

himself that John painted, himself is coreferential with John even though John does not c-

command it. This is assumed to provide evidence that picture of himself has moved from the

object position of painted.

In this paper, I provide a counterargument to the claim that reconstruction involves

movement. There are examples such as The picture of himself in Newsweek

dominated John's thoughts (Pollard and Sag, 1994: 279) where a reflexive

himself is not c-commanded by its antecedent John at any level of

representation. This is further supported by examples from another language; Arabic.

I also provide an argument against the very idea of head raising; if the head raising analysis is

untenable, then relative clauses provide a further example of where movement cannot

account for reconstruction facts. I draw inter alia on work of Kayne (1994), Borsley (1997)

and (2001), Bianchi (2000), and Aoun and Li (2003).

References

Aoun, J., & Li, Y. A. (2003). Essays on the representational and derivational nature of

grammar: the diversity of wh-constructions: The MIT press.

Bianchi, V. (2000). The raising analysis of relative clauses: a reply to Borsley. Linguistic

Inquiry, 31(1), 123-140.

Borsley, R. D. (1997). Relative clauses and the theory of phrase structure. Linguistic Inquiry,

629-647.

Borsley, R. D. (2001). More on the raising analysis of relative clauses. unpublished paper,

University of Essex, http://privatewww. essex. ac. uk/~ rborsley/relatives. pdf.

Kayne, R. S. (1994). The antisymmetry of syntax (Vol. 25): The MIT Press.

Pollard, C. J., & Sag, I. A. (1994). Head-driven phrase structure grammar: University of

Chicago Press.

18

Language planning by the "Canaanites"

Romans Vaters, University of Manchester School of Languages, Linguistics and

Cultures, Middle Eastern Studies

Hebrew underwent a profound language planning during the 20th

century. Language planning is a

regulation of language's corpus and symbolic status as one of the determinants of a national identity.

It is a crucial issue of cultural politics and thus can become an area of conflict between different

ideologies.

My intention is to present the revival of Hebrew as an axis of rivalry between Zionism and a native

anti-Zionist ideology called "Canaanism" (Israel, 1940s-1970s). The "Canaanite" language planning

aimed to consolidate the Hebrew-speaking nation, stressing its distinctiveness from the Jewish

community and serving far-reaching geopolitical goals. Although some of the "Canaanites" were

prominent linguists, their role as Hebrew language planners was usually overlooked, since the

"Canaanite" activity in Israeli politics, sciences and arts was much more attractive to scholars.

I intend to review the following subjects during my presentation:

- The symbolic status of Hebrew in Zionism vs. the status of Hebrew in "Canaanism".

- The role of Hebrew as a culture-building and nation-building element according to the

"Canaanites".

- Hebrew corpus planning according to the "Canaanites": neologisms.

- Hebrew status planning in according to the "Canaanites": substituting the Hebrew script with Latin

script.

Finally, I intend to touch upon the relation between the impact of "Canaanite" language planning on

current Hebrew and the ideology's impact on Israeli culture and politics in general.

19

Experiencing supervision: two case studies of master’s dissertation writers

Dr. Nigel Harwood

University of Essex, UK

While there have been a number of valuable longitudinal studies of the development of L2 writers’ academic literacy (e.g. Casanave 2002; Leki 2007; Prior 1998; Spack 1997; Sternglass 1997), the focus of the present talk is on both students and supervisors, reporting the experiences of two students and their supervisors in different disciplines as the students tackled their MA/MSc dissertations at a UK university. While we know something about L2 students’ experiences of supervision (e.g. Krase 2007), for the purposes of this study and to provide a richer picture, the students’ supervisors’ perspectives were also sought. We charted the students’ progress with their dissertations from the initial proposal to the finished product. Using a multiple case study approach (e.g. Duff 2008; Merriam 1998), we interviewed students and their supervisors about the supervision, analyzed students’ drafts and final dissertation chapters as well as their supervisors’ comments and feedback on this writing, as well as the markers’ reports on the final dissertations. In addition, we examined supporting materials provided by the students’ departments (e.g. handbooks, dissertation writing guidelines, assessment criteria), had students compose think-aloud protocols as they drafted parts of their dissertations, and compile writing logs, providing details of students’ reading and composing.

In this talk we will on focus on two student-supervisor pairs, in two different departments, which illustrate contrasting learning outcomes of master’s dissertation writing: a successful student, who received a distinction for her dissertation, and a student whose dissertation project failed. We identify factors and issues in these two students’ dissertation writing processes which impacted upon their different outcomes, and we analyse the role of supervision at different stages of dissertation writing, from both the students’ and the supervisors’ perspectives. While we do not wish to suggest that there is a direct causal relationship between supervision and students’ academic success, we argue that the varying supervision practices we encountered across the university, together with supervisors’ contrasting attitudes towards their supervisory role and students’ differing expectations of their supervisors, have potentially profound implications for students, supervisors, and university policy makers.

References:

Casanave, C.P. (2002) Writing Games: Multicultural Case Studies of Academic Literacy Practices in Higher Education.Mahwah: Lawrence Erlbaum Associates. Duff, P.A. (2008) Case Study Research in Applied Linguistics. New York: Lawrence Erlbaum Associates. Krase, E. (2007) “Maybe the communication between us was not enough: inside a dysfunctional advisor/L2 advisee relationship. Journal of English for Academic Purposes 6: 55-70. Leki, I. (2007) Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development.New York: Lawrence Erlbaum Associates. Merriam, S. (1998) Qualitative Research and Case Study Applications in Education (2nd. Ed.). San Francisco: Jossey-Bass. Prior, P. (1998) Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Mahwah: LawrenceErlbaum Associates.

20

Spack, R. (1997) The acquisition of academic literacy in a second language: a longitudinal case study. Written Communication14: 3-62. About Dr. Nigel Harwood Nigel Harwood is Senior Lecturer at the University of Essex. He has published papers on how personal pronouns and citations are used in academic writing by students and lecturers in a range of journals, such as Applied Linguistics, Journal of Second Language Writing, Written Communication, Journal of Pragmatics, Text & Talk, English for Specific Purposes,and Journal of English for Academic Purposes. He recently edited a book on teaching materials for CUP, English Language Teaching Materials: Theory and Practice. His main research interests are in the areas of academic writing, English for academic and specific purposes, and materials design.

21

ORAL CORRECTIVE FEEDBACK AND LEARNING OF ENGLISH

MODALS

The present classroom study investigated the effects of two types of interactional feedback—

recasts and metalinguistic information—on learning English modals. Thirty six pre-

intermediate L1 Arabic learners of English were randomly assigned into one task only and

two experimental groups completed four communicative tasks during which they received

either recasts (i.e. teacher’s reformulation) or metalinguistic information (i.e. provision of

some grammatical metalanguage) in response to any erroneous utterance in the target

structure. However, evidence regarding the relative effectiveness of these types is mixed

(reviewed by e.g., Li 2010), and few studies have isolated metalinguistic feedback from

recasts. The current study aims to address these issues, and focuses on learning of English

modals, a structure which has thus far been neglected in corrective feedback studies and is

considered to be difficult for learners of ESL/EFL (Celce-Murcia and Freeman 1999).

Three hours of oral tasks intervention, in which participants had to give suggestions and

explained rules etc. Learning was measured by means of pre, post and delayed post tests,

consisting of a semi-spontaneous oral picture description, a gap-fill and a timed

grammaticality judgment. An exit questionnaire (e.g., Sheen, 2006) was administered to

check awareness of the target feature being tested. In addition, an attitudinal questionnaire

was administered to measure the possible role of participants’ attitude towards error

correction and grammatical accuracy.

Results suggested that both metalinguistic information and recasts can be beneficial for

learning of English modals. The study indicated that learners' preference for recast was more

than that for metalinguistic information feedback.

22

References

Celce-Murcia, M., & Lasren-Freeman, D. (1999). The Grammar Book: An ESL/EFL

Teacher's Course. 2nd ed. Heinle & Heinle.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-Analysis. Language

Learning, 309–365.

Sheen, Y. (2006). Corrective feedback, individual differences, and the acquisition of English

articles by second language learners. Unpublished doctoral thesis. University of Nottingham.

23

Personality Traits as Predictors of the Social English Language Learning

Strategies

Seyed Hossein Fazeli

Department of Linguistics, University of Mysore, India

The present study aims to find out the role of personality traits in prediction the choice and

use of the Social English Language Learning Strategies (SELLSs) for learners of English as a

foreign language. Four instruments were used, which were Adapted Inventory for Social

English Language Learning Strategies based on Social category of Strategy Inventory for

Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five

Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two

hundred and thirteen Iranian female university level learners of English language as a

university major in Iran, were volunteer to participate in this research work. The intact classes

were chosen. The results show that however, there is a significant relationship between four

traits of personality and use of the SELLSs, but personality traits cannot be as a strong

predictor with high percent of contribution to predict use of the SELLSs.

Keywords: Social Language Learning Strategies, English Learning, Personality Traits

24

PREDICATIVE MODAL ADJECTIVES IN AKAN

JOANA PORTIA SAKYI ANTWI-DANSO

UNIVERSITY OF ANTWERP

In this paper I present and explore the expressions of epistemic modality and

evidentiality by the use of predicative modal adjectives, used as Complement-

Taking-Predicates in Akan discourse, and to establish the scope of such

constructions in an utterance. Also, I present the strategy by which structures

considered epistemic modal adjectives and evidential adjectives in English are

rendered in Akan.

There have been various studies on the morphology, syntax and semantics of

adjectives in Akan but there hasn’t been any study as yet on the expression of

modality or evidentiality by the use of predicative modal adjectives.

The study strives on the hypothesis of whether Akan adjectives express

epistemic modality and evidentiality. It further examines whether English

predicative adjectives are always expressed by predicative adjectives in Akan.

Data was designed from existing literatures, including prose, drama, journals,

The Twi Bible etc. Data was also collected from TV and radio discussions,

questionnaires and on-spot interviews. These were analyzed with self-native

speaker’s intuition.

It has been found in this study that, despite the fact that there hasn’t been any

study on adjectives expressing modality, there exist some adjectives which are

used as complement-taking-predicates to express epistemic modality in Akan

discourse. It has also been found in this study that some of the predicative

adjectives which are used to express epistemic modality or evidentiality in

English, are really coded or expressed with verbs in Akan.

Key words: complement-taking adjectives, predicative modal adjective,

modality, evidentiality, Akan, epistemic modal adjective,

25

RELATIVISED PHASE THEORY & INCORPORATIONAL

ASYMMETRY

XUHUI FREDDY HU

Downing College, Cambridge

MORENO MITROVIĆ

Jesus College, Cambridge

We propose a theoretically refined notion of Phase to account for, what we call,

incorporational asymmetry (1) within the clausal structure, deriving from the empirical fact

that C does not incorporate, as shown in (2).

We account for the above asymmetry by revising The Phase Impenetrability Condition (PIC).

Chomsky’s (2001) statement that “a phase head itself must be visible for selection and head

movement” is too broadly defined. We claim that although both v and C phase- heads are

accessible for selection, head-movement of C will never be triggered. This arises from two

conditions: (A) following Roberts (2010), head-movement is triggered when the features of

the goal constitute a proper subset of the features of the probe; (B) the C head, which is in the

highest position of a singly extended verbal projection, is invariably specified with a superset

of features (F) within the verbal projection, as shown in (3)

We will further support the distinction between phase types (vP vs. CP) with empirical

evidence from coordinate construction in Vedic Sanskrit and demonstrate the theoretical

significance of this claim.

Word count: 248

26

References

CHOMSKY, N. (2001), Derivation by phase, in M. Kenstowicz, ed., ‘Ken Hale: A Life in

Language’, Cambridge, MA: MIT Press, pp. 1–52.

ROBERTS, I. (2010), Agreement and Head Movement, Linguistic Inquiry Monographs,

Cambridge, MA: MIT Press.

27

Doing Good Quality Research

Prof. Simon Borg

University of Leeds, UK

While quality in research is not an absolute matter, research that lacks quality cannot

generate trustworthy findings and is thus a largely pointless exercise - with some formative potential perhaps for the researcher (if they reflect on their failings) but otherwise of no broader value to the field. A concern for quality, then, needs to be the central driving force in the research process. In this talk, and drawing on my experience over many years of doing research, reviewing others’ work and having my own subject to critical scrutiny, I explore some fundamental characteristics of good quality educational research. I start by highlighting some of the misconceptions that often surround issues of research quality then move on to discuss a number of criteria for assessing the quality of research. An awareness of these criteria and explicit attention to them at all stages of the research process (and particularly at the design stage) will impact significantly on the manner in which our work is judged. About Prof. Simon Borg Simon Borg is Professor of TESOL at the School of Education, University of Leeds. He has been involved in TESOL for 24 years, working as a teacher, teacher trainer, lecturer, researcher and consultant in a range of international contexts. He specialises in language teacher cognition, teacher education, research methods and teacher research and has published widely in these areas. Full details of his work are available at http://www.education.leeds.ac.uk/modx/people/staff/academic/borg.

28

STRATEGY INTERVENTION TO ENHANCE READING

COMPREHENSION OF 15-YEAR-OLD STUDENTS IN MEXICO

Alaidde Berenice Villanueva Aguilera

University of York

Results from the Programme for International Student Assessment (PISA) places Mexican

students almost at the far end of a list of 32 countries in the evaluation of the reading

processes.

Research suggests that comprehension can be improved by teaching reading strategies.

Studies in the last decades have analysed the effectiveness of strategy training with diverse

approaches in diverse settings and languages. These studies have also demonstrated that

making students aware of their thinking while reading and teaching them to monitor their

understanding enhance their comprehension. The review of these studies allows identification

of two distinct classes of studies with a common characteristic: the focus on comprehension

of texts in English language.

It might be hypothesised that the direct teaching of reading strategies might also foster the

comprehension of native Spanish-speaker students. Following Madariaga & Martínez's

(2010) first attempt to try the hypothesis, this study intends to build up in this same direction.

We conducted a teaching intervention with direct teaching of cognitive and metacognitive

strategies to improve reading comprehension in 15-year Spanish speaking students.

Participants were 177 Mexican students enrolled in secondary education. Participants were

randomly allocated to one of two groups: a) strategy intervention (direct teaching) and b)

non-strategy intervention (normal instruction). The study employed both quantitative and

qualitative data analyses. Comprehension improvements were measured using a

comprehension test developed by the experimenter. We also examine differences in the

reported use of reading strategies. Preliminary results of a paired t-test to compare

comprehension scores (pretest and posttest) suggest slight gains on the scores of the

intervention group.

29

The acquisition of English compounding by Libyan Arabic speakers:

plurals inside compounds

Hatem Essa

University of Essex

In noun compounds in English, the modifying noun may be singular (e.g., rat eater), or an

irregular plural (mice-eater), but it cannot be a regular plural (e.g., *rats eater) because

English speakers tend to disfavour compounds containing regular plurals. This phenomenon

about plurality and compounding has been observed in studies on English-speaking children

(e.g., Gordon 1985) as well as native English-speaking adults (e.g., Murphy 2000). To

explain this phenomenon, some researchers have attributed this dissociation to the

derivational mechanism of Level Ordering (Kiparsky 1982). The basic insight of level-

ordered morphology is that derivational and inflectional processes of a language are applied

at successive levels in a particular order: irregular plurals are formed before compounding

nouns, and regular plurals are applied after compounding. Therefore native speakers of

English do not allow regular plurals internally. Other researchers have appealed to the dual-

mechanism model (e.g., Pinker, 1991).

The purpose of this study is to investigate this issue further by testing two groups of Libyan

Arabic speakers to see whether they are aware of this distinction. 36 participants at different

proficiency level, as well as 10 native speakers, were tested using two tasks: an elicited

production task and a forced-choice task. Although the results seem to confirm to the

predictions of the level-ordering model, there are still a number of problems associated with

this model. Consequently, an alternative account will be proposed.

References:

Gordon, P. (1985). Level-ordering in lexical development. Cognition, 21, 73–93.

Kiparsky, P. (1982) From cyclic phonology to lexical phonology. In The structure of phono-

logical representations, Part 1 (Linguistic models), ed. Harry van der Hulst and Norval

Smith, 131–175. Dordrecht: Foris.

Murphy, V. (2000). Compounding and the representation of L2 inXectional morphology.

Language Learning,50, 153–197.

Pinker, S. (1991). Rules of language. Science, 253, 530–535.

30

The Evolution of Colchester Breaking: a synchronic, socio-phonological

variable explained in diachronic terms.

It has been the author’s experience to find that all too often in traditional

variationist studies one is left with questions about how sound changes

occurred, although it is often made clear why they occurred and which groups

within the speech communities under examination were party to such changes.

When using theoretical phonology to address this shortfall, it is difficult to find

a suitable framework for a complete analysis; feature geometry may help with

some variables, optimality theory with others and so on. In all cases

phonological description relies on synchronic, intrinsic factors and pays little

attention to developments over time and external influences that may have a

significant role in sound change. The synthesis of such factors from two

linguistic fields seems a necessity and Evolutionary Phonology (Blevins 2004)

seems to address not only the why but also the how issue very aptly.

With this in mind, this paper investigates the phonological reasoning for a dying

feature of Colchester English based on the framework of Evolutionary

Phonology. The term Colchester Breaking is applied, as the variable comprises

schwa insertion between an input vowel /aʊ, aɪ, ɔɪ, ei, ʌʊ, u: i:/ and a voiced

consonant to give a disyllabic realisation of a monosyllabic form. This paper

examines historical perspective to provide a comprehensive account of the

development of the variable and addresses the cause of its decline.

Blevins, J. (2004) Evolutionary Phonology: The emergence of sound patterns. Cambridge.

CUP

31

Keith Tse (University of Oxford)

The grammaticalization of Latin and Romance KPs: ‘configurationality’

and ‘structural simplification’

Grammaticalization is analysed within Minimalism by Roberts and Roussou (2003) with

respect to three functional categories: D(eterminer)P, I(nflectional)P, and

C(omplementiser)P. From Latin to Romance, Ledgeway (2011a, 2011b) also deals with these

three functional categories within Minimalism. There is another functional category in

Latin/Romance: KPs (case-markers) (Vincent and van Kemenade (1997:18-21)), and in this

paper I analyse the geneses of Latin/Romance KPs within Minimalism, and not only do I

show that Latin/Romance KPs conform to Robert & Roussou’s and Ledgeway’s historical

scenarios for Latin/Romance functional categories, I also establish a relationship between

Ledgeway’s ‘configurationality’(Ledgeway (2011a:405:434)) and R & R’s ‘simplification’,

namely ‘reduction in feature syncretisms’ (Robert & Roussou (2003:200-201)).

Traditional syntactic analyses assign abstract case to all arguments that hold thematic

relations with the head predicate (Vincent and van Kemenade (1997:14-18)). The geneses of

Latin/Romance KPs from PPs(e.g. de marking genitive, ad marking accusative and dative)

conform to the geneses of other Latin/Romance functional categories in that they are the

results of morphophonological erosion of the Latin case-paradigms, which leads to the rise of

configurational syntax in proto-Romance (Ledgeway (2011a:409)). Within configurational

syntax, complements are ‘simpler’ than adjuncts since the former require fewer feature place-

holders (Robert & Roussou (2003:106)), and so by R & R’s ‘structural simplification’,

adjunct PPs are grammaticalized as KP-complements.

The grammaticalization of Latin/Romance KPs conforms to Ledgeway’s ‘configurationality’

and Robert & Roussou’s ‘simplification’, and a causal link is established since

configurational syntax is argued to be a prerequisite for adjunct PPs to be re-analysed as KP-

complements.

Bibliography:

Ledgeway, A. (2011a): ‘Syntactic and morphosyntactic typology and change.’ In Maiden,

M., Smith, J. C. and Ledgeway, A. (eds) The Cambridge History of the Romance Languages.

Vol. I Structures, Cambridge: Cambridge University Press, p. 382-471.

Ledgeway, A. (2011b): ‘Grammaticalization from Latin to Romance’, in Bernd Heine and

Heiko Narrog (eds), Handbook of Grammaticalization. Oxford: Oxford University Press.

Roberts, I. and Roussou, A. (2003): Syntactic change. A Minimalist approach to

grammaticalization. Cambridge: Cambridge University Press.

Vincent, N. and Kemenade, A. van (1997): ‘Introduction: parameters and morphosyntactic

change’, in Vincent, N. and Kemenade, A. van (eds) Parameters of morphosyntactic change.

Cambridge : Cambridge University Press, p. 1-25.

32

The Rhetoric of ‘War on Terror’ in the leading British and American

Newspaper Editorials: Combining Discourse Analysis and Corpus

Linguistics

Author's Name: Khalid Mahmood

Author's Affiliation: The University of Birmingham

This paper investigates the linguistic representations of the war on terror rhetoric in media

discourse especially within the domain of prevalent ongoing ‘war on terror’ throughout the

globe. September 11, 2001 is a date in the history of the modern world that changed the face

of the entire globe forever. After the attacks, the world’s newspapers reported on the events

that significantly affected the world in many ways, especially in its ideological perspectives.

The objective of this study is to investigate linguistically the ways in which systems of

meaning are constructed ideologically in world leading print media to represent the events,

players and policies in the coverage of ongoing ‘war on terror’.

The substantial ten year data for this study has been collected from two American and two

British leading English newspapers from the online database Nexis UK from 9/11, 2001 to

31st December, 2011 .

This study employs a corpus based approach for quantitative data analyses, comprising

frequency counts, collocations and concordances. For the textual & lexical analysis of such a

substantial data, "Sketch Engine" and “AntConc” have been used.

The findings help us in the identification of the Western journalistic literary practices of

domination and ideology formation embedded in the contemporary process on ideological

grounds which define the constructs of International relations; it further shows the journalistic

literary ways the contemporary process of world print media outlets represent this issue.

33

The role of prior linguistic knowledge and learners’ perceptual judgments

in the acquisition of gender assignment and gender concord in early L3

French

Karima Ben Abbes

PhD researcher Essex University

This paper investigates, within a generative paradigm, the acquisition of Gender assignment

and Gender Concord in early L3 French by Turkish and Spanish native speakers who have

English as an L2.

One of the best contributions to date in the field of generative third language acquisition

(L3A) in the domain of morpho-syntax has been an inquiry regarding the variables that could

condition cross-linguistic influence (CLI) at the outset of L3A. Four hypotheses in the

literature will serve as the framework of this research (i) L1 is the source of CLI in L3A (Jin,

2009), (ii) L2 is the source of influence (Bardel and Falk, 2007), (iii) the Cumulative

Enhancement Model (Flynn et al. , 2004) and finally (iv) the (Psycho)Typological Primacy

Model (TPM): linguistic proximity between the L3 and background languages and learners’

perceptions of language distance are key factors triggering CLI in L3A.

This work aims to investigate each of these hypotheses and also to test the feasibility of an

original hypothesis: the perceived property-based hypothesis (PPBH). The PPBH claims that

learners’ linguistic perceptions are morpho-syntactic property-specific, i.e. CLI strongly

depends on learners’ perceptions and linguistic judgments towards the property/domain

tested.

A mixed method approach have been designed to test these hypotheses among two groups of

early L3 French learners (12 Spanish and 9 Turkish natives L2 English speakers). The data

collected have revealed interesting findings and raised intriguing questions. The present paper

is an attempt to discuss these findings and also to answer some of the raised queries.

Bibliography:

Bardel, C. and Falk, Y. 2007. The role of the second language in third language acquisition:

the case of Germanic syntax. Second Language Research 23 (4): 459-484.

34

Ben Abbes, K. 2008. The role of L1 and L2 in learning a third language: Number and Gender

concord in Articles, Nouns and Adjectives in Turkish/Spanish-English-French Interlanguage:

A case study of two Spanish/Turkish speakers. Unpublished MA thesis, University of Essex.

Flynn, S., Foley, C. and Vinnitskaya, I. 2004. The cumulative-enhancement model for

language acquisition: Comparing adults’ and children’s patterns of development in first,

second and third language acquisition of relative clauses. International Journal of

Multilingualism 1: 1-14.

Hawkins, R. and Franceschina, F. 2004. Explaining the acquisition and non-acquisition of

determiner-noun gender concord in French and Spanish. In The acquisition of French in

different contexts, J. Paradis and P. Prévost (eds), 175- 205. Amsterdam: John Benjamins.

Jin, F. 2009. Third language acquisition of Norwegian Objects: Interlanguage transfer or L1

Influence?. In Third language acquisition and Universal Grammar, Leung, Y.-k. I.

Clevedon:

Multilingual Matters.

Laura, S., Laurie, A. S. and De Haan, G. J. 2006. Transfer effects in learning a second

language grammatical gender system. Second Language Research 22, 1 pp. 1–29.

Rothman, J. 2011. L3 syntactic transfer selectivity and typological determinacy: The

Typological Primacy Model. Second language Research, 27, 107-127.

White, L. 2003. Second language acquisition and Universal Grammar. Cambridge:

Cambridge University Press.

35

The Experience of Teaching English to Young Learners

David Brining, Department of Education, University of York

A belief that ‘younger is better’, parental ambitions and a desire for new ‘business

opportunities’ has fuelled a demand for YL teachers by private language teaching providers.

Many of these teachers, however, have neither formal training nor qualifications appropriate

for teaching children (the CELTA does not train teachers to work with YLs). Moreover, they

may have no desire to teach YLs at all and are ‘persuaded’ to do so by their managers. There

may be little in-service training or support, leaving teachers reliant upon more experienced

colleagues or ‘self-help’ to develop techniques and learn about resources.

My research, illuminative in nature and blending quantitative and qualitative data,

investigates the experiences, attitudes and motivation of such teachers. Key considerations

include professional development provision including qualification enhancement and in-

service training, promotion, specialisation and the decisions teachers make at different stages

of their careers.

Since the project is at an early stage, this presentation will discuss the research aims and

rationale, key research questions, design and methodology, some data collection instruments,

some very early survey findings and an outline of the next steps in the process and seek

feedback on the project itself.

36

The role of equivalence classification in acquisition of L2 phonemes

Nasir AR Syed (narsye@essex.ac.uk)

University of Essex

Speech learning model (SLM: Flege 1995) predicts that learners acquire a new L2 sound if

they discriminate the L2 phoneme from closer sounds. But acquisition of an L2 sound is

blocked if learners equate it with closer sounds. In this case, L2 learners develop same

representation for both sounds. This is called equivalence classification. The current study

aims to test these predictions by analyzing acquisition of English [ʒ] by Pakistani learners.

No empirical study has already tested the acquisition of [ʒ] by Pakistanis. Normally

Pakistani learners equate English [ʒ] with [j] sound as [ʒ] does not exist in their L1s.

A discrimination test was arranged with 30 Pakistani learners of English to see if they

discriminate [ʒ] from [j]. The accuracy of the participants in this test was only 26.7%.

On the basis of these results it was hypothesized that these learners would equate

[ʒ] with [j].

To test this hypothesis, an identification task and a word-reading test were

conducted with these learners. The production test recordings were evaluated by

four native speakers of English on a Lickert scale. The productions were also

analyzed acoustically. The results show that perception and production of English [ʒ]

by the participants was very poor. There was strong equivalence classification

between English [ʒ] and [j] in L2 phonemic inventory of the learners. It confirms the

hypothesis that learners can only acquire a new an L2 sound if they discriminate it

from a closer sound.

Reference

37

Flege, E.J. (1995). Second language speech learning: Theory, findings and problems. In W.

Strange (ed.) Speech perception and linguistic experience: Issues in cross-language research,

pp 233-277, Timonium, MD: York Press.

38

Writing in EFL: Adding Concordancing and Online Dictionaries to the

Equation

Wael Hamed Alharbi

University of Essex

Learner concordancing or direct corpus use by learners has been applauded as one of the

promising areas which can revolutionize L2 writing and language pedagogy as a whole

(Conrad, 2000; Hyland, 2003). Researchers have argued that it provides authentic contexts in

which linguistic items are used, promotes data-driven learning (Johns, 1988), and serves as a

reference tool that language learners can use to solve language problems. However, these

potential benefits have been more talked about than investigated with empirical studies, and

only until recently, researchers have started conducting studies in this area.

Focusing on L2 writing, this presentation will show how this potential of concordancing has

been realized in a study in a university in Saudi Arabia where the presenter introduced

concordancing along with other freely available tools such as online dictionaries to his

students to improve their L2 writing. The presenter will show the participants how he trained

his students on corpus and dictionary search techniques. Then, he will lead the discussion

towards the findings of the study shedding light on the new search strategies that the students

came up with to solve their language problems, correct their errors and produce better texts.

This session is intended for teachers and researchers who want to learn about the applications

of corpora and online dictionaries in EFL/ESL writing classrooms. It is also intended for

researchers who are interested in learning more about new tools for collecting digital data

from participants working on computers.

References

Conrad, S. (2000). Will corpus linguistics revolutionize grammar teaching in the 21st

century? TESOL Quarterly, 34(3), 548–560.

Hyland, K. (2003). Second language writing. Cambridge, UK: Cambridge University Press.

Johns, T. (1988). Whence and whither classroom concordancing? In T. Bongarerts, P. de

Haan, S. Lobbe, & H.Wekker (Eds.), Computer applications in language learning Dordrecht,

Holland: Foris.