Abstracts archive

Following a Complex Dynamic approach, this work aims to discuss the constructs of L2 speech ‘intelligibility’ and ‘comprehensibility’ in the shared comprehension process between Haitian speakers and Brazilian listeners. Our longitudinal data reinforce the dynamic assumption that variability ...

This study compared 4-12-years-old early-English pupils, mainstream pupils, and simultaneous Dutch-English bilingual children in Dutch elementary schools. Early-English education did not affect children’s executive functions, phonological awareness, and perception of difficult English phonetic con...

The Macau Special Administrative Region of China is a small Cantonese-speaking community. Like many other Chinese-speaking communities, educational language policy attempts to preserve Cantonese and, at the same time, implement Putonghua and English as instructional languages. Census figures suggest...

This paper explores Japanese primary school age EFL learners’ beliefs regarding their linguistic self-confidence. Following a week-long exchange with group of similarly-aged students from the United Kingdom who visited their classroom, most students indicated that their self-confidence for learnin...

This research examined the effects of shadowing and elicited imitation (EI) on L2 speaking. In EI, learners wait for three seconds (longer than the phonological loop lasts) after they hear the stimulus before repeating. The results of our experiment suggest that these similar activities may involve ...

The current study is focused on reading strategies as presented in various EFL textbooks for learners in lower primary school grades (1-4) with special reference to their use by Croatian teachers and importance for enhancing good reading performance in the target graders.

This paper explores academic email signatures as a new emerging genre and is based on an analysis of a corpus of 300 signatures. The findings show that email signatures have a core set of moves and steps and are increasingly used to construct and perform unique academic self.

I use a microanalytic approach to show that participant evaluations in focus groups on food are negotiated as part of an embodied, interactive process that employs multiple semiotic modalities. A cooperative semiosis is therefore at work in these evaluations, which unfold in time via verbal and gest...

This paper describes the prosodic characteristics of emphasis found in utterances by various Chinese students of Spanish as an FL in the expression of emotions, comparing them with different emphatic patterns described for Peninsula Spanish and identifying their communicative efficiency in order to ...

The present study explores fluctuations in behavioural, emotional, and cognitive engagement over the course of four intact L2 lessons spread over the course of one academic year, and examines the interrelationships between these dimensions and timescales under a situated, dynamic perspective.

There are huge individual differences in English reading comprehension at the end of primary school. We need to determine which cognitive, motivational and linguistic factors predict successful English reading comprehension. A longitudinal study involving 279 Dutch children revealed these factors an...

This study uses the approaches of digital ethnography and presentation of self to analyze Instagram posts of 14-day food diaries by Singaporean university students and interview data. It is inspired by research on culinary nationalism and foodways that views food as a reflection of the self and of t...

This ETS-funded study investigated the effects of the extended planning time on the performance elicited by lecture listening-into-speaking tasks in the TOEFL iBT test across the two different proficiency groups. Effects were examined in terms of the (1) scores, (2) linguistic performance variables ...

We investigate how context influences the magnitude of syntactic alignment (also known as structural priming) in L2 Chinese learners’ production of Ba-construction. It is demonstrated that L2 syntactic alignment can be boosted by continuous and dynamic context and the contextual boost effect can p...

Increasing the cognitive demands of pedagogical tasks takes us to explore the effect of task complexity on L2 pragmatic production. We also examine to what extent L2 motivation influences task performance. The analysis of these interactions is intended to provide some insights into the understanding...

Studies on ambiguity suggest that chunking is time-constrained. Neuroscientific work suggests that the brain processes information in discrete time windows provided by electrophysiological cycles. We found cycles in the order of seconds to affect ambiguity resolution, and thus chunking. Cycles, dura...

Building on our previous work on gesture-talk ensembles (e.g., Eskildsen & Wagner, 2015), we expand the analyses of some of the same pieces of data to include not only such ensembles, but a range of gestural and materially coupled bodily actions. This reveals highly complex processes of instruct...

This paper proposes a theoretical framework for analyzing online pedagogical videos. Drawing on the notion of translanguaging (Li, 2018), this paper presents a multimodal analysis of three online English teaching videos to generate a theoretical framework that takes into account the 'trans-' nature ...

This presentation will briefly present the highlights of the empirical interdisciplinary course case which was built on (some of) the basic principles of the fully inclusive Exploratory Practice. The learning environment was used as a means for exploring bottom-up sociolinguistic norms and sense-mak...

Little is known to what degree and in what way secondary school L3 learners in Norway make meaning within a genre in writing. However, which methodological approaches are best suited to analyze L3 learners' writing to a genre? The paper presents and discusses analytical approaches that seem to be pa...

The aim of this longitudinal ethnographic study was to explore how children's verbal and nonverbal behavior reflects their language awareness at a bilingual Arabic–Hebrew-speaking preschool in Israel. The study is beneficial for language teachers' understanding of how they can support children's l...

Appropriately trained teachers are indispensable for CLIL programmes to live up to the high expectations that are connected to the approach. Hence, this research presents the German Framework for CLIL Teacher Education, serving as a basis for the development of CLIL teacher training programmes adapt...

Several nonnative speech perception models address the systematic phonetic relations between native and nonnative speech categories. The objective of this study is to examine the relative difficulty encountered by L2 learners in perceiving nonnative contrasts in high- and low-frequency words. The fi...

This study attempted to clarify the cause-and-effect relationship between shadowing practice and overall proficiency improvement. The experimental results revealed that three-month continuous shadowing practice, requiring learners to orally reproduce a variety of 200- to 300-word passages five times...

The paper provides a micro-analytical perspective of classroom management in EFL classrooms. It demonstrates that, by understanding classroom management as an on-going accomplishment by teachers and pupils and not as a pre-analytical concept, the focus of research and teacher training can shift from...

By examining how English as a lingua franca is exploited as communicative resource in two different ELF contexts of gaming and couple discourse, the exploration raises the same issues how people interact with each other by making use of language in general and English as a lingua franca in particula...

In this paper, I look into 'reflexivity' as a valued quality of practice and personhood among counsellors working in a refugee support NGO in Vienna, Austria. My aim is to understand embodied reflexivity not so much as an embodied professional knowledge, but as the affective and moral posi...

Use of a Grounded Theory research method when coding data on translanguaging in class brought to light new categories that are specific to the social and educational context of the United Arab Emirates. The presenter will introduce these and make tentative suggestions about how plurilingual educatio...

This study sets to explore a constructive approach of empowering students to be mentors in PELE course. It looks at how students use autonomy associated with the new identity as mentors. The study is hoped to benefit students, teachers and global higher education.

L2 sociolinguistic development is associated with high engagement and large social networks, but this is largely based on research on university students. This study illustrates that older immigrant learners have different means of engaging with the L2 and can overcome social network limitations to ...